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Emerging Instructional Technology/Collaborative Writing

Introduction and Background
The growth of Web 2.0 tools has opened new avenues for collaborative applications in education and business. There are many resources available to help understand the impact that these Web 2.0 tools have. See for example this You Tube video entitled The Machine is Us/ing Us. Recently, there has been an explosion in Web 2.0 applications that can be used for collaboration as noted by Descy (2007). See for example, the Office 2.0 Database which has over 500 applications that have been contributed since it was created in 2006. Web 2.0 tools are internet based applications that by nature are designed to foster collaboration among its users. While there are advantages and disadvantages in using these tools, Descy comments that “collaboration and universal Web access to your work are two pluses,”(2007, p. 3).

Much has been written about the 21st century skills required of students today. The Partnership for 21st Century Skills has outlined key skills in the area of communication and collaboration. In a press conference in early November, three key K-12 educational associations, issued a new study with recommendations entitled Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education System, the State Educational Technology Directors Association (SETDA), the International Society for Technology in Education (ISTE) and the Partnership for 21st Century Skills which urged renewed emphasis on technology in education. Collaborative writing using Web 2.0 tools may be a way to combine together the digital native's technology savvy with essential skills needed for their future success.

This chapter will explore the use of collaborative writing and publishing facilitated by wikis and Google docs as an emerging instructional technology. The selection of a wiki and Google docs was influenced in part by their ease of use but also in part by the availability of published case studies and research regarding their impact in education and training literature.

Definitions
There is no definitive definition of collaborative writing. To collaborate is to have the action of working with someone to produce or to create something. To write is the composing of text for publication. (Oxford American Dict. 2007) Therefore, collaborative writing is the action of working with someone to produce text that will be created for publication.

Collaboration: Collaboration among a group requires them to work together to create, build, and refine an idea. (Driscoll, 2007)

Collaborative methods: Collaborative methods describe the process or way in which a group works together. There are several models of collaboration found in the education literature. See for examples: Conrad & Donaldson, 2004 and Palloff & Pratt, 2005)

Community of Practice(COP): Goodwin-Jones defines a community of practices as "a way of achieving collective applied learning with the expectation that over time expertise in a given subject area is developed and solutions to common issues and shared problems are found, posted and discussed." (2003, p. 15).

Google Docs is a product of Google to create and share work online. You can create documents, spreadsheets, and presentations online from scratch or upload many different file formats to work with others on a project. (Google.com, 2007)

pbwiki's are a way for groups to access their work from anywhere, have a secure collaboration place to work, and quickly engage students or team members in the project. (pbwiki.com, 2007)

Web 2.0 Tools: There are many tools that comprise Web 2.0 tools. There are several characteristics that distinguish Web 2.0 tools: "The underlying technology of the new tools is XML ("extensible markup language") which separates content from formatting, encourages use of meta-data, and enables machine processing of Internet documents." (Goodwin-Jones, 2003, p.12)

Wikis: Davis describes the evolution of wikis, dating them back to the mid-1990s when they were used by computer software engineers. A wiki website gives the users the ability to edit, add content, track who made changes, and allow revisions to previous entries. (Davis, 2007) Goodwin-Jones describes wikis this way -- "wikis are intensely collaborative. They feature a loosely structured set of pages, linked in multiple ways to each other and to Internet resources and an open-editing system in which anyone can edit any page." (2003 p. 15)

Ethics
There are a number of considerations that educators must weigh with respect to the use of Web 2.0 tools in the classroom. Descy (2007) noted that there are a number of privacy issues that need to be examined in using some of these applications. This is especially important at the K-12 level where educators need to take additional steps to protect their underage students from sharing information that could lead to their identities being discovered. Sites that allow educators to restrict access to the group and having students use their initials instead of their full name are minimal steps that can be taken to address this issue.

Another issue that is addressed by Descy is the importance of selecting a vendor that has established some viability and credibility in the market place. Some applications available are created by unknown vendors and both educators and industry professionals need to consider what happens when that site is no longer available for use – either because the site now charges users or the site no longer exists. Those interested in utilizing Web 2.0 tools should also work closely with their information technology specialists as some applications require pop-up blockers or other filters to be turned off for the application to function properly. While the literature has not highlighted cases of viruses or other malicious software infiltrating the user's local computer, these are also factors that should be discussed with information technology specialists in the organization.

Collaborative writing in an online environment brings with it a number of important ethical issues for consideration. First and foremost is the importance of modeling for students sound behaviors in attributing sources, proper mechanisms for quoting materials and practices of citing materials with a style manual.

Instructional Use
Online collaboration and communication tools offer educators another means of fostering collaboration among student groups. This section will highlight some of the ways in which K-12, higher education, and corporate environments are using wikis and Google docs in collaborative writing and publishing.

A review of the published literature in education and instructional technology journals finds many examples of how educators are using wikis and blogs as writing tools. Compiling this list from research illustrates a growing number of ways that educators utilize them. For example, Parker and Chao’s review of the use of wikis in education identified “a variety of applications, primarily in writing assignments, group projects, and online/distance education, although innovative uses in other areas can be found as well”. (2007, p. 60) In their discussion of wikis, Parker and Chao note that “wikis allow learners to participate in collaboratively building resources.” (2007. p. 59) This collaboration process requires student reflection which Parker and Chao suggest is at the heart of the constructivist paradigm.

Borja highlights several case studies using wikis in K-12 education. She notes that wikis are viewed, at the schools profiled in the article, as aids to collaborative learning. The choice to use a wiki is aided by the fact that the software is web-based and accessible for teachers to use. Many sites that offer wikis provide them at no cost for educators to use. (See for example pbwiki). Students do not need much in the way of orientation to use a wiki – “just a few clicks of a computer mouse.” (Borja, 2006) While the ease of use and the collaborative learning are strong reasons for using a wiki, educators need to be aware that there are some concerns. Educators are encouraged to use secure wiki sites that are password protected and take steps to protect student privacy including using initials rather than names if the wiki will be published to the web. Once published future class assignments may need to be changed noted one high school technology instructor. (Borja, 2006) Other concerns include adjusting grading rubrics to reflect the true nature of collaborative writing assignments. The ability to see the editing history of the wiki is a great tool for educators to evaluate how their students are engaged in collaboration. (Driscoll, 2007). Davis (2007) provides a series of educator wiki tips including making use of features that alerts the manager when edits have been made to a wiki page, utilizing limited group access, cautioning students to be digital professionals and protecting student privacy when publishing material to the web. For other examples of wiki use in education, see work by Achterman, 2006, Engstrom & Jewett, 2005; Mader, 2006; and Warlick, 2007.

While wikis have been the primary focus of much of the research there are a few examples of how educators are using Google docs in their classrooms for collaborative writing. Wojcicki’s work for the Google Teacher Academy in the summer of 2007 highlights a wide variety of disciplines from Palo Alto High School, CA using Google docs. The author identifies 4 key advantages for using Google docs in the classroom: “ 1. Makes peer collaborating and editing exciting and fun. 2. Saves automatically – no more complaints about I lost my work. 3. Easy access from any internet computer – eliminates my computer crashed because it is always online, and 4. Teacher can monitor student work easily and offer comments and suggestions at any point in the assignment.” (Wojcicki, 2007) Furthermore several authors comment on the impact that an authentic audience and online publication has on student writing. See Achtermank 2006, Driscoll, 2007; Lackie, 2007; Mader, 2006; and Parker & Chao, 2007 for examples. Higher education is also embracing these Web 2.0 collaboration tools, although not at the same pace as K-12 education. (Lackie, 2007). Oliver describes the use of Web 2.0 tools in a graduate instructional technology class on technology integration. He notes that while there are important considerations in using some of the tools, “these considerations are manageable and offset by the powerful student-centered activities fostered by free Web 2.0 tools.” (2007, p. 61)  One of the more unique applications for collaboration is described in Boulos, Maramba, and Wheeler’s 2006 work in medical education in the United Kingdom. The authors explore ways in which Web 2.0 tools can be used to enhance clinical educational environments through wikis, blogs and podcasts. Like most of the writers focusing on higher education applications, more research is called for to highlight the true impact on student learning and achievement.

Business and industry professionals are also taking note to these collaborative tools. While not new to the corporate environment, this easily accessible, low-cost collaboration tools offer increased flexibility for work teams to communicate with one another. See for example work by Dye, 2007; and Hoover, 2007.

Educators and trainers alike looking for ways to foster greater collaboration among teams should give serious consideration to the impact this new generation of Web 2.0 tools affords. As the growing body of research suggestions, the digital natives are responding to these new communities of learning and collaboration online.

Conclusions and Recommendations
Web 2.0 tools offer new ways for educators to foster collaboration among groups and enhance collaborative writing activities. Based on our group experience with Google docs as a collaborative writing tool, there are several interesting research questions that are raised. How does the use of an online collaborative writing tool enhance a group's interaction and collaboration? How do students perceive the use of these online collaboration tools as compared to more traditional methods of collaboration? How does the use of these online writing tools change the writing process in a group? Will educators add online collaboration tools to their instructional strategies as a means of integrating technology into the classroom? Answers to these and other questions are topics for further research and publication.

From a high school teacher’s perspective, collaborative writing and publishing has several challenges to implementation, but the positive outcomes outweigh those challenges. For example, assessing students’ work when a group of students have collaborated on a piece of writing, what is a teacher to do? Teachers will need to clearly identify their expectations from the beginning of the assignment to allow all members of the group to show case their writing talents. A strong positive for using collaborate writing would be the confidence that students accrue from producing a solid piece of writing with their peers. Many students that are shy in the classroom find using a Google Doc levels their playing field between the group members. There are many opportunities for teachers and students to use wiki’s and Google Docs in the classroom to produce quality writing. See the list of case study examples for several suggestions of places for a high school teacher to start.

In higher education, online collaborative writing provides another means for groups of students to work together without the difficulties of scheduling face to face meetings. In fact there are several examples from higher education applications that use other communication means, such as Skype, Mybeam.com, and YackPack. (Lackie, 2007) It would appear that these online tools would be complements to many of the online distance learning systems already in use. However, little research exists in this area.

From a corporate perspective, collaborative writing and publishing online has several advantages over the traditional meeting method. Co-workers can work from any where using a Google Doc and share what they have created with each other. Co-workers can help edit and add to the project at any time. Productivity of workers should increase using an online collaborative method since the workers would not have to schedule times to meet across town or across a building. There are many collaborative online methods for the corporate world. See the list of case study examples for suggestions on several of these methods.

Online collaboration will continue to grow in popularity as more people discover the advantages to using online methods to collaborate on projects with their fellow classmates or co-workers. Many different companies have been developing products for collaborative publishing and this is bound to increase. A few leaders have emerged in the collaboration method race. Google docs and pbwikis are just two that are on the top for teachers and corporate trainers. Google Doc works well for a group of people that need to communicate their ideas and create a uniform project. pbwikis work well for teachers to set-up a system for students to post their work and for the class to work together. As these emerging instructional technologies grow in usage, additional research will be needed to demonstrate their impact on learning and achievement.

Examples/Case Studies
Collaborative Writing and Publishing in Education The following references will help you find out more about collaborative writing and publishing in education.

1. James Farmer uses his weblog to discuss personal and collaborative publishing online and the implications for designing online communication and collaboration.

Mr. Farmer answers three basic questions:

a. What is personal and collaborative publishing?

b. How does it all stick together?

c. How does this impact us?

To learn more go to http://radio.weblogs.com/0120501/2004/07/15.html

2. If you are interested in joining a large education community on the Internet go to http://edublogs.org/

You will be able to do the following activities:

• Sign up for a free education blog in seconds

• Use it to transform your teaching or talk to other teachers

• Powered by WordPress, the best blogging tool on the web

• Safe, secure, supported and free of any advertising

• Embed video, create podcasts and customize your space

3. To find collaborative writing projects go to http://www.nelliemuller.com/Collaborative_Projects.htm The link provides additional links to resources for teachers and students.

An example: student guides to the process of collaborative writing at http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm

4. A list of 44 benefits of collaborative learning can be found at http://www.gdrc.org/kmgmt/c-learn/44.html

5. A good description and tips for collaborative writing and peer reviewing assignments can be found at http://www.uni-oldenburg.de/zef/cde/tips.htm

6. “The collaborative aspect of Weblogs is what has brought many teachers into the fold.” “Blogging and RSS — The "What's It?" and "How To" of Powerful New Web Tools for Educators by Will Richardson, Supervisor of Instructional Technology, Hunterdon Central Regional High School” Find out more at http://www.infotoday.com/MMSchools/jan04/richardson.shtml

7. “Increase student engagement using a safe online wiki. Stop waiting for IT to make an easy-to-update web space! Create a no-hassle way to showcase my students' work online. No IT required. Increase student engagement using pre-made templates, free videos, and lots of help” at http://pbwiki.com/education.wiki

8. Want to watch a video about wikis? Go to http://www.youtube.com/watch?v=-dnL00TdmLY

9. Lesson ideas and tips for using Docs & Spreadsheets in English and Journalism classes by Esther Wojcicki, Teacher at http://www.google.com/educators/6_12.html you will need to scroll down and to the right to read Docs & Spreadsheets in the Classroom.

10. Using Google Docs & Spreadsheets for Virtual Collaboration video at http://www.youtube.com/watch?v=fT2y5IhlU4U

Collaborative Writing and Publishing in a Corporate Setting

The following references will help you find out more about collaborative writing and publishing in a corporate setting.

1. The XCEO team has developed a unique opportunity for independent publishers to cooperate with each other by instituting a venture they refer to as Collaborative Publishing. To find out more go to http://www.xceo.net/pc/overview.php

2. John Dowdell of Macromedia discusses new collaborative publishing techniques at http://www.adobe.com/devnet/jd_forum/jd019.html

3. Collaborative blogs by Cynapse can help “teams to create, share, and discuss on knowledge and information and eventually increase speed and productivity of the team’s activity. Cynapse delivers a range of refined and broad-based Collaborative Blog solutions powered by our products and frameworks and delivered in a range of models”. Find out more at http://www.cynapse.com/solutions/enterprise_web_publishing/collaborative_blogs.aspx

4. “In the last few years, traditional collaboration—in a meeting room, a conference call, even a convention center—has been superseded by collaborations on an astronomical scale.” To find out more about wikinomics go to http://www.wikinomics.com/

5. The link http://www.actapress.com/PaperInfo.aspx?paperId=20655 takes you to an article that “discusses a multilevel framework for corporate collaborative learning. This framework is based on the action-perception-reflection-intention (APRI) model. The model defines collaborative learning process guided by the enterprise learning strategy and is used for the development of the software tools of the corporate WBT.”

6. “An interesting possibility QuarkDDS™ allows is the creation of personalized printed materials which can be made available to your organization with a specific corporate identity, and each employee can modify pre-defined areas while maintaining the corporate image.” Find out more at http://www.codesco.com/Products_and_Services/QuarkDDSTM/How_can_I_use_it_/Collaborative_Publishing/collaborative_publishing.html

7. “Tired of waiting for your IT department? Too many emails? Can't keep track of the latest documents and versions? If you needed a collaboration solution yesterday, start using PBwiki today. See why PBwiki is the world's largest host of business wikis” at http://pbwiki.com/business.wiki

8. “Most people know wiki webs only as public places used in a fashion similar to message boards. However, Wiki Webs can be used in an entirely different fashion to organize all your business needs. At EPSSoftware, we are using an internal wiki web (hosted by Steven Black) as our most important management and organization tool. Here's how...” at http://fox.wikis.com/wc.dll?Wiki~EPSInternalWikiCaseStudy+

9. “Google has revolutionized the working methodologies in offices.” Using Google Docs for Transcriptions at http://transcription.e24tech.com/2007/01/26/transcription-work-flow-using-google-docs/

10. Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education to find out more go to http://www.biomedcentral.com/1472-6920/6/41

11. Wiziq Virtual Classroom Technology http://www.wiziq.com http://wiziq.typepad.com/ offers the following features:  Works in Flash format and needs no downloads, 2-way live audio/video delivery, Whiteboard with Math tools, Synchronous Content sharing such as PowerPoint (retains animations and transitions), PDF, Flash, MS Word, MS Excel files and videos, Records all sessions to be played back in Flash format (needs no downloads), Share PowerPoint presentations asynchronously even with narrated audio in slides

Collaborative Writing and Publishing in Academia

Historically, the most common social units of collaboration in research have been the laboratory, research group, or department. Beyond that, collaborations depend less on shared institutional and social interests, and more on personal research connections: the geographically distant collaborator is chosen despite the distance because the research connection is very close.

Such distant yet close collaborations depended - and still depend - on people being able to come together at academic conferences, hear each other speak academically, meet socially at events surrounding the conference, and thus gradually build up the trust and interest needed to consider spending time and funds on developing shared projects and a working relationship.

In academia, it matters greatly who has developed what ideas, methods or information, when and where and how. Academic researchers are expected to acknowledge their intellectual sources, and also to generate new ideas, understandings and knowledge - and in return they can expect to be acknowledged.

In the academic context, a great deal of trust is needed, because the intellectual responsibilities and contributions cannot easily be dictated and known in advance and written down in a contract. In free-flowing, creative research, unpredictability is needed in the research process, but predictability, integrity, and reliability are needed in the human relationships between researchers, in order for collaborations to succeed and last.

These observations explain, to some extent, why the members of online communities of researchers tend to hold back their latest thoughts and insights on matters directly related to their own research. To reveal such information in public is a decision not taken lightly. Collaboration is possible and needed, but tends to operate out of public sight until all parties are agreed to a release of information. That is why the collaborative tools used by researchers allow for very controlled access to documents, in contrast to the Wiki model. It is also why there is a great need for online social networks for researchers, to allow them to meet other researchers across great distances, and then develop trust through public and private exchanges mediated through the various social networking platforms that are now available (Wikis included!). (References needed).

While most online networks have been designed to facilitate discussions of research subjects of mutual interest, among the network members, there is a form of social network that brings together (in principle) the entire range of people involved the process of doing, writing, editing, translating, and publishing research: The Research Cooperative, and this network has the unusual emphasis on letting people ate all levels of experience participate on equal terms, so that researchers, editors and translators can give each other voluntary mutual assistance, as well as in professional, or commercial ways. Among many researchers, voluntary mutual assistance is seen as a professional obligation to help develop their own discipline.

Much more can be said on all of these matters, but I hope this general introduction suggests some directions that future contributors to this page can consider and expand upon.


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Emerging Instructional Technology/Web 2.0

Introduction and Background
Social networking is just one of many facets of the Web 2.0 platform. As a working definition for this chapter, social networking is “when computer network link people as well as machines, they become social network members of a virtual community want to link globally with kindred souls for companionships, information and social support from their homes and workstations.” As part of an “Emerging Technology in Instruction” course assignment in December 2007, college students at the University of Northern Iowa collaboratively identified social networking as:

• “An area where many people can get together and share interests.” • “Opportunities to establish connections between people (known and unknown) that share similar interests through a web-based interface that provides a common location for communication exchange and other group activities.” • “The social fabric of the younger generation.”

On July 31, 2007, comScore, a leader in measuring the digital world, released results of a study on the expansion of social networking across the globe, revealing that several major social networking sites have experienced dramatic growth during the past year. (comScore, 2007)

ComScore's report included that “During the past year, social networking has really taken off globally,” said Bob Ivins, executive vice president of international markets. “Literally hundreds of millions of people around the world are visiting social networking sites each month and many are doing so on a daily basis. It would appear that social networking is not a fad but rather an activity that is being woven into the very fabric of the global Internet.”

Definitions
Leelefever, a nickname for a person who made a series of short videos united under the title In "Plain English". His very simple explanation of Social Networking sheds light on what it is and how it works. Wikipedia defines Social Network as ”a social structure made of nodes (which are generally individuals or organizations) that are tied by one or more specific types of interdependency, such as values, visions, idea, financial exchange, friends, kinship, dislike, conflict, trade, web  links, relations, disease transmission (epidemiology), or airline routes. Social network analysis views social relationships in terms of nodes and ties. Nodes are the individual actors within the networks, and ties are the relationships between the actors. There can be many kinds of ties between the nodes. Research in a number of academic fields has shown that social networks operate on many levels, from families up to the level of nations, and play a critical role in determining the way problems are solved, organizations are run, and the degree to which individuals succeed in achieving their goals. In its simplest form, a social network is a map of all of the relevant ties between the nodes being studied. The network can also be used to determine the social capital of individual actors. These concepts are often displayed in a social network diagram, where nodes are the points and ties are the lines."

With all emerging technologies come associated jargon and new vocabulary. Leading social networking providers include: MySpace, Facebook, Hi5, Friendster, Orkut, Bebo, and Tagged. (comScore 2007). Although many other providers are constantly entering the market, these have had proven success and growth.

“Profile” – in short, a users personal website that may include but not limited to personal information, photos, videos, content submitted by other users, blogs, and links.

“Friends” – other users that have accepted you as another user that they know and have a connection with.

“ Posts” – one user can submit text, pictures or other content into fields into another users’ profile.

" Messaging” – similar to email, private messages can be sent from user to user that are not visible on their profile or by a third party.

“Groups” – similar to a profile, users may create a separate web page representing specific information pertaining to a certain subject, group, networking, or any topic that may interest more than one user. Users join for additional information or commodore associated with the Group’s topic.

“Applications” – additional features may be added or uploaded to your account to enhance a profile. Examples may include quizzes, photo slide shows, etc.

Ethics
Part of the success of a social network lies in the “openness” of the social network platform. Users can be connected to anyone at anytime by just a few links. With this opens the possibilities of negative implications such as spam, privacy issues and copyright.

In September 2007, e-consultancy posted a information about the social network service provider Quechup launching a worldwide spam campaign. Once users sign up for an account, the provider is accused of using your provided email password to invite your entire address book to join the site without the user’s permission or intention. (e-consultancy 2007)

Ultimately, the user controls the content that is input into their profile. With this is the argument that the user is in control of their privacy destiny and can determine what other users know about them. In addition, most social network services provide privacy controls in which the user can choose what details of their profile can be viewed by other users. To further support privacy, according to the Electronic Privacy Information Center (EPIC), websites also post privacy policies, with acceptance from users, become simply waivers and would not necessarily hold up in a court of law.

Facebook for instance trusts in a third party to review it’s privacy policies. Facebook pays to be a licensee of the TRUSTe Privacy Program. However, TRUSTe’s program suffers several flaws. In the past, TRUSTe has not punished their licensees who have, in TRUSTe’s own opinion, compromised consumer trust and privacy. TRUSTe has even been described as untrustworthy by certain commentators. (EPIC 2007)

Additional concerns in regards to copyright may be an additional ethical issue for social networking. In the past couple of years, sites such as You Tube and MySpace have been sued for alleged copyright infringement. To promote ethical user behavior, sites have listed policies and copyright information in their website information.

Instructional Use
Much research has been done on the effectiveness of online learning. With online learning, social networking can be thought of as one vehicle for disseminating and organizing learning in an online environment.

In a January 2007 publication The International Society for Technology in Education asked two learning professionals “do social networking applications have a place in the classroom?”  Representative of the divided consensus on the matter, Michael Baker contended that “social networking can help build a global learning community”, while Chuck Favata disagreed that “although social networking can be made to seem safe and anonymous, it is anything but that for unsuspecting young people.”

In an October 2007 article by Kevin Oliver, an assistant professor of Instructional Technology at North Carolina State University argued several reasons for implementing web 2.0 tools, including social networking in instruction. His recommendations include “a multitude of free web 2.0 tools may be applied to a course in technology integration, with added social benefits for courses taught from a distance. Before redesigning courses to include web 2.0 assignments, instructors should take into consideration a few factors tied to privacy, ethics, longevity, and start-up procedures.” (Oliver 2007)

Conclusions and Recommendations
Because emerging technologies are just that, emerging, research and conclusion are new and not necessarily reliable or valid because time has not told the full story of social networking.

Going forward, it seems clear that social networking is not simply a trend, but a real way that humans are connecting and communicating with one another. When trends become a norm, it’s up to education, business, and other stakeholders to decide whether the emerging technology is going to align with their strategies or business model. Social networking, especially in a public domain may never be a solution for some. Some modifications and careful consideration and revision of current social networking services may provide essential, inexpensive social and collaboration tools for students and employees.

Examples/Case Studies
NK-12 Education

1. Orono High School determined that a social networking web site dedicated to their alumni would help to keep then connected. Gorges Web Sites stepped up and utilized their flexible framework to quickly deploy a high school social networking site. Members can upload photos to the photo gallery, pay their dues online, search for classmates, participate in a forum, see their classmates’ location on a map, and much more. http://www.gorgeswebsites.com/orono.php

2. An emerging trend in Web 2.0 (2006) is the generation of contextual meaning through social communities. “Social tagging” empowers members of social communities to name and describe objects using colloquial terms. While prevalent in online book marking communities, few organizations have applied social tagging to K-12 education. This paper describes the phenomenon of social tagging in education, the barriers and merits to implementing social tagging networks in schools, and the author’s vision of the future of social tagging in K-12 education. http://mrseldow.gradeweb.com/custom/Social_tagging_in_K12_Education_Seldow_4_3_06.pdf

3. This has already been widely blogged, but the fact that the National School Boards Association is encouraging schools to take another look at the use of social networks in classrooms is big, big news. And I have to tell you, after reading through the results of a study NSBA undertook, it all of a sudden feels like their be a moment close at hand where “innovation” (as Chris puts it) might be possible. http://weblogg-ed.com/2007/social-networking-in-schools-gets-a-boost-from-nsba/

4. Ask ePals is a service that brings together educators and experts from around the world and connects them with people looking http://www.epals.com/askepals/index.tpl

5. Changing methods, tools and resources have long been part of the educational scene. Classroom writing, for example, has progressed from slates to paper to computer monitors, and from quill pens to chalk, ballpoint pens, keyboards, mice and interactive whiteboards. Now, another new resource, virtual communities of practice (VCP), promises to help educators in different locations work together and overcome the limitations of being confined to 30-by-40-foot boxes called classrooms. http://www.edtechmag.com/k12/issues/september-october-2006/administrative-assistance-best-prac.html

Higher Education/Corporate

1. The use of Wikipedia as a source of information for classwork has been widely reported on and has even happened in classes taught by our own Ken Fisher. But this may not mean that Wikipedia has no place in the classroom, if Martha Groom at the University of Washington-Bothell has her way. Instead of letting her students rely on Wikipedia as a source, however, Groom has turned it into a destination for their classwork: in place of a term paper, her students were required to create Wikipedia entries. http://arstechnica.com/news.ars/post/20071030-prof-replaces-term-papers-with-wikipedia-contributions.html

2. The researchers' findings suggest that positive personal connections are crucial to the success of a partnership. Initial negotiations and senior management advocacy set the tone for the alliance, galvanizing support and promoting effective interpersonal ties. A well-integrated communication and work-flow network is required within and across the firms, so firms must carefully select team members who will match in rank and specialization those from the partnering organization. Regularly auditing the evolving ties between the organizations is valuable in gauging alliance health. http://sloanreview.mit.edu/smr/issue/2000/winter/4/

3. Facebook itself is not marketing its service to companies as a tool for knowledge management or other business functions or offering customized versions to corporations. Fields says he finds that lack of enterprise initiative puzzling for a company that commands such mindshare in a hot new field, but he's satisfied that the Microsoft alternative is right for the big bank. http://www.cioinsight.com/article2/0,1397,2182392,00.asp

4. Going up against such powerhouses as Schwab and Fidelity in the online brokerage sector is not an easy task. However, given all of the mega mergers in the banking sector over the past two years, Boca-Raton, FL-based TradeKing has positioned itself as a “fresh face” alternative to the rank and file. “After all of the mergers, consumers were really only left with what we call the Big Six,” says Mike Massey, Director of Community Development at TradeKing. “Therefore, we have been very aggressive about reaching out to people who might have been disenfranchised by their broker being acquired.” Since they can’t match the marketing budgets of the larger banks, Massey says TradeKing has had to be out in front on online marketing tactics. “We were one of the first firms to offer RSS news readers and also to have a significant presence in the blogosphere,” he says. http://www.demandgenreport.com/articles.php?codearti=1046

5. In this must read guide you will learn our views on: •	The serious errors people make in retirement planning. •	The important factors you may overlook when you diversify your portfolio...and how it can cost you. •	Why foreign securities can improve the performance of your portfolio and help you decrease your level of risk. •	A fundamental basis of economics - one you know well - that you nevertheless overlook when buying stocks. •	And much more! http://www.forbes.com/digitalentertainment/2006/10/02/myspace-walmart-youtube-tech-media-cx_rr_1003walmart.html

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


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Emerging Instructional Technology/Simulations and Gaming

Introduction and Background
Whether you’re struggling to find your way to the Oregon Territory; competing with other players, or collaborating, to build a great civilization; fighting space aliens, or great magical creatures, the online gaming has cast a spell on the young and not so young people of today. Massively multiplayer online role-playing games (MMORPGs) have become a worldwide phenomenon.

Many events have occurred which have facilitated the development of the MMORPG genre. Koster on his Online World Timeline webpage traces the modern day computer based role playing games (RPGs) to 1937 when J. R. R. Tolkien first published The Hobbit (2007, p. 1). The idea for the video can be traced back to the development of the Nimrod computer in 1951 (Goodeve, 2007, p. 1). Morton Heilig’s experiments with virtual reality in the 1950’s and 60’s, (Tate, 1996, p. 1) formed the foundation on which later simulation and gaming technology would be built. In the 1970’s and 80’s the table game Dungeons and Dragons established the ideas and rules on which later online RPGs would be based. Finally the computer gaming explosion of the 1990’s made it economically feasible for businesses to make the type of investment which would be necessary to develop the gaming platforms that are so popular today.

From the time of its inception, online gaming has attracted the interest of educators. "Using computerized role-playing games (RPGs) as learning environments is…not new; it has now been over 20 years since Oregon Trail" (Riegle, 2005, p. 1). Many games have been developed in an attempt to use this medium for educational purposes. Two of the most popular educational games Oregon Trail and Where In the World is Carmen Sandiego. Yet, despite some minor successes, educational gaming has struggled to reach the potential that many believe it has and to remain economically viable. Still, many educators believe that the use of games is one of the most effective ways for reaching the current and future generations. Pierce says that “We have created a society of children and adults who are growing up in an environment where continued stimulation is the norm” (Kenneth Pierce - World of Warcraft: The Educational Tool). If the educational system is to remain viable, it must find ways to meet the needs and expectations of the students it seeks to reach.

As MMORPGs have continued to grow in popularity, many educators have begun exploring ways to use the tools that are already popular for educational purposes. According to Foreman, "Videogame technology will one day be the foundation of an educational system that will make the current model look like mule and plow farming before the invention of the steam engine (Foreman, 2007, p.1).

Definitions
MMORPGs are role playing games played in an online computer based virtual reality setting. Virtual Reality is a simulation of some aspect of the real world, whether it be a walk through an environment, or a military combat simulation” (Tate, 1996, p. 1). Virtual reality is a concept that has been around since the earliest days of computers. It has development has continued to the point where the line between reality and virtual reality has for many become blurred. Many aspects of “real life” can be simulated, practiced and even carried out in virtual reality. Second Life is an example of a simulated world where real life transactions are regularly taking place.

MMORPGs use virtual reality as gaming environments. According to Anissimov, “An MMORPG is a computer-based RPG (role playing game) which takes place in an online virtual world with hundreds or thousands of other players (Anissimov, 2007, p. 1). "MMORPGs…are fully formed and fully functional worlds, albeit virtual ones" (Riegle). As already stated, MMORPG stands for Massively, Multiplayer, Online, Role Playing Game.

M – Massively means that the technology is capable of hosting hundreds or thousands of players at one time. While World of Warcraft, which currently has over 9 million subscribers (World of Warcraft, 2007, p. 1), and is one of the largest MMORPGs, there are many other online games which qualify for the term massive as they are capable of hosting hundreds of players simultaneously. M – Multiplayer means that more than one player can interact in the same environment. Players can work collaboratively or competitively to accomplish various goals. In many games, guilds or teams are formed to help the players progress by taking on tasks that are too difficult for individual players.

O – Online means that the game is accessed and played over a network, usually the Internet. Players interact with each other hosted on the same server or realm. Because the game is continuously available, the game can progress even when individual players are offline.

RP – Role playing is the term which originated with the Dungeons and Dragons table games from which most current MMORPGs are modeled. A player pretends to be something that they are not. It means that the player takes on the role or characteristics of predefined characters. Most games have many different options for different types of characters and how those characters can be developed.

G – Game implies that there is a goal which must be reached by overcoming various obstacles. There is much discussion about what constitutes a game. Social worlds such as Second Life have many of the same characteristics as MMORPGs, yet lack many of the motivating factors necessary to create a active gaming environment.

Africa MMOPRG

Ethics
Gaming is has been around for a number of years. There are an increase number of players entering the gaming environment. In any gaming environment, ethical issues must be considered. According to McDonald, “the ethical issue that arised was based on the use of Thottbot while playing World of Warcraft”(2006). The Thottbot database gives users access to information. Gamers can choose a weapon of choice, “change those score ratings themselves such as “stats, armor, gem slots, resistances, spells, combat ratings anything that you'd ever associate with an ingame item” (Schramm, 2007). Some gamers feel that Thottbot gives an “unfair advantage for the Thottbot user that disadvantages other players of WoW [World of Warcraft]who do not use the Thottbot database” (McDonald, 2006, p. 1).

The [Warden software monitors]http://en.wikipedia.org/wiki/Warden_(software), make sure that players are not using cheat software which can, for example, automatically play the game and build up a character's qualities (Ward, 2005, p. 1). There is a downside to the software. Hoglund states "I watched The Warden sniff down the e-mail addresses of people I was communicating with on MSN, the URL of several websites that I had open at the time, and the names of all my running programs” (Ward, 2005, p. 1). He also noticed “title bars which could contain credit card details or social security numbers” (Ward, 2005, p. 1). The digital rights group called “The Electronic Frontier Foundation (EFF) branded the Warden spyware and said its use constituted "a massive invasion of privacy" (Ward, 2005, p. 1).

Instructional Use
Today, students have a need to stay in touch through their cell phones, laptops, instant messaging, text messaging, and email. The gaming environment allows stimulation and communication to play a significant role in the learning process (Pierce, p. 1). For example, “Global Kid's Playing 4 Keeps, an after school program in one New York City high school, students work with professional game designers to create a game based on a global issue of their choice” (Phillip, 2006, 1). The game is “set in Haiti that explores the relationship of poverty and education to human rights” (Phillip, 2006, p. 1). Students are able to make decisions “regarding work, education, health over the course of four virtual years” (Phillip, 2006, p. 1). The students then look as solutions.

The gaming environment offers players an opportunity to have “be-a-hero goals that encourage players to persist in their efforts” (Prensky, 2007). The game, World of Warcraft helps students develop techniques such as decision-making, action, giving immediate feedback, and reflection that is the basis for all learning” (Prensky, 2007).

Gaming can also help teach students Spanish (Roy, 2007, p. 1). In World of Warcraft, quests offer players opportunities to practice reading Spanish (Prensky, 2007). There is a Spanish client interface on servers in Spain, so the other players all speak Spanish. Dan Roy (2007) states, “I have an intermediate Spanish skill, so I can understand just about everything in the game if I read slowly and keep a computerized dictionary handy” (p. 1). He exposes himself to Spanish with playing the game by chatting with other players, looking for “key words that come up over and over again”, and reading quest (Roy, 2007, p. 1).

Teachers are finding ways to incorporate Secondlife into the classroom. "Pacific Rim Exchange" (dubbed PacRimX), a cross-cultural project that will link several high schools in the Modesto, California, area to Kyoto Gakuen High School, in Kyoto, Japan, via a group of private "islands" in the Teen Second Life Grid (a separate Second Life space that exists apart from the Main Grid and is open only to kids 13-17 and approved adults)” (Baedeker, 2007, p.1). Students are able to meet virtually before meeting face-to-face. In Secondlife, students will “collaborate to build the island's environment, as well as organize and attend activities” (Baedeker, 2007, p. 1). Students should have the "use of and inclusion of various other simulations that can keep them engaged" (Pierce, 2007, p. 1) For example, there is a “floating theater with a screen where students can share videos they have made and a space where participants can post photos such as shots of favorite places in their hometowns” (Baedeker, 2007, p. 1). One collaboration assignment “might pair one student from each nation to build a virtual bridge across a Second Life river or re-create a Japanese temple” (Baedeker, 2007, p. 1)

With a company like PIXELearning seeing a threefold annual sales increase in the 2006/07 year and the same expectations this year, it is easy to see where the use of games in training is headed (Dobson,, 2007, p1). PIXELearning is a software producer that tailors games to fit their clients objectives. They produce interactive games for educational and training purposes.

Gettin' Good Gear: Play, Pedagogy, and Engagement in World of Warcraft

Conclusions and Recommendations
According to Foreman, "Videogame technology will one day be the foundation of an educational system that will make the current model look like mule and plow farming before the invention of the steam engine (Foreman, 2007, p. 1). Taken from the first part of the article, this is such a powerful statement in conclusion of the research found. When you look at what is happening to PIXELearning's sales it becomes clear more companies are using gaming in their training programs. At a time when many companies are struggling to maintain their sales here we see a company growing over 300 percent per year. Taking this into account along with case studies like the ones involving Civilization III, shows games are being used in the educational environment as well as training. We also see the great advantage to using simulation in medical education. With the increase in need for doctors and nurses cadavers are not always available, nor desired in some cases, to be used in educational labs. In many cases software can be used to train these medical professionals in diseases they would most likely never see without it. From are researches we also see this interactive games being used by health professionals to pinpoint health risk in a virtual world. We also looked at using games for higher learning, in the case study involving World of Warcraft, done by John Bannon, it is shown that where the old one player shooter games, that basically involved fast reflexes, the new MMOG games increase the players higher order learning skills. While he suggested more research needs to be done he found evidence of higher order learning supported by MMOGs.

It would be remiss to not mention the use of digital games used by the military. This is one of the oldest applications for the use of simulation games. While there are many of these games in the commercial market today, in the beginning, the military had these games designed for training soldiers. In the case of the military it is obvious why these games are so important. With the use of these games soldiers are not put in harms way. Where death could be the outcome of a mistake during actual training, the virtual world allows the soldier to make mistakes without a scratch.

Where is all this headed from here? Obviously, there is no turning back. With more companies looking for training where their employees retain the material it becomes evident more are training with digital games. We see more positive studies appearing in favor of using gaming in the education environment. With these positive studies more educational systems will look toward using digital games in the classroom. Also, due to the expansion of online learning, virtual worlds will be replacing the classroom. Companies are already seeing the profitability in creating educational games, with this the expansion of these games is inevitable.

The other determining factor is looking at the ease of creating software. Our group looked at the big picture; remember when you needed to go to a producer in Hollywood to make a movie. Now all you need is a cell phone and an uplink and whala your movie is on YouTube for millions to see. This is also happening to some extent in the gaming world. While not everyone can produce a high quality game, yet. It is certainly a possibility in the future

Examples/Case Studies
In the following section, case studies will be presented to give you an idea of the wide range of areas where simulation, virtual worlds, and digital games are being used today. A brief description will be given for each case study, or example, to see the study or article in full either follow the link or view the reference in the resource section.

Seer Limited wanted a game to train its sale force. They contacted PIXELearning to create a game for them the outcome the BAT, (business assessment tools), game. The game puts the user, typically ‘big ticket’ IT sales people into a life like situation. They have the same tools they will have as an actual salesperson, a PC, videophone, and a PDA. They control the outcome based on the decisions they make. For the complete case study go to http://www.pixelearning.com/about_us-client_case_studies_seer.htm.

European Innovation and The V-Biz Consultancy wanted to create a games-based product that covered the basics of export action planning. They knew they did not have the expertise in game creation so contacted PIXELearning. After examining the client’s needs, they created the export game. The game puts the user into a the same situation they would find if they were trying to start overseas commerce. The user has to do research on fictitious companies and make decisions on companies to trade with. For the complete case study go to http://www.pixelearning.com/about_us-client_case_studies_export.htm.

Coca-Cola also became a customer of PIXELearning. They were looking for a game to put online at their website for users to learn more about the company in a fun environment. PIXELearning created the “business game” for them. They created the game in four weeks and gave Coca-Cola a fresh new look on their website. To view the entire case study, go to http://www.pixelearning.com/about_us-client_case_studies_cocacola.htm.

I generally would not use one company for three case studies but was very impressed with the work of PIXELearning. I would strongly recommend viewing a PowerPoint located here http://www.pixelearning.com/serious_games-white_papers.htm. The name of the one I liked in particular was, “Flash-based Immersive Learning Environments.” It was used in a presentation by the CEO Kevin Corti.

This case study involved the situational awareness of police officers that were trained in a virtual reality compared to traditional training. It was an experimental study that showed officers trained in the virtual reality scored better than traditional training. This was a study published in Military Psychology (Saus, 2006. p3).

This is an article on the extremes that the military is going to in order to make their virtual reality as real as possible. This article is very interesting, it explains how smoke, lighting, even vibration is being used to create the virtual scene. It would sound more like creating a Hollywood set, but is really a training tool. You can find this article at http://0-search.ebscohost.com.unistar.uni.edu/login.aspx?direct=true&db=afh&AN=23249737&site=ehost-live (Carlson, 2006, 36).

This study is much like the military but set in an operating room. It is used to train doctors, nurses, and surgeons. Unlike many virtual settings this uses everything you would find in the OR. The details such as lighting, OR equipment, and the addition of nurses has been found to help the students become more aware of reality in a virtual environment. The simulation can even take a turn for the worse where a student goes in for what is presumed to be a simple procedure where they may end up with complications and remain in surgery for up to five hours (Brown, 2006, 32).

Civilization III probably is one of the most studied games on the commercial market. These are two of the case studies done on Civilization III. The first study looks at students replaying history and possibly making changes they want. This is found to aid in learning in a fun environment for student that generally did not like history and were repeating the course (Kafai, 2004, 22). In the second article Mr. Squire examines a case study and relates the findings. He also examines other games in this article and tells how they stimulate learning and help the student relate to the bigger picture (Squire, 2006, 19).

In this case study we find the game Morrowind used to show students how the choices they make have future consequences. This study also shows the motivation factor games in the classroom has on students. They come to class and want to learn (Kadakia, 2005, 29).

In this case study the author looks at how the World of Warcraft creates higher order learning skills. While the author admits more research is needed he feels the results do indicate that playing World of Warcraft does translate into players having higher order learning skills. You can find the complete case study here http://edtec.sdsu.edu/portfolios/key1/examples/bannon/jbannon/Online_Digital_Gaming.pdf (Bannon, 2006 p1).

This game lets the student or player choose an area of the world where they were born. From this, the game puts the student into the environment in that country. This game is already being used in several school systems as a way to teach students the struggles of others in third world countries. I only listed the main page but from here, you can access many items, such as teacher plans that will complement the game, school districts that are using the game, and a free game trial. To see more about Real Lives go to http://educationalsimulations.com/index.html (Educational Simulations, 2007 p1)

“Pacific Rim Exchange (dubbed PacRimX), a cross-cultural project that will link several high schools in the Modesto, California, area to Kyoto Gakuen High School, in Kyoto, Japan, via a group of private "islands" in the Teen Second Life Grid (a separate Second Life space that exists apart from the Main Grid and is open only to kids 13-17 and approved adults)” (Baedeker, 2007, p.1).

Gaming can also help teach students Spanish (Roy, 2007, p. 1). In the World of Warcraft, quests offer players opportunities to practice reading Spanish (Prensky, 2007). There is a Spanish client interface on servers in Spain, so the other players all speak Spanish. Dan Roy (2007) states, “I have an intermediate Spanish skill, so I can understand just about everything in the game if I read slowly and keep a computerized dictionary handy” (p. 1). He exposes himself to Spanish with playing the game by chatting with other players, looking for “key words that come up over and over again”, and reading quest (Roy, 2007, p. 1).

This concludes the section on case studies it should give you a view of the wide range of areas where games, simulations, and virtual worlds are being used.


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Talk:Celestia/Celx Scripting/CELX Lua Methods/Celx celestia

This page uses text from the page http://celestia.h-schmidt.net/celx-summary-latest.html. Permission to copy the text of that source was granted by its author, Harald Schmidt. Claurel 08:41, 3 December 2007 (UTC)


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User talk:Carlocatozzi

You user page
Please do not use this to place links across wikis as you have done or your website will be blocked and so will you, thanks -- Herby talk thyme 10:36, 3 December 2007 (UTC)

title: User talk:Carlocatozzi


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User:Haadiyah

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[[Image:Headline text]]tytrweqef
== md haadiyah cd haadiyah

title: User:Haadiyah


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Fractals/Iterations in the complex plane/Mandelbrot set interior

This book shows how to code different algorithms for drawing parameter plane (Mandelbrot set ) for complex quadratic polynomial.

One can find different types of points / sets on parameter plane.

This page is about interior points of the Mandelbrot set.

=Interior of Mandelbrot set - hyperbolic components=

The “Capture-Time” Algorithm: Iterations needed to Converge
The “capture-time algorithm” is a natural counterpart for points inside the set to the “escape-time algorithm”. Given some desired tolerance, the orbit P is generated for each point c ∈ C until some point in the orbit is closer than to some previous point in the orbit. The number of iterations needed for this to occur is mapped to a color and displayed at the pixel corresponding to c. Adam Cunningham

The Lyapunov exponent
Math equation :

$$\lambda_f(z_0) = \lim_{n\rightarrow\infty} \frac{1}{n} \sum_{i=0}^{n-1} \left ( \ln\left|f'(z_i)\right | \right )$$

where:

$$f'(x) = \frac{d}{dz}f_c(z) = 2z$$

means first derivative of f with respect to z

See also:
 * image and description by janthor
 * image by Anders Sandberg

HLSL code by JPBotelho

Interior distance estimation

DEM/M - description of the method

internal level sets
Color of point:
 * is proportional to the value of z is at final iteration.
 * shows internal level sets of periodic attractors.

bof60
Image of bof60 in on page 60 in the book "the Beauty Of Fractals".Description of the method described on page 63 of bof. It is used only for interior points of the Mandelbrot set.

Color of point is proportional to:
 * the smallest distance of its orbit from origin
 * the smallest value z gets during iteration
 * illuminating the closest approach the iterates of the origin (critical point) make to the origin inside the set
 * "Each pixel of each particular video frame represents a particular complex number c = a + ib. For each sequential frame n, the magnitude of z(c,n) := z(c, n-1)^2 + c is displayed as a grayscale intensity value at each of these points c: larger magnitude points are whiter, smaller magnitudes are darker. As n rises from 1 to 256, points outside the Mandelbrot Set quickly saturate to pure white, while points within the Mandelbrot Set oscillate through the darker intensities." Brian Gawalt

Level sets of distance are sets of points with the same distance

 * fragment of code : fractint.cfrm from Gnofract4d

bof60 { init: float mag_of_closest_point = 1e100 loop: float zmag = |z| if zmag < mag_of_closest_point mag_of_closest_point = zmag endif final: #index = sqrt(mag_of_closest_point) * 75.0/256.0 }

See also
 * Mandelbrot Trajectory Infima by jeremy-rifkin Jeremy Rifkin
 * Displaying the Internal Structure of the Mandelbrot Set by Adam Cunningham

bof61 or atom domains
Full description

Period of hyperbolic components
Period of hyperbolic component of Mandelbrot set is a period of limit set of critical orbit.

Algorithms for computing period:
 * direct period detection from iterations of critical point z = 0.0 on dynamical plane
 * "quick and dirty" algorithm : check if $$abs(z_n ) < eps  $$ then colour c-point with colour n. Here n is a period of attracting orbit and eps is a radius of circle around attracting point = precision of numerical computations
 * "methods based on interval arithmetic when implemented properly are capable of finding all period-n cycles for considerable large n." (ZBIGNIEW GALIAS )
 * Floyd's cycle-finding algorithm
 * the spider algorithm
 * atom domain, BOF61
 * Period detection

interior detection
Pixel is interior with high probability if all below is
 * pixel is marked as interior ( black)
 * all surrounding pixels are marked as interior ( black)
 * all the black pixels have the same period

internal coordinate and multiplier map
definition
 * interior coordinate

The algorithm by Claude Heiland-Allen:
 * check c
 * When c is outside the Mandelbrot set
 * give up now
 * or use external coordinate
 * when c is not outside (inside or on the boundary) : For each period p, starting from 1 and increasing:
 * Find periodic point z0 such that fp(z0,c)=z0 using Newton's method in one complex variable
 * Find b by evaluating first derivative with respect to z of fp at z0
 * If |b|≤1 then return b, otherwise continue with the next p

computing
For periods:
 * 1 to 3 explicit equations can be used
 * >3 it must be find using numerical methods

period 1
Start with boundary equation:

c+(w/2)^2-w/2=0;

and solve it for w

(%i1) eq1:c+(w/2)^2-w/2=0; 2                                                                                w    w (%o1)                                                                                -- - - + c = 0 4   2 (%i2) solve(eq1,w); (%o2)                                                                                [w = 1 - sqrt(1 - 4 c), w = sqrt(1 - 4 c) + 1] (%i3) s:solve(eq1,w); (%o3)                                                                                [w = 1 - sqrt(1 - 4 c), w = sqrt(1 - 4 c) + 1] (%i4) s:map(rhs,s); (%o4)                                                                                [1 - sqrt(1 - 4 c), sqrt(1 - 4 c) + 1]

so

w = w(c) = 1.0 - csqrt(1.0-4.0*c)

period 2
w = 4.0*c + 4;

period 3
$$ c^3 + 2c^2 - (w/8-1)c + (w/8-1)^2 = 0$$

It can be solved using Maxima CAS:

(%i1) e1:c^3 + 2*c^2 - (w/8-1)*c + (w/8-1)^2 = 0;

3     2        w       w     2 (%o1)               c  + 2 c  + (1 - -) c + (- - 1)  = 0 8      8 (%i2) solve(e1,w); (%o2) [w = (- 4 sqrt((- 4 c) - 7) c) + 4 c + 8, w = 4 sqrt((- 4 c) - 7) c + 4 c + 8]

numerical approximation
See also:
 * Number Sequences in the Mandelbrot Set by the Mathemagicians' Guild

Internal angle
Method by Renato Fonseca : "a point c in the set is given a hue equal to argument

$$arg(z_{n_{max}}) = arctan\frac{Im(z_{n_{max}})}{Re(z_{n_{max}})}$$

(scaled appropriately so that we end up with a number in the range 0 - 255). The number z_nmax is the last one calculated in the z's sequence."

See also:
 * [Extra Visual Building a Mandelbrot Set Step-by-step by The Mathemagicians' Guild]

Fractint
Fractint : Color Parameters : INSIDE=ATAN

colors by determining the angle in degrees the last iterated value has with respect to the real axis, and using the absolute value. This feature should be used with periodicity=0

Internal rays
From Hyperbolic to Parabolic Parameters along Internal Rays

When $$radius\,$$ varies and $$angle\,$$ is constant then $$c\,$$ goes along internal ray. It is used as a path inside Mandelbrot set.

Example: internal ray of angle = 1/6 of main cardioid.

Internal angle:

$$angle = 1/6 \,$$

radius of ray:

$$ 0 \le radius \le 1 \,$$

Point of internal radius of unit circle:

$$ w = radius * e^{i * angle}\,$$

Map point $$w$$ to parameter plane:

$$c = \frac{w}{2} - \frac{w^2}{4} \,$$

For $$epsilon = 0 \,$$ this is equation for main cardioid.

Internal curve
When $$radius\,$$ is constant varies and $$angle\,$$ varies then $$c\,$$ goes along internal curve.

Centers of components

 * definition
 * Methods of finding centers

=More tutorials and code=

=References=


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User talk:24.248.149.161

--AdRiley 16:26, 3 December 2007 (UTC)

title: User talk:24.248.149.161


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User talk:168.8.143.10

--AdRiley 16:27, 3 December 2007 (UTC)

-- Herby talk thyme 15:15, 4 December 2007 (UTC)

title: User talk:168.8.143.10


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User talk:200.58.173.4

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Directing Technology/Evaluate

=Set Goals=

Participants

 * In order to implement a thorough evaluation, it is necessary for all constituents to be involved in the process. In addition to involving students, parents and teachers in the information gathering phase of the evaluation, a committee should be formed to include as many participants as possible. The configuration of the committee will vary from district to district and will reflect the goals and priorities of that district.

 * These may include the following:

 * Administrators- principals, department chairs, business office staff
 * Technology Staff- network engineers, instructional technologists
 * Teachers- from various departments
 * Students
 * Parents
 * School board members
 * Community members

Training

 * Once the committee members have been chosen, it is important to train them on how the evaluation process works.
 * Orientation of training program
 * Goals and milestones for process
 * Initial responsibilities assigned
 * Timeline and benchmarks for completion

Goals
Depending on the school district, the goals for the evaluation may be different. Most evaluation processes will be for the purpose of checking the status of existing programs.

Possible goals:
 * Yearly technology evaluation
 * Evaluating a pilot program
 * Evaluating parts of the program such as teacher training or hardware implementation
 * Interim evaluation of a grant program

Formulate and review evaluation question
After the initial training, the committee will meet to formulate key evaluation questions and to create indicators and rubrics for those questions. In many cases it is easier to break into smaller sub-committees in order to work on individual questions.

Key questions

 * There can be many reasons for an evaluation and the beginning of the process will involve deciding the scope of the process. Yearly technology evaluations, professional development programs, laptop program implementations, and incremental grant evaluations are some examples of programs you may be evaluating.

 * Some key questions to ask might be:

 * What have we done up until now?
 * Have we completed said task?
 * Where are we now?
 * What is working well?
 * What needs improvement?
 * What do we need to do for the future?
 * Do we need to revamp our schedules?
 * Are there tasks we need to complete?

Indicators

 * Looking at the technology plan for your district, the implementation plans for professional development or laptop programs and checking the grant guidelines will help you create indicators for checking progress. You should have a schedule for each program and benchmarks for progress depending on the evaluation.

 * Indicators:

 * Yes or no questions
 * Detailed narratives
 * Checklists
 * Rubrics

Subcommittees

 * Subcommittees can be formed to develop key evaluation questions and create indicators.

Develop indicator rubrics
Rubrics are a useful graphic way to gather information for the evaluation process. There are many combinations of information you can include in a rubric and it will depend on the goals of your institution and exactly what you are evaluating.

 * Some possible uses for rubrics:

 * At the beginning of a training session to assess the skills or comfort levels of the participants before beginning.
 * Re-scored at the end of the session to evaluate program effectiveness
 * At the end of a school year to check the yearly progress of the faculty
 * Used from year to year in the teacher's evaluations or as data for technology program evaluations

Question editing

 * Question editing is important to fine tune the evaluation. It is important to be as specific and as succinct as possible when editing questions. You will want the most accurate information possible so you need to make the rubrics easy to understand and fill out. Rubrics with short phrases are easier to read than ones with full sentences.

Additional input

 * It is helpful to include an area on the rubric form where the participant can write in comments. You could also have a section for you to write comments after you interview a participant.

Finalized rubrics

 * Rubrics in the form of grids are easy to complete.
 * The far left column will have the points of information you are scaling.
 * The columns to the right will have the degrees of understanding or completion.
 * There should be a scoring line at the bottom for ease of gathering data.

 * Here is an example of a simple rubric.

 * Teacher Self-Efficacy Rubric- Click here to view

Teacher Self Evaluation Rubric Information- Beginner- Click to view

Teacher Self Evaluation Rubric Information- Advanced-Click to view

=Collect and Analyze Data=

Collect data
It is important to have data that shows how technology is used to enhance teaching and learning. Within the context of the evaluation process, data collection is based on the indicator rubrics developed earlier. The main purpose is to collect detail information in order to answer the questions and measure the performance on the rubric created by the committee. There are various tools useful for technology evaluation data collection such as
 * surveys
 * focus group interviews
 * observations
 * review of teacher/student work

Surveys

 * Survey is the most common tools used for collecting user opinion. Unique surveys can be designed for teachers, administrators, students, and/or community members. Survey formats can be online or hard copy. Online surveys usually have advantages over hardcopy. They can produce immediate results that can be viewed online or downloaded in a variety of file formats for later analysis. Online surveys can be an efficient way of collecting data from a large number of teachers especially when the district has a well-developed network. If the district does not have its own network, a few free or low cost online survey tools are also available in the market (e.g. Zoomerang). When conducting a survey, regardless of online or hard copy, a common and dedicated time for respondents to complete there survey is important. A dedicated 10 minutes at the beginning or the end of a staff meeting is a good way to complete a survey. If a paper survey is distributed in teacher mailbox with the note “return it to the principal’s office” it will probably produce low response rate.

 * Here is a sample teacher survey that investigates teacher technology proficiencies, use of specific technologies at school, and teacher’s perceptions of technology's impact on teaching and learning,

Focus group interviews

 * A meaningful evaluation will consist of data coming from several different sources. Besides surveys, focus groups are one of the most common and valuable data collection methods. Just like surveys, we have the options to collect more or less data by scheduling more or fewer focus groups. They can be teachers, administrator, and technology staff.

 * Here is a sample teacher focus group interview that suggests the interview process and the questions focusing on student access and use, teacher fluency, teacher vision and strategy, and teacher access and professional development. Wording of these interview questions can be modified for either administrator or technology staff focus group.

Observations

 * Sometimes the best way to collect information about people’s behavior is to watch them. Observation is a way of collecting data without bothering the persons who provide the information. Building and classroom observations are the third and often most detailed of data collection. Most evaluators spend time in schools and classrooms throughout the district. The goal is not to only observe teachers and students using technology, but also observe classroom setups, teaching styles, and student behaviors. The information collected is then used to determine how technology impact teaching and learning.

 * Here is a sample school building data sheet and a sample classroom observation template that can be used to observe where, what, and how technology is used in schools.

Review of teacher/student Work

 * An assessment protocol of teacher and student technology work should be developed. This assessment should focus on examining how students of different grade levels and subject areas have used technology to enrich content-area learning, as well as how teachers have used technology to create and enhance their teaching material/environment. The evaluation committee and school administrators should develop an accurate sample of student work for this assessment.

 * The Kathy Shrock’s Guide for Educator – Assessment and Rubric Information contains plenty of subject-specific and general rubrics for reviewing and evaluating teacher/student work.

Others

 * Other data collection methods can also be used. For example, collecting existing school records (attendance, grades, test scores) and holding public meeting to discuss about a community’s goals and concerns related to technology implementation.

***Remember that the data collected could be at the individual level and should never be reported. Our mission is to measure the progress of the district (school) as a whole in meeting its goal, not to assess individual achievement. If individual assessment is important, there should be a separate evaluation to serve this purpose.

Analyze Data
Data should be summarized in a format from which a range of statistical analyzes can be done. It should also be easy for people other than evaluators to read. Visual aid is always desirable. Here are some types of format that are regular used for data analyze.
 * Table
 * Chart
 * Graph

=Recommend and Report=

Create a report that provides explanation of how scores occur and rationale

 * The report must first summarize in a clear way where the Data has led us, and how that score was derived. For example, if your school has embarked upon a pilot program to evaluate performance gains if an entire class is given laptops for course work, there has to be measurement of what is an acceptable gain or difference maker.  It can't just be a hunch or perceived increase in student performance.  It also cannot be a Technical director providing anecdotal evidence.  If you can't measure it, it does not count.

 * So once the scoring system is understood, and why for instance they might be weighted a certain way, it is clear then what results were important for the pilot to be deemed a success. Becoming more familiar with computers might be an outcome, but if there are no points awarded because it carries no importance, then it does not matter to the TD.  This would be the part that details the rationale for why the pilot was structured a certain way.  Likewise, something like a 10% gain in the class SAT Math score might be a highly desired result, might have above average points assigned, and is measurable.  That would be explained in the Rationale section, and would be the kind of result that would drive purchasing more laptops beyond just the pilot number.

Detail and documentation

 * The actual findings will need to be explained in the Detail section, in a sense what the Data that we have collected actually means. This could be the total range of scores - high,, low, median, etc. - and where they originated.  It is also strongly encouraged that you present some of the key data using an easy to grasp bar chart, or express trends in a before and after graph.  Remember, the Data will not be helpful to the average layperson if they cannot understand the key meaning or outcome.  Make it simple, keep it simple.  Stay away from impressive explanations that relies heavily on Statistical phrases such as standard deviations or Chi factors as the audience is not likely to be a Reserach oriented or Academic group.  The end result should be to make something that is complex, easy to understand, not the other way around.

Final report must fully support Findings section

 * The report must contain only those recommendations that can be traced directly back to the Data, and what the Findings tell us. Again, a hunch or perceived finding cannot be part of a recommendation.  If the Data is not there to support a conclusion then it cannot be included.  In this way, what is reported is based on scientific process and not just introduced casually, and it must be fully documented.

Adapt or change recommendations for how to Improve

 * Beyond just findings, the final report should provide a path for how the District can adapt or change existing practices to achieve higher levels of performance in succeeding years. For example, if a particular pilot project showed a noticeable gain after 1 year of use, then there should be a recommendation that details expected gains over several years if this same method is repeated again and again.  Introducing a 4th grade class to their first use of laptops for submitting homework assignments might be repeated with every 4th grade class over ten years to gain a specific goal.  Likewise, using Blackberrys in every 7th grade class may have proven no gains, and the report should advise that this practice be discontinued even if the Blackberrys are free.

 * All recommendations must be relative to the findings and not made incongruent with a District's desired outcomes. These would be documented in the earlier indicator rubrics.

Review final report recommendations with Key Individuals who provide input

 * Prior to issuing a final report, findings and logical recommendations must be reviewed with the District evaluation committee and the overseeing administrator. No one likes surprises.  This is also a good step to ensure that the report does not move forward with any errors such as incorrectly referenced titles, buildings, misspellings, etc. which would detract from the credibility of the findings.  Additionally, if the report is going to reflect negatively on an individual it is best to make sure that kind of language is permitted to stay. Otherwise, there can be a full-scale attack on the report and the recommendations will not be welcome.  The key individuals will be given the opportunity to modify, edit, tone down the language, change an adjective, or suggest additional information.  After this input is received, the final report is ready.  You will also have obtained the buy-in of the key individuals and know that nothing they see later will be a surprise.

Issue final report after reviewing last chance input

 * Provide a written copy of the report to the key individuals 24 hours in advance of issuing the report in written form to all other parties. Note in the report that there will be a presentation (by you, the Technical Director) and the day, time, and place scheduled for that event.  Questions will be welcome at that time, and generally you should give everyone 5 working days at a minimum to digest the written report.  Wear a nice suit, and eat a good breakfast as you'll need both.

Presentation of final report for Reflection and Positive Change

 * The presentation of the report is the most critical stage of a formative evaluation effort as it establishes a common knowledge base for reflection. If you come across as arrogant or scolding in even a small way, it will hurt the message and inhibit positive change.  Think of yourself as a Trusted Advisor when presenting and mentally picture yourself as a member of this District team, rather than an outsider or worse, a hired change agent.  Use phrases such as "We found" not "I uncovered"  and be sensitive to the egos in the room as you speak about the findings in a neutral - these are the facts - manner.  State diplomatically that any evaluation that never gets shared with the community it evaluates never results in reflection.  And, no reflection means no positive change. Use a professional font and storyboard theme in a PowerPoint presentation that expresses 3-5  key points you wish to make, and include a final Summary slide of those points.  Do not include animation (moving cartoons), witty jokes, or any other casual humor to make light of the subject.  For something based on scientific data and reporting, those will generally backfire and can be in poor taste, no matter how uniquely clever you might think they will be.  Be professional when presenting the PowerPoint slides (while standing if possible) and ask a colleague to assist with advancing each slide for you (just say "next slide" when ready). Rehearse with a dry-run in the actual room and loaded laptop, projector to be used, and time the practice runs.  Ensure that you have enough time to adequately speak on each point shown, and also allow sufficient time for questions to be taken. Practice, practice, practice.

Summarize key report Elements - Process, Findings, and Recommendations

 * At the conclusion of the PowerPoint presentation, it should be clear to everyone what key Process, Findings, and Recommendations result from the work and those are emphasized again verbally after the last Summary slide has been seen. If the District has a functioning website you may also indicate that the presentation will be archived there provided the overseeing administrator has agreed in advance that you may say that.  You should ask upfront, and in fact know for certain, if any outside newspaper or press individuals will be present, but even if they are not keep in mind that you may be quoted.  Excerpts from your report "could" become part of an article in the local newspaper so be careful with your comments during the PowerPoint time itself and in answering any questions.  Nothing should be offered off the cuff, or without advance thought.  You are there to deliver the report findings and not launch any controversies, so stick to the subject matter at hand.

Lastly, thank everyone for their time and review of the written report.

=References=

title: Directing Technology/Evaluate


text:
Chess/Optional homework/1

Problem 1
1. White to move and win
 * Composed by Domenico Lorenzo Ponziani in 1769
 * Hint: You only need one pawn to win. Be careful not to stalemate Black!

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Problem 2
2. White to move and win
 * Composed by Irving Chernev in 1961
 * Hint: Move the king first, then the pawn.

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

title: Chess/Optional homework/1


text:
Chess/Optional homework/2

 * Name: ________________________

Problem 1
1. If White captures the pawn on e5, how can Black win back the pawn?
 * (This position is from the Ruy Lopez Exchange variation.)
 * Hint: Use the Black queen to "fork" the White knight and a White pawn.

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Problem 2
2. If White captures the pawn on d5, how can Black win the knight?
 * (This position is from the Queen's Gambit Declined.)
 * Hint: Let White take your queen. Then you can take his queen!

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

title: Chess/Optional homework/2


text:
User talk:Kekker~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 19:08, 3 December 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kekker. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kekker~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 23:22, 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) 05:08, 19 April 2015 (UTC)

title: User talk:Kekker~enwikibooks


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2007/November

GFDL-presumed
Wikipedia has phased out this option. I know it is only for "legacy" images, but should we consider phasing it out for those images where it's been applied?

As well, if suitable replacements are found for these images, should they be replaced and deleted? ie Image:2-butanal.PNG can be replaced with commons:Image:Butanone-structure-skeletal.png, so we don't need the GFDL-presumed image any longer. – Mike.lifeguard  | talk 19:41, 6 November 2007 (UTC)

Vandalism in Articles of Confederation
The Articles of Confederation Page has been vandalized with lewd comments.

 * I think I found what you were referring to - was it here: Wikijunior:United States Charters of Freedom/Articles of Confederation? A link to the page would make it easier to find these things and fix them (there are several pages on Wikibooks related to the Articles of Confederation).  If you don't mind checking the reversion, I'd appreciate it. Also, let us know if I found the one you meant. --Jomegat 21:19, 7 November 2007 (UTC)

Problem reading How to make a circuit board
Most titling in English but all text in another language!

Can this be corrected so we can use the book?

Thanks Keith —The preceding unsigned comment was added by 75.117.188.16 (talk • contribs) 19:23, November 9, 2007.
 * I can't find the page you are referring to. Can you provide a link? If I understand you correctly, the page must be a translation in progress, in which case, you'll just have to wait until it's done. – Mike.lifeguard  | talk 19:29, 9 November 2007 (UTC)

The page is  Practical Electronics / PCB Manufacture

Thanks —The preceding unsigned comment was added by 75.117.188.16 (talk • contribs) 19:33, November 9, 2007.
 * Yes, it is/was being translated from Czech by Filip Dominec. Sorry I can't help more. – Mike.lifeguard  | talk 19:38, 9 November 2007 (UTC)

Haggar vandal attack
I've done all the reverts/deletes I have time for. There is a substantial amount of page moving that needs patient dealing with. I'll CU before I move on. Cheers -- Herby talk thyme 12:31, 15 November 2007 (UTC)
 * I moved several. I think I got them all.  --Jomegat 14:25, 15 November 2007 (UTC)
 * I'm going to remove some revisions from at least the high-traffic pages; don't panic if you see pages disappearing. – Mike.lifeguard  | talk 14:38, 15 November 2007 (UTC)

Can you please get rid of the pixelated porn on this page?
Hi, Great contributions, apart from the painful-looking pics on the bottom of the page.

http://en.wikibooks.org/wiki/False_Friends_of_the_Slavist

Thanks

 * I've checked this page, and don't see any images that look "painful". Can you be more specific? --Whiteknight (Page) (Talk) 15:04, 16 November 2007 (UTC)

jet propulsion book
hello please have a look at the jet propulsion book. there are obscene images loaded with even if not fully focused

 * I've been through every page of that book, and saw nothing obscene or inappropriate. Can you be more specific? --Whiteknight (Page) (Talk) 15:01, 16 November 2007 (UTC)

Lots of copyvios
has added a bunch of recipes which are copyvios. Someone to keep an eye on. – Mike.lifeguard  | talk 19:35, 22 November 2007 (UTC)

Can an admin block this account please. I've reverted what I have time to do now, but there's a load of page moves which need sorting. Thanks --AdRiley 11:04, 24 November 2007 (UTC)
 * Blocked, un-moved & reverted. :) --Az1568(Talk) 11:06, 24 November 2007 (UTC)

Lunar Boom Town Game Manual
Can anyone help me? I understand that strategic game manuals moved or were tossed off Wikibooks since they were not perceived by some as the kind of future textbooks wikibooks wishes to be developing at this time. The resulting free/commercial book development site looks useful to us at Wikiversity in getting the players to tell us developers what is fun and educational. Therefore I thought I had completed the registration process and had cross linked between my account and startup book there and the Wikiversity Lunar Boom Town development labs and courses to start routing interested participants between the different site activities. Now I can not find the links nor the web site. Anyone with a link to the strategic games manual development site please provide it to me here or at Lunar Boom Town. Thanks! v:user:mirwin
 * Most (all?) the game guides that have been transwikied were moved to Strategywiki. I don't know if that's what you're looking for, though. – Mike.lifeguard  | talk 02:41, 27 November 2007 (UTC)

 * What exactly is "Lunar Boom Town"? The Wikiversity page you pointed to doesn't really have an explanation as to what it is all about. Wikibooks doesnt allow videogame strategy guides, but we do allow books about how to create videogames, or books about videogames (such as critical commentary, analysis, history, etc). Also, are you trying to create a new book, or are you looking for an old book? I guess I am a little confused by your message. --Whiteknight (Page) (Talk) 15:10, 27 November 2007 (UTC)

Sitenotice
I added the thing about the logos to the sitenotice, but I can't get it to give us a dismiss link. I have scoured Meta and MediaWiki.org, but alas, I could find nothing useful, and I've given up. The sitenotice itself is fine; I just want the ability to hide it, as I'm sure some of the other users do. – Mike.lifeguard  | talk 05:05, 29 November 2007 (UTC)
 * The sitenotice message is very small, I don't think we need to worry too much about hiding it. I know people like a clean interface, but when you consider that we already have the gigantic donation notice up there, it doesnt make much sense to worry about hiding 1 short sentence that people really need to look at anyway.
 * However, if you are intent on hiding it, Darklama is probably the person to ask. --Whiteknight (Page) (Talk) 13:24, 29 November 2007 (UTC)
 * On Darklama's advice, I've moved it to the MediaWiki:Watchlist-details, where a) only registered users will see it and b) it can be hidden. – Mike.lifeguard  | talk 03:30, 30 November 2007 (UTC)

Video upload formats
I have read information that one can add a link to videos to the wikibook pages but I don't see the appropriate video file extensions that are allowed to use as I only see the appropriate image file extensions to use. Can you help me out on this? —The preceding unsigned comment was added by Respectyoda (talk • contribs) 04:46, November 14, 2007.

About the Spanish Learning pdf file.
Sir, i tried to open the pdf file( spanish.pdf), which is a featured file too... i want to learn this language. please help me

Arbitrary section name
If we gave prepayment to any vendor and they fail to fulfil the requirement what was the entry will pass if they deducted some amount from our actual amount.

REquire General/Journal entries

On-line Australian Catalogue
have joined the site lasabailey is the handle Larry Bailey

Adobe Reader 9 Unable to Read PDF file when I click on either French PDF link or a Bender PDF link
all i get is a blank window popping up; Adobe help page says i can't read your pdf file. what can i do?

I'm using IE 7, and Vista 32-bit'

Thanks,

Danny Dwinell dannyjin@toast.net


text:
Talk:French For Football/Manual Of Style

Manual of Style - Discussion

Untitled
The contents of stages / levels is being reconsidered. It is not really compatible with the Planning page as currently described. Recent Runes 20:13, 3 December 2007 (UTC)