text:
User:Nicole Reinersmann

Hi!! My name is Nicole Reinersmann. I am a Senior here at Clarion and I am studying Psychology. I am going to graduate in December =) I hope to go into Family Counseling after I attend grad school. I am from the Pittsburgh area.  I live in Plum which most of you have never heard of but it is about 20 minutes away from Pittsburgh.  This class was required for my major and  I am kind of nervous about it because I never took Physics in high school and I just do not know what to expect.  It does seem interesting and I hope to get a lot  out of class.

title: User:Nicole Reinersmann


text: VHDL for FPGA Design/State-Machine Design Example Asynchronous Counter

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


text:
Civ/Civilization II/Forms of Government

There are six forms of government in Civilization II, each with its own unique strengths and limitations.

Anarchy
Anarchy, like in all other Civilization games, is a transitional government. During this time, which may last anywhere from one to four turns, taxes are not collected and no scientific research is conducted. Three units can act as military police in a city, with each unit contenting one unhappy citizen. Military units are free until the number of units calling the city home exceeds that of the size of the unit's home city. Settlers also require one food for support. The maximum rate in anarchy is 60%.

The length of anarchy in the epic game is determined solely based on the turn that you declare a revolution (or in rare cases, when your citizens revolt). Civilization players have identified that every four turns starting with the fourth is a special turn, as anarchy will always end after these turns. Thus, the turn before these turns (that is, every four turns after the third) are the ideal times to change governments, as you only have to endure one turn of anarchy. A civilization with the Statue of Liberty wonder will also endure only one turn of anarchy as well.

Despotism
Despotism is the form of government that starts each and every epic game. In a despotism, three units in a city can act as military police, contenting one unhappy citizen per unit. Units are free until there are more units that call a city home than the size of a city (that is, a size six city will allow for six free units). Settlers and Engineers will also require one food for support. Despotism also suffers from what is commonly known as the despotism penalty, which disappears if a city is celebrating "We Love the King Day": a city working a tile that produces three or more of anything (food, shields, or trade) produces one less. The maximum rate in a despotism is 60%.

Despite the despotism penalty and the inherent corruption and waste problems, many players employ despotic conquest (winning by conquest while in a despotism) as a quick method of winning a game.

Monarchy
Many beginning players will attempt to bee-line to Monarchy as quickly as possible, because of its reduced corruption and waste and because of its lack of the despotism penalty. Monarchies employ similar military policing as that of despotisms, and Settlers and Engineers require one food for support. The maximum rate is higher compared to despotisms, at 70%. However, unlike despotisms, only three units from each city are free.

Communism
Communism is one of the better governments for warmongering, and especially espionage. Under communist governments, three units in each city can act as military police, contenting two unhappy citizens each. Corruption and waste are next to nothing (one trade arrow or shield lost in 100 produced), and spies are created veteran. Settlers also require two food from its home city to support. The maximum rate under Communism is 80%.

Fundamentalism
Fundamentalism is a type of government based on religious zeal. Because of this, scientific research is cut in half. However, citizens will never be unhappy for any reason, and city improvements that makes citizens content instead produce gold equal to the number of contented citizens it would have made (needless to say that these improvements do not need maintenance). Fundamentalist governments can also make use of the Fanatics unit, which are always free. Because of the religious zeal, each city can support eight (non-Fanatic) units for free. The maximum rate for a fundamentalist government is 80%.

Because of its science penalty and free support, as well as the fact that civil disorders can never occur in a fundamentalist government, fundamentalism is an ideal government for warmongering.

Republic
Republics are great governments for early growth and trade, and early-game republics often facilitate growth. The drawback to republics is that no unit comes free of support, and each ground or sea unit with attacking power beyond the first (and each air unit) that is outside of a city or a fortress up to three squares from a friendly city will make a citizen unhappy. There is also no military police, making improvements such as temples and cathedrals more important. Settlers and Engineers also require more food for support compared to other governments, requiring two.

Republics also enjoy a trade bonus, as well as a maximum rate of 80%. A republican city will grow by one while celebrating "We Love the King Day" as long as it has sufficient food.

Democracy
Democracy is arguably the best form of government in Civilization II due to its numerous abilities. There is no restriction on maximum rate, and cities generate extra trade. As well, units are immune to bribery and it costs more for other civs to bribe a city under a democracy. There is no loss of shields or trade due to corruption and waste, and courthouses make one content citizen happy. If a city in democracy celebrates "We Love the King Day", the city will grow by one citizen each turn as long as it has sufficient food.

However, these benefits come at a price: there is no free support, and so all units must be supported with a shield from the unit's home city, and each unit (with attack power) that is not in a city or a fortress within three squares of a friendly city will make two people in the unit's home city unhappy. To make things worse, air will always make two people from the unit's home city unhappy. This means that improvements such as temples and cathedrals that much more important, as well as having the Shakespeare's Theater wonder in a city with high shield output. Democracies are also very fragile, as all civil disorders must be taken care of immediately or the citizens revolt. Settlers and Engineers also require two food from its home city to support.

Democracies also suffer from its relative inability to declare war. The Senate will prevent almost every attempt at warmongering. Thus, the United Nations wonder is a valuable asset to any democracy, as it reduces the Senate's influence to a more tolerable level.

A good player at Civilization II will be able to use all of democracy's benefits and shortfalls to its advantage even if the player employs a warmongering strategy.

title: Civ/Civilization II/Forms of Government


text: User talk:76.18.130.168

title: User talk:76.18.130.168


text:
Talk:Arabic/Introduction

Modern Standard Arabic/Classical Arabic usage
I like the Modern Standard Arabic and I prefer to learn and to use it vs dialects. Can you please advise where standard Arabic used in speech? I hear it in the local community news in Australia and on Al-Jazeera TV. Are there any entertainment programs, movies or cartoons in Fuṣḥa or is it only used in very formal and official situations? On the dropped endings section: I listened to TV and radio in MSA and noticed that endings are always (?) dropped, although the speakers speak in MSA. Are the case endings reserved for Qur'an recitals only nowadays? My Arabic is still primitive but I think I could tell that endings are hardly used in the news by reporters.--Atitarev (talk) 23:33, 17 January 2008 (UTC)

title: Talk:Arabic/Introduction


text: User talk:75.199.171.54

title: User talk:75.199.171.54


text:
Understanding Scientific Terms/Importance

Lesson 0 - Why learn Greek and Latin Word roots?
Scientific, Engineering and Technical terms are often long, complicated words that can be confusing. But first, let us distinguish those familiar (but often confused) terms:
 * Science, means to study or know (literally to cut open) academically - often in a university research department
 * Engineering means ingenious, that is talented and practical, a blend of science and technology mostly occurring only one time, 'in the field'
 * Technology means to use skilfully - literally to treat or practice knowledge - a process often repeated, often in a laboratory or factory

Many people become anxious and unable to verbalize ('word blind') when they meet new, complicated terms such as electromyogram.

'Don't Panic! ' Instead, eat your elephant one spoonful at a time - that means: build an understanding of the etymology or origin of words, and how to break them into component parts (prefix-root-suffix), Scientific, engineering and technical terms need not be fearful even if you have never seen them before. It is not really necessary to learn classical languages - just remember to check the word in Wiktionary and try to remember its structure!

for example Electromyogram is made up of three word roots.

 * electr/o: having to do with electricity.
 * my/o  : muscle
 * -gram : a record or result

An electromyogram is a device that 'writes' a record of the electrical activity of a muscle, but an electromyograph 'graphically' shows what is happening. A related word is meter which simply means 'to measure' (or sometimes as a noun, a length defined by the International Organization for Standardization or ISO).

Scientific terms are mostly made of Greek, Latin, or both mixed together, but sometimes borrowed from other languages too.

An understanding of even a few principles can go a long way in making science classes easier. Some are very common! For example here are some common initial or prefix terms:

 * pre (before - as in prehistoric) and post (after). For example, after completing a message, one may finally 'post' (send) it!
 * hyper (superior or big as in hypermarket) and hypo (under or inferior, as in hypodermic syringe - which doctors insert under the skin).
 * epi (near as in epicentre) and a, ap or apo (away as in apology - away from logic).

Why? Originally, the roots of arts and sciences developed in ancient Greece and were spread by the Roman Empire (during the bronze and iron ages).

The classical languages (Latin and Greek) continued to be used until not so long ago (about the 18th or 19th century). In fact, even in the twentieth century a formal description of a new plant species was required to be written in Latin. Many plants and animals have multiple common names--the same species is called different things in different places (see "crayfish")--and there are many species that have the same common names--see "milkweed"). By assigning each species a scientific name with Latin elements, a great deal of confusion can be avoided.

Thus many technical terms were constructed from other words long ago using these classical languages before English became dominant in the second half of the 20th century, and once established, we are stuck with them forever!


text: User talk:71.12.194.16

title: User talk:71.12.194.16


text:
User:Michol Zahoran

Hi, I'm Michol. I am currently a junior at Clarion University and I am majoring in Elementarty Education.

title: User:Michol Zahoran


text:
User talk:Jc15332

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 00:53, 18 January 2008 (UTC)

I hope so too -- Good work --J.M.Pearce (talk) 20:33, 18 January 2008 (UTC)

title: User talk:Jc15332


text:
User:Jc15332

Hi! :) Im Jessy, and I am currently a sophemore at Clarion University.  I am majoring in CSD (Communication Science Disorders) hoping to be a Speech Language Pathologist.  I took this course because to fill my science requirement, and I didn't expect it to be so much about physics.  I can say that physics in general does not excite me.  I took the class in high school and my teacher was TERRIBLE, so hopefully this time it will be better.  I am open to learning new things and hopefully this class changes my opinion on physics.

title: User:Jc15332


text: User talk:67.176.113.55

title: User talk:67.176.113.55


text:
User talk:Michol Zahoran

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:18, 18 January 2008 (UTC)

Good work --J.M.Pearce (talk) 20:37, 18 January 2008 (UTC)

title: User talk:Michol Zahoran


text:
User talk:Nicole Reinersmann

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:18, 18 January 2008 (UTC)

Good work --J.M.Pearce (talk) 20:38, 18 January 2008 (UTC)

title: User talk:Nicole Reinersmann


text:
User talk:Pacificslav

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:18, 18 January 2008 (UTC)

title: User talk:Pacificslav


text:
User talk:Steveth45

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 01:19, 18 January 2008 (UTC)

title: User talk:Steveth45


text:
User:S egcornman

I like physical science because unlike biology and chemistry, I can directly see physical science in every day life. It's the only science class that I really remember anything from when I was in highschool.

title: User:S egcornman


text:
User:GabbyAdams580

About Me

My name is Gabrielle Adams i'm 20 years old and a Sophmore at Clarion University. I'm originally from New Castle, Pennsylvania which is a small town about 45 minutes north of Pittsburgh. My current major is undecided business, but that will soon change to Computer Science. I have always liked working with computers and right now I am taking classes to help me get more familiar with them. Im a pretty easy going person but I tend to get irritated a lot when I am under stress. I'm an animal lover and think PETA is an amazing organization. I think animal cruelty is a major issue in society that a lot of people seem to ignore. Sometimes I think I like animals better than people. People can be so cruel. I wouldn't really consider myself an athlete but I like to work out and play tennis. One of my favorite things to do is relax and take naps. I think this Physical Science course will help me a lot in many ways. I'm a pretty good listener but I'm the type of person that needs to be walked through step by step in order to understand a problem. Math is my weakest subject, but I think practicing will help me through this course. I'm looking forward to learning how to understand the word problems since a lot of math is used. I don't really know that much about Physics so i'm hoping this course will enlighten me and help me learn new things!

=Likes=
 * Sleeping
 * Working out
 * Animals
 * PETA
 * Tennis
 * Music
 * My puppy
 * Laughing
 * Making other laugh
 * Men with muscles

=Dislikes=
 * Liars
 * Homework
 * Studying
 * Posers
 * Animal Cruelty
 * Michael Vick

=Goals= My future goals include graduating from college and getting a degree possibly in computer science. I want to find a good job and start a family. I'm hoping to be able to live comfortably and be able to support my family. I also want to make a contribution to different organizations for world hunger and animal rights. I think people take life for granted and don't really realize that we have it so easy when people especially children in other countries have nothing.

--GabbyAdams580 (talk) 03:00, 18 January 2008 (UTC)

title: User:GabbyAdams580


text:
User:Sean Mainwaring

Hello, my name is Sean and I am a junior at Clarion. I am an Elementary Education major with a concentration in coaching. I am very easily entertained so I have a lot of interests. I am a fairly outgoing person and I love spending time with my family and friends. I have a very close group of friends and next to my family they are definitely the most important thing to me. As far as science goes, I have never really been the biggest fan. So far I have had Earth Science and Biology at Clarion. Prior to college, though, my last science course was Physics my junior year of highschool. Out of all science courses, Physics is probably my favorite due to the mathematics aspect of it. I have always been better at math than other subjects. So overall, I wouldn't necessarily say that I would take PH112 if it was not required for my major, but I am definitely not dreading it either.

title: User:Sean Mainwaring


text:
User:Bill Kules/Test Book

Table of Contents

 * Introduction
 * Beginning Material
 * Middle Material
 * Conclusion

Resources

 * Resources
 * Licensing

title: User:Bill Kules/Test Book


text:
User:Alison sabulsky

What interests me: Being with family and friends My sorority and all my sisters I like to dance, listen to music, and golf I am a junior at Clarion University majoring in Elementary and Special Education What interests me about physical science: I am interested in learning about how physics relates to my everyday life.

--Alison sabulsky (talk) 01:44, 18 January 2008 (UTC)

title: User:Alison sabulsky


text:
User:Bill Kules/Test Book/Introduction

In the Beginning
Welcome to my initial test book on wikibooks. I am just learning about this, so I'm playing, hopefully, in my own account.

What I Hope to Do
I am considering using wikibooks as a platform for collaboratively developing an introductory textbook on information systems suitable for graduate students in the field of library and information science.

title: User:Bill Kules/Test Book/Introduction


text:
User talk:GabbyAdams580

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:46, 18 January 2008 (UTC)

Copyright problem with Image:Gabbyadams.jpg

 * I've nominated Image:L a2bb475e548ec3991ce34ef26ae73043.jpg for speedy deletion because Wikibooks is not your webhost. I'm not going to delete it myself; another administrator will make that determination. – Mike.lifeguard  | talk 02:54, 18 January 2008 (UTC)

Gabby - make sure you tag all the images you put up. Nice work --J.M.Pearce (talk) 20:26, 18 January 2008 (UTC)

title: User talk:GabbyAdams580


text:
User:Bill Kules

This is my first book, called Test Book.

Here is an outline of an Information Systems for Library and Information Science

title: User:Bill Kules


text:
User:Bill Kules/Information Systems for Library and Information Science

Preface
This is the outline of a text I am considering developing for an introduction class on information systems in libraries and information centers. It starts with the syllabus for a class I teach, Information Systems in Libraries and Information Centers.

Table of Contents

 * Introduction

Part 1 - Frameworks

 * A Systems Approach
 * Human-Computer Perspectives
 * Systems Analysis
 * Systems Development Life Cycle

Part 2 - Building Blocks

 * Computer systems: Hardware, software, storage
 * Telecommunications & networking
 * Representation & management of information: Files, databases, SQL
 * Representation & management of information: metadata

Part 3 - Information Systems

 * Information Retrieval Systems
 * Digital Libraries & Archives
 * Library Information Systems
 * Social Technology

Part 4 - Related Matters

 * Policies
 * Social Issues
 * Technology Trends
 * Careers

Part 5 - Case Studies

 * Case Studies

Appendix

 * Licensing
 * Resources
 * Terminology

Open Issues and Questions

 * Organize as text or workbook?


text:
User:Ambermc

My name is Amber McMillen.

I'm a junior studying psychology.

I also have a 4 year old daughter.

I took this course because I am interested in quantum physics, physics in general, and of course, astronomy. I love to learn how things work (i.e. how our bodies work, how we move through space, how our brain controls everything we do, etc.). I took this class to hopefully gain an understanding of some of these things.

I would be a student forever if I could so I think it is important to keep learning even after school. Not surprisingly I love to read nonfiction books.

The end.

title: User:Ambermc


text:
User talk:Bill Kules

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:09, 18 January 2008 (UTC)
 * By the way, if you're doing a class project, you may be interested in Guidelines for class projects and List of class projects. – Mike.lifeguard  | talk 03:22, 18 January 2008 (UTC)

title: User talk:Bill Kules


text:
User:Smithlewis

Hola compadres, Yo soy Querida. I am a non-traditional student, although I fit in pretty well with the "traditional students!" I am an Elementary Education major, concentration in Social Sciences. Currently, I am a junior at Clarion University, and more than exicited to graduate in the upcoming year.

I am currently taking Physical Science: Physics and Astronomy. I had Physics in high school my 12th grade year...didn't do too well in it. I never was interested much in science, but for some reason I did enjoy the class, more than usual. The mathematical part of it was difficult for me to grasp, but I enjoyed the lab part of it. Now I seem to be taking it again, this time it is a required course...so I hope to do the best I can. That's it for now, ADIOS!!!!

title: User:Smithlewis


text: User talk:71.235.2.247

title: User talk:71.235.2.247


text:
MediaWiki:Gadget-bottomtabs.css

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title: MediaWiki:Gadget-bottomtabs.css


text:
MediaWiki:Gadget-betterbottomtabs

Best bottom tabs: This will not work in Internet Explorer, but will give users of other browsers the best bottom tabs. Use the other version for compatibility problems.

title: MediaWiki:Gadget-betterbottomtabs


text:
User:Mike.lifeguard/Twinkle Speedy documentation

Twinkle Speedy, still in beta(bugs), is a script that administrators, editors and rolbackers may use to help make new page patrolling and related tasks easier. This script tags pages, and notifies users as required for many of the most common things you'll need templates for while patrolling using the familiar Twinkle interface. The script cannot be used unless you have the appropriate rights; the script will probably fail in Internet Explorer, has been tested in Firefox, and may work in Opera, Camino, Google Chrome, and Safari. This script allows tagging for speedy deletion, VFD, copyvio, no license info, NowCommons, and more. As well, the script will leave a message on the user's talk page when a standard template message exists.

As with the original Twinkle script, all edits made are your responsibility regardless of bugs in the script. If that scares you, then wait until there are no more bugs. If you or the script make mistakes, clean them up; it's not the end of the world. But if you're recklessly making a big mess, and I see it, you'll probably have your access to this script removed by me. Also, the tooltips are not policy - you're responsible for knowing what Wikibooks policies and guidelines are, and following them.

What does the script do?
Allows you to speedily tag for deletion many things (below), and notify users on their talk page as required.

This script is considered mostly stable, but still in development. It will likely be beta in perpetuity. Bug reports and feature requests can be listed here.

Installation

 * Beta Version (mostly stable)
 * This will become a Gadgets option at some point in the future when bugs are gone and expansion of functionality is complete. For now, you may add the following lines to your monobook.js to use the semi-stable version:

 * Save the page

 * Alpha Version (development)
 * A development version (not for the faint of heart; this will frequently be broken) is available for those who want to help with development.

 * Save the page

 * Purge your browser cache
 * After saving, you may have to bypass your browser's cache to see the changes. Mozilla / Firefox / Safari: hold down Shift while clicking Reload, or press Ctrl-Shift-R (Cmd-Shift-R on Apple Mac); Konqueror: simply click the Reload button, or press F5; Opera users may need to completely clear their cache in Tools→Preferences.

 * Users of Opera or old versions of Firefox, Camino or Safari
 * You should enable JavaScript Standard Library in my preferences (Gadgets tab) for the best chance of this script working properly.

Tag-only, don't delete
Admins should be careful to note whether the "tag page only, don't delete" box is checked, as the options do different things based on this. You will get incorrect behaviour if you're not paying attention. The box is checked by default so you won't delete pages by accident. You'll have to remove the safety if you want to use the big gun.

Note that not all of these options apply to new page patrol, but are included here for convenience.

Notifying/warning users
Please be careful with this checkbox. When enabled, it will notify users when appropriate. If you're tagging many pages or images by the same user, please disable it after the first one so that they're not inundated with template messages. Instead leave them a note that "this applies to all your uploads." You can only notify the user for these cases; all other cases must be done manually.

Templates used
If you have never seen or used these templates, please familiarize yourself with policy, and read the templates in their entirety before using them.

Users will be notified when using the following options:
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Orphan backlinks

 * This feature is currently buggy; I advise you not to use it for now

This allows you to unlink the page from other pages in the main namespace. The script will orphan backlinks when on the following options:
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Tagging and deleting
Admins are reminded that each radio button does a different thing based on whether the Tag-only box is checked or not. In essence, the Tag-only is for the beginning of a process, and disabling it (to enable deletion) is for the end of a process. For speedy deletion, where the start and end are the same if you're an admin (just delete it) then you're welcome to go ahead with Tag-only off and delete.

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 * 2) If deleting: Admins can use this option to delete a page that has been tagged with for over 7 days (only). For pages that have no meaningful content but haven't been tagged (and don't deserve to be), use the general deletion option, and provide a reason when prompted.
 * 1) If deleting: Admins can use this option to delete a page that has been tagged with for over 7 days (only). For pages that have no meaningful content but haven't been tagged (and don't deserve to be), use the general deletion option, and provide a reason when prompted.

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text:
User:Danielle Allen

My name is Danielle Allen but I am only known as Dani. I am a Junior as of this year planning on graduating next year with a major in Elementary Education and a minor in Special Education. I have always been good at any of the sciences and for the most part, excluding Physics, have enjoyed them. Its nice to know how and why what we like works the way that it does. You can never know or learn to much.

title: User:Danielle Allen


text:
User:Bigworm

My name is Jeremy Womer and I am a junior at Clarion University. I am an elementary education major with a minor in coaching.

Baseball is my major interest. I am interested in how thingis in sports are done according to science. THis is where physical science comes into play. There is physical science in everything in baseball. This is from swing a bat and connecting with the ball, to running the bases and sliding in safely. Physical science is all around us in the world and I find it interesting to be able to understand this everyday events.

Being a baseball player and a student of the game I am able to make my performance better after understanding the concepts behind what i am actually doing.

I myself am also a future educator and this is an area that i will have to be able to present to my students. I find that most students find physical science interesting when it is presented in a way that can be related to their everyday lives. When things that are being taught can have a practical use, students are more likely to have an interest and learn the material better.

title: User:Bigworm


text:
User:Sara Bryan

 == Sara Bryan ==

High School : Class of 06' New Brighton High School

 Major : El.Ed./Special Ed. (Honors Program)

 Family :  Rose, Dave, Jenny, Flash (dog)  Interests : Tennis, Softball, Music, the beach, The Steelers!

 * What interests me about Physical Science is how it can apply to every day situations.

title: User:Sara Bryan


text:
Megauniversity/Malaysia

Introduction
Welcome to the Wikibook on "Education in Malaysia." This collaborative resource delves deep into the multifaceted world of Malaysia's educational landscape. Education plays a pivotal role in shaping a nation's future, and Malaysia's journey in this regard is both fascinating and instructive.

A tapestry of history, culture, policy, and innovation has been woven together to form Malaysia's educational progress. The education system in the country has seen considerable changes, reflecting the changing nature of Malaysian society, from its colonial origins to its contemporary efforts. To appreciate the varied educational options and challenges Malaysia faces today, it is essential to understand this historical backdrop.

The education system in Malaysia is thoroughly examined in this Wikibook. It explores significant historical events, the complex structure of the educational system, the dynamic interactions between different educational levels, and the urgent concerns that require attention. By the time this voyage is complete, readers will have a thorough understanding of Malaysia's educational system in addition to new perspectives on more general issues like quality assurance, diversity, and the value of education for societal advancement.

Understanding the Historical Evolution of Education in Malaysia
This chapter embarks on a journey through time, focusing on the historical evolution of education in Malaysia. To comprehend the present and envision the future, it is paramount to understand the historical context in which Malaysia's education system has developed. This historical backdrop provides invaluable insights into the shaping of educational policies, the influence of external forces, and the evolution of societal values that have collectively molded Malaysia's educational landscape. Significance of Understanding Historical Context

 * 1) Policy Insights: Analyzing the evolution of education historically reveals the underlying ideologies and philosophies that have influenced educational policies. Policymakers can make well-informed judgments for the future by reviewing previous policies and their results.
 * 2) Cultural and Social Understanding: Education and cultural and societal norms are closely related. Understanding how education has contributed to forming Malaysian identity and values requires an exploration of the historical backdrop.
 * 3) Legacy and Continuity: The historical growth of Malaysia is reflected in many facets of the country's contemporary educational system. It promotes a sense of continuity and heritage to acknowledge this legacy.
 * 4) Difficulties and Possibilities: Historical trends frequently repeat themselves. Educators and policymakers can foresee prospective obstacles and possibilities in the constantly changing educational landscape by looking at previous struggles and accomplishments.
 * 5) Global Perspectives: Knowledge of Malaysia's educational past adds to the conversation on education around the world. It provides insights into the difficulties experienced by countries trying to create inclusive educational systems of the highest caliber.

Colonial Influence on Education in Malaysia
Racism-related thoughts or feelings have been promoted through British Colonial Education. The schools are divided from one another based on location and population density because each type of school is specifically for one race. (1990, p. 5; Abdullah Sani & P. Kumar). It is evident that Malayan children have primarily been raised in schools using a variety of philosophies. Schools have also evolved into places where kids can concentrate on and be separated from other kids of a similar race. It is difficult for the Malay, Chinese, and Indian kids to interact with one another. There was little sense of patriotism at the time for Malaya as a whole; rather, it was more of an attitude toward their race and ethnic group. (Ibrahim Saad, 1977, p.40).

The divide between the elite group and the common population in Malaya has also grown as a result of British Colonial Education. Some schools were established as part of the Colonial Education Policy to educate future public servants. People from the top class and Malay monarchs, for instance, are among the elites who enroll in the Malay College Kuala Kangsar (MCKK). The Malay Vernacular School is attended by the general public, who are required to follow and conform to these elites. The implication is that the British educational system does nothing to bridge the gap in the Malay community but instead allows it to grow. School has turned into "the great divider," not the great equalizer. Ibrahim Saad (1977), p. 40.

Class and status differences among societies are another effect of colonial schooling. Some students who enroll in a particular school receive greater financial rewards. Consequently, there is a class distinction based on financial benefits. For instance, Malay, Chinese, and Tamil pupils attend schools with lower rewards than English-taught students. (Ibrahim Saad,1977, p. 40.)

Economic disparities between the races are another effect of the Colonial Education Policy. For example, Malay schooling has kept the Malays out of urban and industrial development, which is directly tied to British Malaya's rise to prominence as a major producer of tin and rubber in the globe. p. 18 of Abu Zahari's 1980 book. The Indian community continues to reside in rubber plantations, the Malays continue to settle in the hamlet by working in the paddy fields, and the Chinese community runs businesses.

The lack of an integrated national conscience among the Malayan populace is another implication that can be noticed through the Colonial Education system. There is no racial equality in Malaya and the nationalism that exists there is not integrated. Haris Md. Jadi claims that there are Malay nationalist movements as well as immigrant ethnic nationalism movements that resemble their home nations. (Haris Md. Jadi,1990, p. 23–24). The British Educational System, which offers separate education to Malays, Chinese, and Indians, is to blame for this predicament.

Challenges and Progress in Malaysia's Education
The Government of Malaysia requested that the accomplishments and difficulties in five national priority areas of education policy be summarized in the parts that follow. These include: learning assessment, including school-based assessments and exams, teacher development; curriculum creation with a focus on science and math; technical and vocational education and training (TVET); and the use of information and communication technology (ICT) in education.

According to national and international surveys, Malaysia upholds high professional standards and offers its teachers working conditions that are superior to those in the Asia-Pacific area. Indeed, teacher incentives and compensation account for a considerable portion of public spending on education. In terms of pay, the ratio of teacher salaries to per-capita GDP is predicted to be 3.9, compared to a range of 1.5 to 2.0 for OECD nations. One of the 27 Institutes of Teacher Education (ITE) that offer Bachelor of Teaching programs, Post-graduate Education Courses, and Diploma in Education courses trains both primary and secondary teachers.

In order to boost the proportion of primary and secondary school teachers with graduate-level training, various reforms, including the Special Graduate Programme and the Degree Programe for Non-Graduate Teachers, have been implemented. The Teacher Graduate Program will continue on this course during the tenth Malaysian Plan (2011–2015). In order to meet the demands of a "knowledge-based" economy, further reforms aim to alter the role and teaching strategies of teachers.

Despite these successes, a number of obstacles that could harm excellent educators and their methods of instruction were found, as listed below:

Despite Malaysian certification requirements for teachers, the number of underqualified teachers, particularly in basic schools, may have a negative impact on the standard of instruction. Although teachers in Malaysia are paid fairly, there is still a need to recruit more excellent graduates into the teaching field.

In Malaysia, in-service training is typical, and it is formally mandated for teachers each year. The number of teachers who genuinely gain from beneficial in-service training programs, however, may be increased. Terchins of elementary schools are most affected by this.

Although teachers in Malavasia are generally very committed to their pupils, a lack of administrative support in schools, especially primary schools, and/or an excessive amount of administrative work for teachers may make it difficult for them to spend more time with their students.

The idea of "meritocracy" is accepted and respected, but there are concerns about the potential drawbacks of funding schools based on arguably limited definitions of academic success.

Although there are numerous leadership-focused training programs available to school principals, administrators, and other education leaders, school leaders might still be given more authority to act as "leaders" rather than "managers."

Structure and Organization of Malaysia's Education System
Malaysia's education system is a diversified and multifaceted framework that demonstrates the country's dedication to offering its citizens affordable, high-quality education. This chapter provides an overview of the structure and administration of Malaysia's educational system, emphasizing the numerous educational levels that make up this extensive framework.

Structure of education:

There are five levels in the formal education system in Malaysia: preschool, primary education, lower secondary education, upper secondary education, and higher education. Although the eleven years of basic education (up to upper secondary education) are free, only primary education is required.

The target audience for preschool education in Malaysia is children aged 0–6 years, with childcare and nursery programs for youngsters aged 0–4 and kindergarten for youngsters aged 4-6. At the age of six, kids are enrolled in primary school for a six-year term.

Primary schools come in two flavors: national schools, which teach in Bahasa Malaysia, and national-type schools, which instruct in Mandarin or Tamil. All pupils must pass the Primary School Assessment Test (UPSR) to earn a primary school diploma after six years.

In order to be eligible for secondary education, graduates of national-type schools must complete an additional year of education to become proficient in Bahasa Malaysia.

All students must pass an exam to get their lower certificate of education after completing three years of lower secondary education. Students are then enrolled in academic, technical, vocational, or religious (Islamic) schools based on the outcomes of this exam.

The second year of upper secondary school is two years long. The Malaysian Certificate of Education (SPM) is taken by those in the academic and technical tracks, while the Malaysian Certificate of Education (Vocational) Examination is taken by those in the vocational tracks.

Grades in Malaysia
Like many other nations, Malaysia uses a letter grading system in its educational institutions. The basic framework of the grading system is as follows, albeit it may vary significantly between various educational levels and institutions:

 * 1) Primary Education (Primary School):
 * 2) * A (Excellent)
 * 3) * B (Good)
 * 4) * C (Satisfactory)
 * 5) * D (Pass)
 * 6) * E (Fail)
 * 7) Secondary Education (Secondary School and Upper Secondary School):
 * 8) * A+ (Excellent)
 * 9) * A (Good)
 * 10) * A- (Satisfactory)
 * 11) * B+ (Satisfactory)
 * 12) * B (Satisfactory)
 * 13) * B- (Pass)
 * 14) * C+ (Pass)
 * 15) * C (Pass)
 * 16) * C- (Pass)
 * 17) * D (Fail)
 * 18) Pre-University and Higher Education:
 * 19) * A (Excellent)
 * 20) * A- (Very Good)
 * 21) * B+ (Good)
 * 22) * B (Good)
 * 23) * B- (Satisfactory)
 * 24) * C+ (Satisfactory)
 * 25) * C (Satisfactory)
 * 26) * F (Fail)

The Grade Point Average (GPA) system, which gives each grade a numerical value and computes an average GPA for a student's academic achievement, may also be used by higher education institutions. The precise GPA scale can differ depending on the institution, but generally speaking, it runs from 0.0 (Fail) to 4.0 (A or Excellent).

Quality Assurance in Malaysia's Education System
Malaysia has a long history of systematic formal evaluation. Since gaining its independence, the nation has committed a lot of resources to building the infrastructure required to support a unified national evaluation system throughout the 13 states and three federal territories. The school education system has undergone extensive change and adjustments over time to suit the demands and ambitions of a rapidly rising economy, where graduates must possess cross-disciplinary abilities in order to address modern problems. In order to remain effective, assessment tools, such as the well-known centralized exams, must adapt to new requirements. This entails making the most of the already-existing expertise in centralized exams, streamlining programs that provide little value, and investing in new knowledge in alternative forms of assessment, notably in support of the reform of school-based assessment.

Establishing clear priorities and a direct line of sight between aspirations, objectives, instrument design, and implementation are essential for successfully guiding this novel assessment modality through its still difficult developmental stage. Additionally, change in the area of assessment rarely focuses solely on the content of the policy; it also has a great deal to do with execution, buy-in, and trust in the governing institutions. It is best practice to establish trusting connections with all parties involved in the education supply chain, including its end users, as this will support an effective assessment reform.

Positive sides of Malaysian education which we can bring to Uzbekistan's education system
The educational system in Uzbekistan may benefit from incorporating Malaysia's system's strong points to make changes. The following are some advantages of Malaysia's educational system for Uzbekistan:

Language competency in Uzbekistan can be improved by Malaysia's multilingual strategy, which places a strong focus on English alongside national languages. Immersion in a second language and bilingual education can encourage multilingualism from a young age.

Technical and Vocational Education and Training (TVET): The effective TVET system in Malaysia synchronizes academic instruction with business demands. The skills gap in Uzbekistan can be closed by putting in place a strong TVET system that gives students real-world, employable skills.

The quality of higher education institutions and programs in Uzbekistan can be ensured via Malaysia's quality assurance processes, such as accreditation and external evaluations. The universities in Uzbekistan may benefit from this in terms of legitimacy and reputation.

To encourage cultural diversity and globalization in Uzbekistan's educational system, Malaysia established branch campuses of foreign universities and attracted international students. Additionally, it can raise the nation's standing in the world of education.

Uzbekistan can use Malaysia's efforts to achieve equitable access to education for all citizens as an example of how to ensure inclusivity in education, including initiatives for students with disabilities and underserved communities.

Uzbekistan can invest in programs for teacher training and professional development to give educators the most recent pedagogical strategies, expertise integrating technology, and a dedication to lifelong learning.

E-Government projects: Improving administrative procedures, cutting down on red tape, and increasing efficiency and openness in education management can all be accomplished by taking a cue from Malaysia's e-government projects.

Uzbekistan's educational system might be significantly improved by adopting these advantageous components from Malaysia's educational system and modifying them to fit the country's particular circumstances and requirements. To execute these beneficial changes, cooperation between educational institutions, governmental organizations, and international partners will be crucial.

Conclusion
Malavsia has always placed a high priority on education as it works to become a prosperous country. The Malaysian government devotes a significant percentage of its annual budget to investing in human resource development as well as infrastructure and funding for education. Due to globalization and the rapid advancement of technology around the world, Malaysia is working harder than ever to keep up with the latest trends.

title: Megauniversity/Malaysia


text:
User:DianaChristineBoura

I am an Junior at Clarion University. I am going for my BFA in art, with a concentration in painting.

This semester I am enrolled in a Basic Physics and Astronomy course. In this course we are creating an online textbook called Introduction to Physical Science. We will use this online textbook for the course and in creating our own questions and answers.

I have never previously taken a physics class before, this will be the first. I hope to learn a lot about it.

title: User:DianaChristineBoura


text: User talk:190.138.95.89

title: User talk:190.138.95.89


text:
User talk:Bigworm

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:45, 18 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:17, 18 January 2008 (UTC)

title: User talk:Bigworm


text:
User talk:Khuffman~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:45, 18 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Khuffman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Khuffman~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:09, 19 April 2015 (UTC)

title: User talk:Khuffman~enwikibooks


text:
User talk:Karen Huffman

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:45, 18 January 2008 (UTC)

title: User talk:Karen Huffman


text:
User talk:Ambermc

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:45, 18 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:11, 18 January 2008 (UTC)

title: User talk:Ambermc


text:
User talk:S egcornman

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:45, 18 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:25, 18 January 2008 (UTC)

title: User talk:S egcornman


text:
User talk:Alison sabulsky

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:46, 18 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:09, 18 January 2008 (UTC)

title: User talk:Alison sabulsky


text:
User talk:Sara Bryan

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:46, 18 January 2008 (UTC)

title: User talk:Sara Bryan


text:
User talk:Danielle Allen

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:46, 18 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:22, 18 January 2008 (UTC)

title: User talk:Danielle Allen


text:
Wikiversity

Our Mission
Wikiversity is intended for the creation and use of free learning materials and activities. The mission of Wikiversity is to empower people to achieve their educational goals using resources produced by the free culture movement. The goal is to create a community of people who support each other in their educational endeavors.

 * Wikiversity Schools

Some Ideas for Effective Initial Participation

 * Add or tweak some notes at a course portal. The School of History is now seeking students!  The School of Mathematics is now seeking students.
 * Tweak a random text for readability.
 * Create an interesting topic portal.
 * Create a random lesson plan.
 * Assemble an initial list of links useful to others interested in the topic.
 * Add an outline bullet
 * Add a factual paragraph or bullet to an article or its associated discussion page.
 * Publish an essay question and answer or a term paper at an appropriate location.
 * Write a draft quiz regarding a random Wikipedia article or other subject of interest and publish it as an appropriate link in a learning trail.
 * Review the standards of educational standards organizations.
 * Publish your course notes (Students please note that the copyright of handouts belongs to their creators and permission is required prior to submittal. Personal notes with short quotes compliant with fair use provisions of U.S. Copyright law, short quotes and citations, created to study the course material are very welcome. It is exactly what we wish to edit mercilessly and improve to leave behind published under the FDL for others to encounter along the learning trails.), lesson plans, topical essays, or reference works for others to review, modify or fork.
 * Come discuss how to improve Wikiversity at our current mailing list.

Please ask a question
Ask a question or state a desire for a learning resource by inserting a paragraph here: I Want to Know. If you feel like lending a hand after inserting your request, please peruse the other participants requests and add information, comments or clarifying questions boldly.

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 * - valign="top"
 * width="50%" bgcolor="#f0f0ff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"|

Departments

 * Physical Sciences
 * Life Sciences
 * Humanities
 * Practical Arts and Sciences
 * Social Sciences
 * Interdisciplinary Studies

Find a course
Browse the courses listed or requested of the various Wikiversity Schools. If you cannot find a particular course, you can request it or start building it yourself.

 * width="50%" bgcolor="#ffffec" style="border:1px solid #faf9b2;padding:1em;padding-top:0.5em;"|

About Wikiversity
Wikiversity is a wiki-based learning community. Over at Wikiversity, you can utilize online courses and also create courses yourself. See how Wikiversity supports learning.

Different entry points and rough theory, as well as example forms are also available.

Discussing the Wikiversity
For previous discussions see the Meta page on Wikiversity. Since there is now a formal proposal to set up Wikiversity as a new Wikimedia project, try to keep discussions of Wikiversity's scope and goals centralized at Meta. In the future we might utilize a #wikiversity IRC channel as well. If you're interested, you could add your name to the participants list, and see who else is involved.

 * colspan=2 bgcolor="#fffffc" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|
 * colspan=2 bgcolor="#fffffc" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|

Wikiversity Core Courses
One way of moving Wikiversity forward is to create a set of core service courses that will meet the needs of existing Wikimedia projects. Since Wikibooks does not want to host Wikiversity, the Wikiversity Core Courses are being developed at the education wikicity. Hopefully, there will be an actual Wikiversity project with its own domain name in the near future.

Experimental Learning Processes
Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development.

 * }

de:Wikiversity: Leitseite es:Wikiversidad:Portada Wikiversité Wikiversità ja:Wikiversity:メインページ Wikiversidade Викиверзитет Wikiversity Wikiversity

title: Wikiversity


text: User talk:67.167.208.100

title: User talk:67.167.208.100


text:
User talk:G109701

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 05:20, 18 January 2008 (UTC)
 * Please do not start pages with a title that is like a web address. These are incorrect; please review out naming policy before creating more pages. Thanks! If you need help, please ask at WB:HELP. – Mike.lifeguard  | talk 05:21, 18 January 2008 (UTC)
 * Also, please note that the formatting you're using on pages like MegaUniversity/Malaysia is incompatible; please see Help:Editing for what markup to use. – Mike.lifeguard  | talk 05:24, 18 January 2008 (UTC)

Duplicate images
Please avoid uploading multiple copies of a single image. It makes a lot of work to clean up. One copy is sufficient. This includes scaled copies; they are not needed, as you can scale images. In the future, please add to any image or page you need deleted. Thanks! – Mike.lifeguard  | talk 20:15, 20 January 2008 (UTC)

title: User talk:G109701


text:
User:KMLarson

Hello! I'm Kaylie Larson and I'm a sophomore at Clarion University of PA. I'm majoring in Elementary Edcucation with a concentration in English. My favorite topic in physical science is Astronomy. I find it completely fascinating and can never learn enough about it!

title: User:KMLarson


text:
BASIC Programming/Beginning BASIC/User Input

Introduction
Read the Variables and Data Types article before reading this one.

User Input is one of the most important aspects of programming concepts. Every program should have some sort of user interaction, from getting a character's name for a game to asking for a password to log into a database. This article will teach the basics of user input in the BASIC Programming Language. Please note that the following code may vary from compiler to compiler. (FreeBASIC Users: Do not use line numbers).

Code
Example 1 (qBasic)
 * 1) you can copy it from here, hashtags do not do anything, it's a reminder.

Example 2 (freeBasic)

Explanation
Output What is your name? ...(Enter Your Name)... Hello, yourName, I am your computer, nice to meet you.

10: Dim userInput declares the variable userInput. As String tells the compiler that userInput is a string (A collection of pure text, can include numbers and symbols, but is considered text).

20: Input "What is your name?" prompts the user for their name.  userInput OR  a$ tells the compiler to store the answer in the variable in userInput or a$.

30: Makes a blank line.

40: A normal Print statement, ; tells the compiler not to skip to the next line.

50: Sleep makes the program wait for the user to press a key.

60: The ending to all BASIC programs, signifies a termination of the program.


text:
Talk:BASIC Programming

This book doesn't mention what dialect of BASIC should be used... is it oldskool stuff like QuickBASIC/GW-BASIC or newer things like gambas/VisualBasic? -Yanom

Klemintine.

''Hello, I will be spending much time editing this page. I have been programming since the age of eight, starting with C++. Over the course of the next month I will be reorganizing, perfecting everything and bringing it some synchronization. Some of these updates include changing all examples to one variant of Basic, as of now there is DarkBASIC qBASIC and freeBASIC examples floating around (I will be converting them all to freeBASIC, since it is free and commonly used).''

''Note: I hope I am using this discussion right.. This is my first Wiki Editing Expereince =]''

Requested topics for coverage
As it applies to FreeBASIC, or in a separate book, as pages FreeBASIC/*
 * BASIC Programming/Manipulating Input
 * BASIC Programming/Writing and Reading Files
 * BASIC Programming/Graphical Programming
 * BASIC Programming/Interfacing With Other Programs
 * BASIC Programming/Interfacing With Hardware
 * BASIC Programming/Interfacing With USB
 * BASIC Programming/Databases
 * BASIC Programming/Computational Science
 * BASIC Programming/Dividing Source Code Into Different Files
 * BASIC Programming/Dissecting Stings

Much gratitude to all contributors! Emesee (talk) 04:12, 27 August 2008 (UTC)

I have possibility to help you, but since im only 12 years old and im talking Estonian, it may be hard. I think, I have MEDIUM rank in Basic, I use Liberty Basic myself. I'm trying to create my own operationsystem(OS) into Windows, and it's only 5% built. About helping, needful?

title: Talk:BASIC Programming


text:
User:Klemintine.

Projects
BASIC Programming Language

''Currently updating a forgotten project started by a source no longer working on it. Revamping everything to the same style and to FreeBasic. Will be working on for another month or so.''

About Me
Heyas ^.^

I am Klemintine, or Klem.. Either works. I enjoy writing, programming, and talking in my free time and would die without my friends x.X

There is no greater joy in the world for me than helping others =] Except maybe the surprised comments that I get when they find out I am barely fourteen, Lol.

So yeah, I love to talk, (Golly gee, This is boring, I have to write about 5 'About Mes' a day -sighs-). So if you are ever bored just go down to my Contact area and just give me call (by Call I mean IM or eMail) >.<

I have been programming since the age of eight.. actually I will make a timeline so I don't have to type this all out Teehee.

Age 8: Got into programming after deciding that I didn't like that fact that I had no idea what the computer was doing inside when I pressed a button. My uncle showed me Visual Basic which I gave up on after one week because I didn't like the drag and drop factor (And I had no idea what was happening that made the button when I dropped it on the screen.). I moved onto C++.

Age 9: I know the basics of C++ and programming concepts. I try out my hand on HTML 4.0 (xhtml was new/unpopular/nonexistent). I liked it. I stayed after school everyday making websites. I didn't like the formating and all the capitals and the incorrectly nested elements (I am a perfectionist, even at the age of nine). About a few months later xhtml became popular/in-existance and it was everything I thought HTML 4.0 should have been.

Age 10: What is this.. this wonderful program? Animations.. Programming.. Flash! Macromedia was my superhero, they made my favorite program. Flash MX 2004, it was love. (Actually Shigeru Miyamoto is my idol) I learned Actionscript 2.0 and stuck with Flash up until today, and still with it. After Flash 8 came out, I considered my self a RIA Web Developer.

Age 11: Made websites still, but went back to learn more about Desktop Programming and Game Programming Concepts. Learned Object-Oriented-Programming and was like "OMG.. PROGRAMMING IS GOING TO BE MY BEST FRIEND! OOP IS FUN!".. well not really.. but, yeah xP

Age 12: Dude, teh PHP is awesome. I love PHP now.

Age 13: Game programming with Flash. PHP Studies continue. Hired to write tutorials.

Age 14: I am writing a programming concepts book that will be self published and also made into a PDF and will be offering online classes that go along with the book.

Contact
Wiki Talk (With Me)

Meebo: Cayson

Aim: ShannaraGeek

Msn: CaysonHiivala@hotmail.com

Yim: CaysonHiivala

Email: Caysonhiivala@hotmail.com

title: User:Klemintine.


text:
User talk:Klemintine.

Messages
Thanks, and I didn't know about the four-tilde styling =]

I will use that now.

--Klemintine. (talk)

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Thank you for the work you have put into many chapters of BASIC Programming.

Please forgive me for using the built-in MediaWiki "four tilde" formatting, rather than using your preferred formatting.

--DavidCary (talk) 19:11, 18 January 2008 (UTC)

NC
Hey, thanks for your repsonse. I fixed the page to be part of the BASIC book. An easy way to make things follow the naming convention from now on is instead of making your wikilinks from the table of content like this, you can make them like /this/ , which makes a subpage from your current page with a title of "this". The syntax used in the beginner section of the book, though, is more flexible for choosing names of the subpages (since you can change how the link appears without changing the name of the subpage). It's all a matter of preference. Regards. Mattb112885 (talk to me) 14:30, 28 March 2008 (UTC)

title: User talk:Klemintine.