text:
User talk:JWSchmidt/Blog/14 January 2009

The Political History of Banning
This might be a good opportunity to point out the earliest known reference to a "ban" in the written law. Oddly enough, the very first law ever set in stone makes reference to a ban. 3769 years ago, Hammurabi of Babylonia (Mesopotamia) set 282 laws into stone. Here are the first three of them:

The second of Hammurabi's laws is a rather odd one. Perhaps it's the origin of the expression, "Go jump in the lake."

Isn't it a tad ironic that here in cyberspace in 2009, the Bureaucrats and Custodians of Wikiversity, acting under the direction of the Wikimedia Foundation, are reprising a practice first defined in law by none other than Hammurabi himself? And according to Hammurabi's version, the Bureaucrats and Custodians have to establish and prove their cause of action to make the ban stick.

So what is the cause of action, and where is the Due Process through which the purported cause of action is proven to a skeptical public?

Barry Kort 01:33, 15 January 2009 (UTC)

The Rules
Rule #1: No Narcissistic Wounding.

Rule #2: No Narcissistic Wounding.

Rule #3: No Narcissistic Wounding.

Violators will be summarily stigmatized, reverted, humiliated, scapegoated, blocked, banned, baleeted, blacklisted and made to stand in the corner with a dunce cap and a scarlet letter.


text:
Wikiversity:Colloquium/archives/December 2008

<preload
Hi,

I am trying to make a page generator based on this one on WikiEducator but the preloads in the generated pages do not seem to work.

For example, I created this page using the generator (preload worked fine) and then when clicking on the Resources or Activities links on that page, the results do not include the required preloads (respectively from Template:ORA Resources and Template:ORA Activities). The sub-pages /Resources and /Activities are blank.

Will be grateful for any help.

Thanks - Kim 15:27, 2 December 2008 (UTC)

 * Kim, fixed. Small difference I think between the way WE and WV handle the urls. Countrymike 09:59, 7 December 2008 (UTC)

Excellent. Many thanks. Ktucker 02:17, 13 December 2008 (UTC)

Invitation to blog
Hi people. Let me invite you to interact on my blog, which is located here: User:Juan/Blog.--Juan 16:00, 2 December 2008 (UTC)

Policy review
I've been tossing this idea around for a while, and after some of the comments on the 2 recent FC discussions I think we really should get moving on it. The review main page is mostly just lists at the moment, since I'm not sure how to go about selecting which policies to start on, etc. I do think the sitenotice should be used for any vote to enact, since this has worked well for the full custodian votes. I scribbled some ideas at Wikiversity_talk:Policy_review about where to start. --SB_Johnny talk 14:09, 8 December 2008 (UTC)

Fear for a collapse in activity on Wikiversity
The Colloquium is a lot smaller now than it has ever been before. I fear that the conflicts of the last months were too exhaustive for Wikiversity. I propose to prevent a downfall by setting an agenda with activities to organize. That can be anything, like a conference, a chat meeting, leisure activities, setting up a reading group on whatever topic, organizing courses. Main goal for this is to establish and maintain a community of people who like to dedicate their (leisure) time to learning. An extra goal can be to try to attract new participants. Is anyone interested?--Daanschr 14:52, 9 December 2008 (UTC)

 * Okay? But isn't that sort of what Wikiverity:Vision is about?  The Jade Knight (d'viser) 20:57, 9 December 2008 (UTC)

 * Yes, could be. But for me it is important to create activities, which will last for a while and which are enjoyable to be a part of for participants. Many of the topics in Wikiversity:Vision are not about this specifically.--Daanschr 18:32, 10 December 2008 (UTC)

 * Ironically, conflict over at Wikipedia is what originally brought me here, as I sought a place to contribute where I wouldn't be constantly attacked. I've thus intentionally not participated in any of the recent conflict here.  It seems that there's a lesson to be had in this, that the place which has the least conflict may end up with the most participants. StuRat 00:27, 10 December 2008 (UTC)

 * I hope so, StuRat.--Daanschr 18:28, 10 December 2008 (UTC)

 * Well, I suspect some of the slowness is just due to where we are in the academic year (finals for most colleges universities), the Thanksgiving-through-Christmas busy season, and at least some folks are having some economic woes (looking for jobs, etc.). Hopefully we'll see some new and returning faces during and after the winter break.
 * On the other hand, some of the root causes of the conflicts are still around, which is why I'm hoping to get some stuff done with policies, the think tank, and so on. I think settling some of the policy issues would help end the feeling of always waiting for another shoe to drop, and figuring out how to give effective assistance to people who start new projects can only help us in the future. --SB_Johnny talk 19:29, 10 December 2008 (UTC)

 * I believe in circumventing policy, or to only discuss policy when it is in the interest of the continuation of a project. At the moment i am not a part of any successful project on Wikiversity, so i don't think that i have an issue with the policies. I did have a reading group on Thucydides, but it wasn't important for this reading group to have any issues with the policies of Wikiversity.
 * I like the idea of the think tank. Especially the topic of the economic crises has my interest.Daanschr 07:36, 11 December 2008 (UTC)

 * I'll be back around this weekend. Prepare. :) Ottava Rima (talk) 23:19, 10 December 2008 (UTC)

 * Great Ottava!Daanschr 07:36, 11 December 2008 (UTC)

Situation
Hi,

 * A few months ago when I use to be active on this site a lot, some users had started to have a lot of problems - some of which caused editor's including me to leave this project I had originally left the project permanently but since the situation had seemed to have quiet down I was wondering if I could join in to a number of projects: I was known by a different username, but when I originally left I removed all references to the password and also the e-mail address so I had to create a new account, I've decided to take the risk and created a new account in the hopes that I can help out: in the past I had made some mistakes and I'm deeply apologetic to what happened but hope I could properly join in to the community if you'll allow it. My activity however on this site will be slow and will mainly be active on Central Wikia, but if I'll be permitted to join the community then maybe I'll return to the site fully depending on the situation. Dark Obsidian 09:57, 10 December 2008 (UTC)

 * Sounds good to me. I like to focus on activities which will not lead to conflict. Perhaps we can cooperate. What would you like to do?Daanschr 18:36, 10 December 2008 (UTC)
 * Welcome back, and I hope you find the environment is amenable to your participation. The Jade Knight (d'viser) 06:56, 11 December 2008 (UTC)

Request for a feature can limit the depth of a TOC
Hi, I'm quite new to wikiversity. I would be in a need of a feature that would allow me to have a TOC that only shows top level headings. I tried using TOClimit from wikipedia, but was unable to do this. Any help on this issue is appreciated! :) --Nicodemuz 14:10, 17 December 2008 (UTC)

Hi, Nicodemuz

 * I've just transfered the TOClimit template from Meta and also a separate coding which was required, Wikipedia's MediaWiki interface System maybe different to ours - please try it now as it should work. DarkObsidian  21:36, 17 December 2008 (UTC)

 * Hi Dark Obsidian! I was unable to get the template to work. I tried with values 3, 2, 1 and 0, but none of them worked. I always got a TOC that had 2 levels == and ===. If you can get it to work, please let me know! Nicodemuz 17:24, 18 December 2008 (UTC)

Wikiversity outreach

 * I like the name Wikiversity outreach and want to change the meaning of this project a little. It could become a project with the aim to find new users for Wikiversity and to organize activities that can attract people. We could make films (for YouTube for instance), cartoons, games and material of an academic level. We could organize fairs and discussions on several topics with the aim to get people interested in a wide range of topics.
 * Secondly, i like to put this project prominently at the front page of Wikiversity, so there is a bigger chance that people will join it.
 * The main aim of these two measures is to get a more active institution, which is able to reach out and won't stay passive.--Daanschr 08:20, 19 December 2008 (UTC)

EML4500
I was going through Special:ShortPages this morning and came across a lot of blanked pages related to the school project which is being led by User:Eml4500.f08 (see also this list. As anyone who watches the RC feeds is no doubt aware, this has been a very active group, but has been instructed to work exclusively in the userspace. I looked around, and was unable to find any contributions in the main namespace other than the blanked pages, which got me to thinking about whether we should have some sort of policy about classes like this.

My concerns are this:
 * 1) the userspage pages do actually have nice content, but there doesn't seem to be any sort of "hub" page which explains what they are about, or would serve as a learning resource for future wikiversity users. IOW, there haven't been any learning resources created in the sens of "open and free content available for learning". If the instructional material is not here, all we're left with is homework pages, rather than an open resource... does that really fall within our scope?
 * 2) The blanked pages in the main namespace are legion, and this creates quite a maintenance problem... especially given the first concern. I looked on the students' userpages for any interaction with the Wikiversity staff and contributors, and while I saw plenty of messages left for them, I saw no replies by the students. I think at the very least that if an instructor is going to run an isolated project of this nature, he or she should probably be given custodian tools so that he/she can do the cleanup.

I think a policy that insists that at least some main namespace content is created might be a good thing. The userspace pages could of course be used for assignments (and perhaps linked to the lesson or resource they're related to), but I don't think it's too much to expect that there should be at least a minimal amount of main namespace content, even if nothing more than a simple page about the topic with a brief introduction and links to online resources that could be used as learning materials for future students. Class lecture notes or even a wikibook would be even better, of course. --SB_Johnny talk 15:03, 19 December 2008 (UTC)

 * I'm unable to support EML4500.f08 being given Custodian tools, we don't even know whether or not it is the same person using that account since other EML accounts are possibly being shared - it's too risky, if those EML accounts are creating empty pages I would recommend that the pages get removed or moved to their own user subpage, don't forget that being given Custodian tools will also enable the "Blocking" tool which will mean that they'll be able to block anyone inappropriately, if the EML's are shared. DarkObsidian  18:05, 22 December 2008 (UTC)

 * Perhaps we should make a requirement that work done in user space must be linked to a sub user page that lists all the different sub pages with assignment names. Then, this master sub user page list should be linked on a class role list in the namespace, so that people can easily identify who is part of the class, and easily find out what they worked on. That would more directly connect namespace with user space. Ottava Rima (talk) 00:35, 23 December 2008 (UTC)

 * Hello; I think some of my activities here at WV may be relevant to this discussion. I've architected my namespace into subpages for online components of classes I'm teaching on the ground. My hope is that the resultant resources will be useful to not only my students, but also anyone else who encounters them. I began this work several months ago, and am planning to implement usage in my own courses next quarter. Incidentally, I've appreciated the open and forgiving atmosphere around here as I've stumbled around and made some mistakes. That said, I am too ignorant to know whether custodial tools would be useful to me; it has occurred to me that it would be valuable to be able to delete some pages, or protect others, though. Best, Stevenarntson 21:14, 23 December 2008 (UTC)

 * I think the best way to go would to be to have all of the instrutional materials go in the main namespace, and use userspace for completing assignments. I had played a bit with cross-namespace stuff on the Wikimedian Demographics project, part of that was to figure out how to develop feedback pages, but it could work for assignments as well. There have also been some class projects on wikibooks where students are assigned chapters and the strongest materials are selected at the end of the semester for integration into a textbook: see Foundations of Education and Instructional Assessment for a good example of this (I'll drop a note for the professor there as well). The problem comes about when the material is exclusively assignments in the userspace, since this isn't really the "creation of educational materials". --SB_Johnny talk 10:16, 26 December 2008 (UTC)

Guided Tour Problem?
When I first got here as an unregistered user there was an article about instructional design linked on the main page. After registering and taking the guided tour the article was replaced with an introduction to film making which i recall reading months ago..

Any thoughts? --Errickw 00:20, 28 December 2008 (UTC)

 * Hi, Errickw.

 * I've had a look on the earlier version of the Main Page and have a link which leads to the previous revision before the update - if you need any further assistance please respond here. DarkObsidian  15:46, 28 December 2008 (UTC)

THE MANDATE AND FUNCTIONS OF MEDICAL SCHOOLS IN DEVELOPING COUNTRIES
I WOULD LIKE TO KNOW (THAT'S IF I'M ON THE RIGHT PAGE)WHAT COULD BE CONSIDERED AS THE MANDATE AND FUNCTIONS OF A MEDICAL SCHOOL IN SIERRA LEONE. THE ANSWER (OR GUIDE TO ANSWERING)THIS QUESTION WOULD BE HELPFUL IN MY MASTERS THESIS, AS WELL AS PROVIDING ASSISTANCE TO TERTIARY EDUCATION AND MEDICAL EDUCATION POLICYMAKERS IN MY COUNTRY. MY FULL THESIS TOPIC IS: "A CRITICAL ANALYSIS OF THE MANDATE AND FUNCTIONS OF THE COLLEGE OF MEDICINE AND ALLIED HEALTH SCIENCES, UNIVERSITY OF SIERRA LEONE". ANY AND ALL ASSISTANCE WOULD BE WELCOME. SYLP69 AT SBM1979@GMAIL.COM THANKS --Sylp69 19:21, 30 December 2008 (UTC)
 * Can't help, but may I suggest that you cease from using all caps? It hurts the eyes to read.  The Jade Knight (d'viser) 23:56, 30 December 2008 (UTC)

HotCat
How can I install the HotCat gadget here? (There seems to be more than one version) --mikeu talk 20:37, 31 December 2008 (UTC)

Try the following:

// User:TheDJ/Gadget-HotCat.js document.write(' ');

It may work after you refresh your browser, if the first line is preventing the script from working replace the top line with // w:User:TheDJ/Gadget-HotCat.js. DarkObsidian 20:55, 31 December 2008 (UTC)

 * Actually, I was asking how to install site-wide so it shows up in everyone's My Preferences. I did find the Mediawiki: pages to add gadgets, but now need to figure out which version to install.  Thanks for the note, though!  --mikeu talk 21:02, 31 December 2008 (UTC)

 * Won't you just need to copy the script and add it like on MediaWiki:Gadget-popups.css ?. DarkObsidian  21:06, 31 December 2008 (UTC)

 * I see that there is also MediaWiki:Gadgets-definition. But the main point is that for this gadget wikipedia and commons seem to have customized versions of the code.  So the question is which of the versions to import to here.  I do not know javascript so I can't evaluate what those differences are.  --mikeu talk 13:44, 1 January 2009 (UTC)

 * That depends on whether or not the script is an updated version or a stable version, most projects tend to modify Wikipedia's java scripts due to the type of MediaWiki software which the project is using, since most scripts are designed to work on a specific software version - have a look at Special:Version both on here and on Meta you'll see a difference in the PHP section. DarkObsidian  20:32, 1 January 2009 (UTC)

Thanks to Darklama we now have the HotCat gadget installed. To enable it go to Special:Preferences and click on Gadgets. Then check the box labeled HotCat and Save. You may need to follow the directions at the bottom of the page to "bypass your browser's cache" before it will start working. There are a lot of page on wv that are not in a category. (see Special:UncategorizedPages and Category:Uncategorized pages for example) This tool can help quickly add a page to a category and also allows you to do a quick search for the category name. This could help us organize our content better. --mikeu talk 16:44, 9 January 2009 (UTC)

wiki science
A very interesting story at RNA journal submits articles to Wikipedia. We might want to try to contact someone involved about creating a learning projects. --mikeu talk 18:31, 31 December 2008 (UTC)

 * Re: creating a learning project: would this help? - Start a Wikiversity Project - Ktucker 00:23, 21 January 2009 (UTC)

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


text:
User:Arte Walton

Bio
hello my name is arthur lawrence walton i was born in renton and grew up in a place called grapeview washington. much of how i am today i can directly relate to my childhood. i view myself as a very laid back and easy going individual. i grew up with the puget sound as my front yard and have probably spent more time in and on the water than any one that i know. growing up playing sports year round as a child was a great experience for me and turned me into a great athelete. my favorite sport was always soccer since i wa about four years old. i even played soccer in colloge for a little while. all of the training i received in traditional sports is what really got me ready for all the other sports that i really love today. such as wakeboarding, surfing, skateboarding, rock climbing, and so on. from these sports i draw much of my personality from. for example rock climbing is all about a challenge to yourself, you either do it or you fail, and when you control your own success you almost never fail. this has a small drawback when it comes to school however because i dont really feel a personal challenge so i dont really try that hard, but i have been doing my best to turn that view around. anyway so i am an adrenaline junky but very laid back, i view myself as a visionary because i am always the one who has the ideas in my circles of friends and work. i am a musician and never satisfied with my ability at any instrument, even though i get compliments, i just think yeah it might sound cool to you but wait till you hear so and so then youll know waht real music is. i am also an avid non christian, well non religion not just christianity. i honestly believe that if it wasnt for religion the world would be a much better place. when you think about all the death and destruction that comes from loving god it makes me want to throw up all over a giant statue of jesus. as much as i hate religion i do nderstand that there are certain people who need a crutch, but believing in the any denomination of god is a little bit of a stretch for anyone with a fully functioning brain. anyway now im in the audio program at the art institute really working hard on my music and trying to produce all styles of music even genres in which i would not have until recently given a chance at all. in conclusion i gues i would label myself as the next evolution of the human mind.

Always Wanted To Schedule

 * Topic

by the end of this class i would like to complete a midi composition using fruity loops and reason to create an instrumental. my main idea for this is that i would like to try the idea of instead of using a kick drum or an 808 hit as my main down beat i would like to try to use a marching band snare drum using different rhythms in and out of a drum roll.
 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

continue to sample sounds for other instruments contained in the piece such as a brass and string section.
 * week 5

by now i will have all my drum rolls laid out and a basic layout of horns and bass.
 * week 6

tighten the whole thing up making sure that my instruments all follow the rhythm of the snare which is my lead instrument in the piece.
 * week 7

lay down guitar tracks and vocals if i think it is necessary. in this step i might also add a dub step feel to it if i think i can pull it off through a digital cd-j mixer.
 * week 8

have final copy of session ripped to a two track on a cd or flash drive to turn in.

Why Do I Like What I Like?
for this assignment i am going to choose the big type writer eraser thingy that faces elliot ave. i have alwaysthought of this piece as less than art. my view aas of now of this piece is that yes building a really big version of something that is originally much smaller is very hard i understand that. the art aspect im not too sure about, i think of it in the same way that someone might think of an architect as an artist, creating a beautiful building out of nothing, but then the contractor who builds the building for the architect is just a construction and no art is involved. this may not necessarily be my view but i think it is a very accurate assumption of the views of a majority of people. so while the construction is very precise and difficult process the art is what someone put down on the paper, or the art will be the building when its done but simply building is not most would say.

title: User:Arte Walton


text:
User:TroyThompson

Bio
Troy Maxwell Haner Thompson（Born Troy Maxwell Haner Deaton, July 14 1989} is a student at the Art Institute of Seattle in the Digital Film & Video Production program. He was born in Yakima, Washington and through out his life has been to many Washington cities till coming to colfax where he would spend all of his childhood there.

Archives
Winter Quarter

title: User:TroyThompson


text:
User:Amberrisinger

im the oldest of seven siblings. Ive lived with my Aunt since i was two years old. I was born and raised in the small town of Meade County in Kentucky. Im studing Media Arts and Animation.

reflective assessment
i personally thought the class was fun i should have put more effort into the course than i did. i didnt like the group project i personally would rather do everything on my own. usually grop projects get put off and i slack around on them and everything ends up being done at the last moment. I think that the fact that it was due so late in the quarter as well let me put it of until the last minute. i did learn in the class, i really liked the poetry portion of the class and i think the mini readings were helpful.

title: User:Amberrisinger


text:
User:Ryannatividad

bio
Major: Fashion Marketing & Management BS

I am 21 years old and live in Redmond.

As for the rest of my bio...I'll add more information at a later point in time.

title: User:Ryannatividad


text:
The Pyramid

QuickLink to Main Home Page: Ancient Egyptian Monuments Project

 * QuickLink to Djoser's Step Pyramid in Saqqara: Djoser's Step Pyramid in Saqqara

The pyramid was developed in stages, beginning as a mastaba similar to the mud brick tombs of earlier pharaohs. This was extended twice before being covered by a four-stepped pyramid, which was later enlarged to the final six-stepped shape. See Pyramid of Djoser

Description: This pyramid is considered to be the first full pyramid form and first stone clad structure of this type. It is believed that Architect and Visier Imhotep designed the pyramid and Djoser complex.

The pyramid itself stands slightly off-center in the complex toward the south. It reaches sixty meters (167 feet) in height in six layers and is the only Egyptian pyramid that has a rectangular base rather than a square base. Lauer interpreted the construction history as a series of additions. The first stage of the building was a square mastaba built in stone. Roughly every three years of Djoser’s nineteen-year reign, workers added an additional layer. Lauer and German archaeologist Dieter Arnold have interpreted the expansions as gradual, reflecting emerging ideas about the king’s future in the afterlife. The German Egyptologist Rainer Stadelmann, on the other hand, believes that Imhotep planned the step pyramid shape from the beginning. In any case, the shape represented a staircase to the northern stars. These stars represented the god Osiris because they never disappear as do stars in other parts of the heavens. Thus they are eternal, like Osiris. Beneath the Step Pyramid at Djoser’s complex are over 400 rooms connected by tunnels. The total length of the rooms and tunnels combined is 5.7 kilometers (3.5 miles). The rooms include the king’s burial chamber and a palace to serve as the home for the king’s spirit. The king’s burial chamber was accessed through a vertical shaft in the pyramid that was seven meters (22.9 feet) on each side and reached a depth of 28 meters (91.8 feet), lined entirely in granite. At the bottom of the shaft was a burial chamber lined with four courses of granite blocks. After the burial, workers lowered a 3.5-ton granite block to block the shaft and prevent future access by robbers. The palace for the king’s spirit, located under the east wall of the pyramid, was lined with limestone and decorated with relief sculptures. Other areas were lined with faience tiles arranged to imitate mats made of reeds. The storage rooms were on the east side of the pyramid and housed over forty thousand jars, some inscribed with Djoser’s name, but many more made in earlier times for other kings. Some scholars believe that many of these stored materials came from earlier tombs that had been removed from the Saqqara plateau to make room for Djoser’s complex. Nevertheless, the great wealth stored in the pyramid demonstrates both the opulence of the king’s life on earth and in the next world.

This pyramid was clad in polished (?) limestone, with no bas-reliefs or embellishment. In plan the Pyramid is not an exact square with the South and North faces longer than the East/West facades. The outer more vertically oriented surface slopes at approximately 72° which is consistent with earlier mastaba vertical surfaces. The top of each surface also slopes at approximately 22° (?-based on memory). Combined, they create an overall angle and appearance of later pyramids. When viewing frontally, while the top surface appears foreshortened, the hypotenuse reveals the angles and relationship between both surfaces. It appears that in plan the hypotenuse is not an exact 45° angle resulting in a slightly greater angle of the slopes on the East?West faces. The sloped side and top faces for each 'step' are consistent in proportion leaving a flat rectangular area ( ____meters x __?___ meters) on top of the pyramid that may of held a pyramidion or other structure, but no evidence this has been discovered. There are 6 'steps' and given their angular form are similar to the water hieroglyph. Each 'step' decreases in height with the largest 'step' at the final pyramid's base (unsure of this). The base 'step' is much larger than the progressive decrease in size of the upper 'steps'. The West side of the pyramid is engaged with mounds making finding the location of the base and determination of exact dimensions more difficult (to find exact dimensions, one would have to determine the 'ridges', exact angles and project down to an imaginary ground plane). There is no mention in Ancient Egyptian culture that this pyramid was to look like steps or that it was an embodiment of steps rising into the sky, despite it being commonly referred to as the Step Pyramid. --NBuccalo 04:08, 15 January 2009 (UTC)

Dimensions: The pyramid was constructed in two stages. The first stage was a four-step pyramid (P1), which was later enlarged to a six-step pyramid (P2) The first stage, P1, had a base measuring 71.5 x 71.5m and reached a height of 8.4m. The second stage resulted in a pyramid with a rectangular base measuring 109m x 121m. The final height measured 62.5 m. The perimeter wall surrounding the complex measures 544.9m x 277.6m and reached a height of 10.5 meters.

Access (editing): There currently exists 2 access points into the Pyramid... (was the one on the South original ?)... (give sizes, locations, detailing information, and proximity/relationships to other elements)...

Interior Chambers :

Construction Techniques : Accretion method: Courses of masonry were put down inclined towards the middle of the pyramid. The basic material consisted of limestone blocks.

Architectural Components that touch the exterior face of pyramid: (list with links to where described)....

Above Description, unless noted otherwise: --NBuccalo 03:39, 14 January 2009 (UTC)

title: The Pyramid


text:
The Great South Court

QuickLink to Main Home Page: Ancient Egyptian Monuments Project

 * QuickLink to Djoser's Step Pyramid in Saqqara: Djoser's Step Pyramid in Saqqara

(Note: all dimensions to be verified) (editing) The Great Court is located directly South of Djoser's Pyramid. It is enclosed by the Pyramid and 3 implied walls that are ± 8.500 meters high (2 meters lower than the perimeter wall) and measure in a North/South direction ±177.000 (?) meters to the spring point of the base of the pyramid by ±106.400 meters wide. On the Southwest corner, the wall is interrupted with the Token Palace structure that also retains the same height and detailing of the inner wall, except that there is a frieze on top with cobras... (not sure if the frieze goes all the way around or is just for the Token Palace). While this wall is detailed in a similar fashion with niches as the Perimeter Enclosure Wall, there are a few differences to this interior enclosure wall: first there are no projecting bastions, second this wall is not as tall, third there an additional convex horizontal element near the top of the niches, fourth, there is a square shaped upper niche, and fifth, there are projecting cobra emblem relief at the top. (does this only exist at the palace or does it run all the way around?) The East and West wall faces are set in from the outter edge of the pyramid creating a condition where the orthogonal wall intersects the sloped based of the Pyramid. There are only 2 (?) places to enter the Great Court from outside the Djoser precinct, through the colonnade (public entrance?) or through the Sed-Hed Court (priest entrance?). There are only two other exits, one leading into the Token Palace and the other to the Pyramid (?-is this original or a modern entry point). It is said (where?) that temporary structures were put within the Great Court (during festivals?). The area is __ hectars (ha) allowing it to hold a reasonable capacity of as many as ________ people in combination with other temporary structures and areas for circulation (show formula).

The elements within the Great Court consist of the following:
 * Token Palace: situated in the South-West corner with projecting platform.   (size)
 * Boundary Caims: 2 sets of closed U-shaped low structures (4 total?), to the right of the centerline to the pyramid and orientated towards each other. They are aligned with a (statue?) which is itself situated next to the base of the pyramid.  While commonly referred to B-shaped, the pairs of Boundary Caims are set very close to one another without actually touching.  Photographs indicate that they may of been double walled, that is with an opening in the center.  As such, we might better refer to them as two sets of D's since each one doesn't actually touch the other.
 * It is said that that these markers where for the Pharaoh who, on specific occasions, would perform a ritual run between them thus symbolically encompassing the entire country, both North and South.
 * (provide dimensions and exact location, relationships to other components within precinct)
 * Exit of Colonnade: Probably the same height as other pass throughs within the colonnade, it features what has been called a false door. This angled buttress or door has no apparent embellishments as do other doors in the same area and of the same or earlier periods.  On the other jamb/side of this doorway the limestone alternates leaving recesses.  Of the blocks that do project they are cut in a concave fashion implying that there might of been a functioning door which when opened would present a symmetrical composition by complimenting the false door.
 * Entry/Exit to Sed-Hed Court: is situated at the Southeast corner of the Pyramid base and led to the Pyramid East Courtyard.
 * Ramp: (?) (there is a reference to a ramp but I see no signs of one)
 * Throne Dais: Situated adjacent to the pyramid roughly centered on the original mastaba and Boundary Caims now appears off center to the final pyramid.
 * Entrance to pyramid: (?-original? there appears to be an entrance into the pyramid on this side)
 * Surface: Currently there is a very fine sand throughout this Great Court and has been said to be unique to Saqqara. (would of course be curious is this was part of the building material used to help move stones, to grind them, etc. or a modern 'topping' for tourists  I think Imhotep did think of everything, perhaps it could be analyzed and compared to other 'sands' to identify its origin)

Above description unless noted otherwise: --NBuccalo 15:09, 14 January 2009 (UTC)

title: The Great South Court


text:
User:Chadcrutchfield

bio
Hello my name is chad and I am a student at AI in the culinary program. I live in gig harbor so I drive to school everyday. I am 26 years old and have 2 jobs. The first job is for Harbor Lights on the Ruston Way waterfront and the second is for a family friend making sandwiches and pizzas. I am a 6th quarter student and I really like the school I have learned alot from the school as well as learning about this website.

title: User:Chadcrutchfield


text:
The Sed Festival Complex

QuickLink to Main Home Page: Ancient Egyptian Monuments Project

 * QuickLink to Djoser's Step Pyramid in Saqqara: Djoser's Step Pyramid in Saqqara

This courtyard area was built for celebrating the sed festival, when after thirty years of rule the living pharaoh was expected to prove his continuing vigour by chasing the sacred bull around the courtyard and catching it by the tail. It is believed that Djoser chose to do this every three years rather than thirty. The corners of the buildings were (purportedly) made rounded for safety. Pyramid_of_Djoser  (rounded corners, not sure what/which buildings this refers to as many buildings have square corners..., some splayed, must clarify-NB)

The Jubilee Festival ( sed ) Court at Djoser’s complex was conceived as a space where the king’s ka—royal spirit—could celebrate the Jubilee Festival for eternity. Egyptian kings celebrated the Jubilee Festival ( sed ) after roughly thirty years of rule and then every two years thereafter as long as the king lived. During the festival, the gods of the nomes (Egyptian provinces) visited the king in the form of statues to pledge loyalty to him. The details of the ritual remain unknown. The kings of the First Dynasty celebrated this festival, both in life and in the afterlife at the so-called forts of Kom es Sultan at Abydos. There is evidence that kings continued to celebrate this festival in every period of Egyptian history, but Djoser’s courtyard is the only three-dimensional representation of the physical setting of the festival. The Jubilee Festival Court contains non-functional buildings in two rows that face each other across an open space. These buildings housed the spirits of the visiting gods, probably in the form of statues, during the festival. The dummy non-functional buildings, built of stone, are only façades. The stone is carved to resemble buildings built of woven mats, bundles of reeds, and logs. In some cases doorways carved in stone appear to be open, but it is impossible to enter any of the buildings. At the south end of the open space is a platform reached by steps. This platform supported the royal thrones, one for Lower Egypt and one for Upper Egypt. There the king celebrated the end of the ceremony wherein the gods officially reconfirmed him as king. Since only the spirits of the deceased king and the gods used this space, the American archaeologist Mark Lehner suggested that workers buried it in sand soon after its construction, though the reason for this is unknown. While living, the king probably celebrated this festival at the royal palace.

title: The Sed Festival Complex


text:
User:AmberBumpus

bio
Well, Hello! For starters my name is Amber. You can call me Amberoni; it's like Macaroni, but COOLER!! I am a Graphic Design student. Currently I am in my 4th quarter. I recently moved to Tacoma ALL the way from the small town of Sherwood, AR-population 23,000. I visited everyone back home over the break, and man do I love Seattle!! I love the culture on the West Coast. Everyday I feel like there is something new and inspiring around me. Sometimes I feel so captivated by the beauty that is constantly surrounding me, it's almost indescribable at points! Nonetheless, I love my new home.

So, that's about it for now. If you have any questions or would like to chat-send me a message. I don't really know a whole lot of people and there really aren't a lot of people who commute from Tacoma like I do. It'd be nice to talk.

Peace in the East! IT'S BEST IN THE WEST!

-@mbeRoni-

AmberBumpus 19:32, 15 January 2009 (UTC)

title: User:AmberBumpus


text:
User:Colinfergusonrichardward

bio
My name is Colin. So i already started an account last quarter in steve's freshman seminar class, then i changed emails, and when i created a new wikiversity account, my first and last name [ColinWard]..well that "username" was taken by a "past-me"....anyways. so my user name is my full name. 18 years old. I'm a second quarter Audio Production student. I'm not really trying to be an engineer though. I'm just interested in modern recording equipment and networking, and applying all the know-how of these things to further my enjoyment of collaborating and making awesome things happen with people, sound, visuals, all things..... i love people and I like making things with and for people... i make stop frame movies sometimes and make the sound for them. to watch one of them, go here:>

i have more videos and music, you can find that here--->  [ http://www.myspace.com/alphabetsabc] I would like to find a way to make a website/webpage or something so i'm not just sharing stuff through myspace. i'm currently into making dioramas. i'm shy but friendly too. lets digi-communicate /////          juiceisgoodforyou@gmail.com

title: User:Colinfergusonrichardward


text:
User:Leah Smith

bio
I'm Leah Smith. I hate my last name, it feels like i don't really have one. I've been at AIS for 2 years now, currently studying for a degree in Industrial Design Technology. I'm really leaning towards a career in architectural model making or theatrical set & prop design. I like to build & for sure I've figured out that I am a model maker - to the core. I'm a gemini & that means it takes me awhile to land in the place I need to be - but no matter what I always get there one way or another. Last quarter a really important teacher & friend of mine died, Doug Paasch. His death has created somewhat of a vapid creative void for me. Push, pull & shove - but try as hard as I can & I have NO DESIRE to build, photograph or paint anything right now. So that leads me to where I am today - in a GE class. I avoided all my GE's like the plague in the past 2 years..... People said I was dumb to do that. But now I'm breathing a collective sigh of relief that I can stick my head in a book & do bookwork for a couple of quarters - or at least until I feel creative again. Like I said, it may always take me a bit to get there - but I ALWAYS land in the place I need to be just when I need to be there. Trust your gut. I live by that. I'm glad I listened to me & not other people about what I should do. I'd be screwed right now. Thankfully, I'm holding on just by my gumption - but I'll stick it out & find my creativity again. I'm a soldia'!!

RIP: Doug.... you are missed.

~L.

==assignments== The Art Walk..... 1. The least public part of the art walk for me, ironically, was right as we left the school on the waterfront the piece entittled "Welcoming Spirits". Despite the inviting name, I felt where it was placed was very exclusionary to the condo building behind it. Yes, of course it is considered "public" - but for me it kinda felt like the kinda thing I should just walk past because it was a part of these people's home. I don't know, maybe that's my own issue - but I just didn't feel "welcomed".

2. Technically, Tom Wesselman's "Seattle Tulip" is very obviously public & obviously art. The problem for me is that I've lived in Seattle for about 25 years now & that tulip drives me nuts. It's ugly & the colors date it to the 80's (not suprising to me that we got this piece in 1989). It's obvious a personal thing to me - but I'm just so damn tired of looking at that piece (especially sinced the Well's Fargo sign behind it clashes) that I just no longer see it as art. However, some ppl may like it - & I'd never take that away from them. Art should be there whether we like it or not - I just happen to not like it. After so many years I've likened it to more of a monstrostity than it is "art".

3. Right over by the jail when we were walking up the hill towards it I saw an iron grate the kind that they have at the bottom of the trees to stabilize them. Well, after all this weather, snow, ice, salt...etc... the grate had started oxidizing (it was midway up the hill) from everything running over it. The iron work itself is pretty - however, with the natural abuse from the elements hitting it the colors were all these different shades of orange & red. With the design of the iron work paired with the oxidation it reminded me of abstract-art deco. Is that even possible? lol....

===midterm=== http://www.spike.com/video/bravia-paint-behind/2801881

===final=== It won't let me upload or link or whatever the file. I'm pretty literate with the 'puter - but this problem stumps me. Any suggestions?

===in-class writing=== Actually, if I did anything in class it was doodling, but to me that is a super important exercise for my brain. But mostly, I just listened & that suited me just fine.

==reflective assessment== So i'm thinking... assessment? What does that mean? Then it occurs to me, how about my bio? How do i feel now compared to just a few months back? So I read & compare & this is what I've decided...

Honestly, I'd have to say better. I'm feeling much lighter (spring has arrived but its still wintery outside, as of yet, even so) I'm of clearer head. I dropped my studio classes & slid into 2 ge classes about 10 minutes before class started the first day of classes expecting only books, lectures, boredom & an easy way out of being creative - I'd found a way to cop out. ...or so I thought. Both of my ge classes (humanities & world civ) turned out to be vastly different than anything I ever imagined & both had creative projects that happen to have had very important & pivitol turning points for me in learning how to process bad energy coming in while still retaining my creative abilities in a healthy manner (balance). I'm very empathetic to other people & sometimes that cuts off my nose to spite my face & I'm not even trying.

I suprised myself & enjoyed the quarter immensly as it flew by. I was shocked to realize how quickly it was gonna be over (2 weeks), coincidently that was the day we were all walking down on the waterfront on the way to see you busk. I was wrong about being able to hide from my creativity - especially in art school (duh..). I guess even where you least expect it - you find the thing you most needed. Working creativity back into the productive side of the brain, when it so desperately wants to shun & hide itself into the back, can be a tricky process. I feel that this quarter both of my classes helped me make great strides towards feeling like my confident creative self again, able to produce... healthy. more & soon.

The video "Sugar Bomb!!!" is the most fun I've EVER had on a final. I tried to upload it here (link it or whatever) but wiki wouldn't let me. Any other suggestions on being able to send you a link?

I was very upset over Doug Paasch when this quarter started. I worked through a lot of things & I'm feeling better & I'm getting better at processing more loss/his loss. In the last few years there was a horrifyingly shocking amount of death in my life & it had been awhile since those emotions came up again. I miss him, but as with all of them that I've lost - I have learned how to hold them in my heart. It's also a process & a balance.

So there you go... assessment? Is that what you meant, because it seems like that's it to me... I guess in the end it comes down to me & how I feel. & I feel like a work in progress. Outloud & in technicolor.

Thank you so much your class rocked. Until later... ~L. :)

title: User:Leah Smith


text:
User talk:Colinfergusonrichardward

My website, though minimal, was a major headache to set up! But we can talk about it after class some time, and I can tell you basically how I did it. Best, Stevenarntson 20:25, 15 January 2009 (UTC)

title: User talk:Colinfergusonrichardward


text:
User:RyonRenskers

bio
Hi, this is me speaking and yes I am a god, that is all you need to know for now!

assignments
assignment one-Art Walk
 * 1. all the art was public but i thought that the red wall was less art in the traditonal sense then the others do to its simplity.
 * 2. the red wall that is only if you limit yourself to traditonal meanings of the word for art is in the definition it is however one of my favorites to experiance
 * 3. an additional mural on the side of the townhall titeled

midterm
None

final

There are many interesting things about becomeing the all-white man the first is the reactions that you see in the faces of people,the next is pictures with people, and the last is the cameras that are pointed at you. But its all worth the trouble, even if you have to shave your head after because of a wardrobe malfunction.

title: User:RyonRenskers


text:
User:Dominique jenkins

bio
im dominique jenkins from decatur alabama. i now feel somewhat inportant since now my name is on wikiversity but still am a normal person with no input in this worlds outcome. im a southern gentleman and am very gullible it seems. im new to the seattle area and  in the interest of finding friends, so i can have somewhat of a social life. im a fashion design major at art institute of seattle and that is my passion right now in my life, school. "dressing is a way of life", Yves St Laurent. i will try any thing off the taco bell menu,i collect can tabs and im a champion at drinking games. my intensions in life is to always find inner peace, whether it be by surrounding your self with positive people, doing yoga, or even having a tequila sunrise from time to time. im addicted to facebook, i get on probably about 7 times a day for no apparent reason also. strange. i enjoy recycling and the thought of the planet lastnig a couple more years thanks to my heroic actions of seperating cans and bottles.i enjoy watching movies about physco paths and people in real life with dramatic personalities. my life can be described as "you had to be there" kind of jokes.

assignments
The subway commercial is clearly a DUBIOUS AUTHORITY fallacy,A figure of undeclared or unrelated expertise makes claims about something. Jared, is looked at as this celebrity figure and role model because he lost over 240 pounds. He then says he ate subway and he lost all the weight. I think he worked out, at less and went on many diets before he began to eat subway.240 pound doesn't just slide off from eating a couple of sandwiches. The subway commercials implies, that if you do in fact eat only subway, that you will lose the weight you want. This is clearly untrue. I tried the subway diet and i actually gained weight. Bastards.

The old spice commercial shows LL Cool J as a boy trying to pick up girls. He was smaller and he ran off in fear when one girl talks to him. The commercial is a BANDWAGON ARGUMENT (Peer Pressure). This fallacy plays on one’s natural desire to belong to a group and fear of being rejected, or left out. Later in the commercial he says, "That was me before old spice." clearly implying that once he put on this "magical deodorant" he became this big muscular rap super star..yea right.

midterm
love and loss

Love and Loss to me can be best described as intriguing. You get sucked in with the intrest of confusion. wondering what it is, how is it art, and sre all the materials used for this one piece. Artist Roy McMakin used a bench, wishing well, table, tree, and stoned letters to create the words love and loss. It makes a bold statement once you fully understand and figure it out completely. My first thought upon arriving on the sculpture layout was, "o.k. this is not art, this is a resting place." Even my friend stated, "is that a wishing well, thats been done before." Little did we know it was a wishing well and infact everything surrounding it was involved in the art work. We stepped away seeing the bright red and symbol twisting above the scence and wondered why that was even there. After reading the information stone, it was titled Love and Loss and when friends told us that everything was used as a letter. i looked up McMakin and seen that he was a furniture maker and artist of the everyday object in hte strange i sorta got it. My favorite part of it all was the tree. I figured in the spring when it bloomed it would be seen as beautiful and exampled love and romance. But, when i went in winter it was dead and unappealing. Basically seeing as love can be gone one day and blooming the next, Mcmakin made a great point with the tree. McMakin has a larger fan base on the west coast and works at Domestic/Furniture Domestic Architure in Seattle. He also has other pieces in the Seattle Olympic Sculpture Park.

title: User:Dominique jenkins


text:
User:Deairajohnson

bio
Hello my name is Deaira Johnson. I am from Bremerton, Washington where I have lived most of my life. I have two beautiful boys that are my world. I recently just started school at the Art Institute of Seattle studying graphic design. I hope to someday have my own company and do what I love for a living.

midterm
The piece I chose is called Bunyon’s Chess, named after legendary logger Paul Bunyon. The artists name is Mark di Suvero. When I first saw the sculpture at the park I was quite a bit away from it still. I remember I was looking ahead up the path and I thought to myself “Is that one of the sculptures?” When I walked up to it finally, I was amazed to find out it was. To me it just looked like something that had started being built off to the side and just fell apart. Why would someone use wooden beams that are eventually going to rot in a sculpture?

After researching di Suvero, I found I was able to change my mind about the piece. Although I don’t know if I’d say that I had to manipulate myself into doing so, or that I even really like it now. I just appreciate the piece because I respect the artist now that I’ve learned more about him. I did find a few of his sculptures online that I do like, but this one and the other sculpture he has at the park are still not some of my favorites. After doing the research though, it holds a different kind of appeal to me. It’s not so much visually appealing, but now I‘m curious about it. I found out that he likes his work to be interactive with the elements. Some are meant to interact with wind and make noise, some with rain. Also, he encourages people to climb or ride on some of them. After learning this, it makes me wonder if the wooden beams in Bunyon’s Chess are supposed to move in the wind or if the weathering of the wood is part of the sculpture. The more I think about all the thought he put in to making it, the more interesting it is to me. There were other things that stood out to me later also. Such as, the great deal of labor and skill involved in making it. You don’t immediately think of things like welding it all together, lifting those huge pieces, and how much time it took to make. Some of his sculpture took years. And a lot are inspired by different specific things, such as a piece he did for Mozart’s music, the shapes in it are supposed to represent the patterns in his music.

So I guess what I found out after all the research is, that I still don’t care for the way his sculpture looks, but I can appreciate it now and it’s more interesting since I know something about him. Also, it feels good that I know I know what I like and I can respect different things even if I don’t personally care for them.

final
By the end of the quarter, I want to: learn how to paint with acrylics.

The research component of this goal is to: Find different artists and their paintings. Find out what methods they used to make the paintings and what worked for them.

Week 2: Research beginners painting classes in my area. Buy Paints and supplies that I need.

Week 3: Decide on some things I'd like to paint. Experiment with different brushes, strokes, colors..

Week 4: Start my first painting. Begin researching artists and their work. Have completed beginners class

Week 5: Complete first painting. Have choosen a couple artists and began research on them.

Week 6: Start another painting.

Week 7: Continue research. Continue painting.

Week 8: Have completed at least two paintings that Im happy with and have researched at least two artists and the differences in their work.

reflective assessment
I feel like I learned a lot from my time in this class and school, both from the instructor and on my own. I’ve attended two colleges before this one and have not been successful at either. I believe that this was because of my previous lack of interest and direction when just going for a basic AA. After this quarter, I feel more confidence in myself and my ability to “get things done” and I feel a sense of purpose here. I’ve learned that having more focus is exactly what I needed.

I really like this class because the assignments open your mind a little to how other people think, how your own mind works and what some of your own strengths and weaknesses are. Which are important things for everyone to learn in life. I learned to be more comfortable stating my own opinions and I learned what I need to do and change about myself to get things done. I also learned a lot about manipulation. What I don’t like and wont do most importantly. I think one of the best things I learned is how much easier class is when you get to know people there with you. To have even a little support gives you so much more confidence and makes the world of difference when it comes to school.

I think Steven Arntson is a wonderful and interesting teacher. I enjoyed all the unique assignments and in class discussions. I also think having the Wiki there is an awesome idea.

title: User:Deairajohnson


text:
User:Isaiah Whitmore

bio
I am Isaiah Whitmore, I am from Tacoma, Washington and i am attending AIS for my Associate's degree in Fashion design. After i complete my associate's degree, i will then move to New york to complete my education and receive a bachelor's degree in fashion design and a bachelors in business advertisement. fashion is one of my many loves. i plan on become a well known fashion designer and own my own label/clothing line. Along with design, i am a singer, dancer, actor and athlete.

reflective assessment
first off i want to say that this class was my most enjoyable class this quarter. the work and learning process that u demonstrated was the type of teaching all teachers should teach like. the most important thing that i learned in this class was to manage my time efficiently and that you can have fun doing work. i also appreciated the sense of Independence you allowed us to have. most teachers would treat the student as if they expected them to know everything, but you actually listened and gave constructive criticism. my favorite part of this class was when we learned about the different categories of fallacies because to be honest i had no idea what the word fallacy was before this class.this class rocks my socks.....

 * Isaiah Whitmore 23:25, 15 January 2009 (UTC)

title: User:Isaiah Whitmore


text:
User:JohnCardoso

Biography
I was born Jonathan Robert Little-Cardoso (I've come to be known simply as John Cardoso) in Chula Vista, California in 1990 and resided there until I was three-years-old when my parents decided to move to Butte, Montana where my mother lived for a short while during her childhood. Butte's a fairly small city in Montana known for it's large (contaminated) open-pit mine called the Berkley Pit. It's rich in history, especially in mining, and was even one of the first cities in the west to have electric power lines. But honestly, it went from a thriving city in the Northwest to a city of urban decay, over-ran by diesel trucks and alcoholic bar-rats with no diversity. Art is generally put on the back burner in Montana, far behind football, hunting, and of course drinking beer.

For the fifteen years I grew up in Butte, I found it hard to find an outlet for my passions; art and music. While other kids were busy playing football in elementary school, I was sketching any and every idea that came to me, living in my own imaginative world that had infinite possibilities compared to others around me. Since the eighth grade I've fully understood that what I wanted to do with my life in the future, and that is own an independent record label, help produce other artists music, and of course play as well, which is why I've decided to study graphic design.

With graphic design there's a broad field to work with and it goes hand-in-hand with producing work for album art, posters, etc. for bands, record labels, venues, and so on, which can greatly aid in operating the art direction/promotion aspect of running a label.

And then in 2009 I moved to Seattle, Washington to try to establish myself more so as an artist and musician. With Seattle's roots and rich culture in the arts, I know this is an excellent place to start being who I am: an artist.

Here's a few interests of mine:
 * Music (indie, ska, reggae, punk, alternative, psychedelic, underground hip-hop, techno, electronic, singer-songwriters, progressive rock, you know). As well as playing music, I mainly focus on guitar and drums but I'm pretty efficient in harmonica and bass too. I'll try to learn anything that's thrown at me.I've been writing songs, lyrically, since probably fifth grade and I've been recording songs as a singer-songwriter since my sophomore year in high school under The Definition Is and I'm also in a band called We Are Canvas but we're currently looking for a new drummer.
 * Art and all it's possibilities. I've considered myself a designer of sorts since I was young. I like drawing. Painting. Computer design. Screen printing. Everything. It's all equally fascinating.
 * Graffiti is cool, yeah?
 * Politics are important, I think. You have to kind of stay on top of things so you don't become a robot. I lean towards the left.
 * I'm really into the independent music business.
 * I really, really enjoy writing. Writing in many forms really; songs, stories, poems. It'd be fun to write screenplays. Writing is one of the ways I can truly express myself.
 * Peace is cool.
 * There are other things too. Indeed.

If you ever want to discuss anything, come on up, I have a tendency to be sort of quiet. I'm not a recluse, I promise! Just quiet.

-John

myspace.com/somesortofjohnny

Assignments
Fallacy Advertisement (video)

Fallacy Advertisement (photo)

Midterm
“Persephone Found” John Cardoso

You can find my midterm essay here (I'm sorry about the missing indentations, Google Docs didn't seem to want to keep those haha)

title: User:JohnCardoso


text:
User talk:Isaiah Whitmore

=Isaiah Whitmore=Creating an avant-garde/couture gown with a 150$ budget=

this might be a little difficult task, but i am going to attempt to construct a one of a kind avant-garde dress with a budget of only 150$. i am in the fashion design program here, so i am here to learn more about fashion. with this project, i will be learning along with attempting the construction of the garment. i am not 100% sure of what avant-garde is, but thats why i chose to do this, it's like killing two birds with one stone(even though i would never kill a bird, especially with the same stone or with a stone at all lol.) it is definitely going to be hard, but i am up for the challenge... was this what i was suppose to do Mr.Arntson?

 * Isaiah Whitmore 23:43, 15 January 2009 (UTC)

Isaiah, I edited your code a bit here because there was an error in formatting. See you next week, Stevenarntson 17:46, 16 January 2009 (UTC)

title: User talk:Isaiah Whitmore


text: User:Sanciatron

title: User:Sanciatron


text:
Talk:C/Variables and Expressions

"Object" implies OOP. I've removed the term as it is misleading and illogical. BeauMartinez 00:27, 16 January 2009 (UTC)

title: Talk:C/Variables and Expressions


text:
Talk:C Programming/Arrays

"One of the most dreaded": why would you read a self-deprecating section? I've removed it. BeauMartinez 00:33, 16 January 2009 (UTC)

title: Talk:C Programming/Arrays


text:
User:Willkempfer

bio
"Are you here for the free chili?"

"No" I replied. "However, I wouldn't mind a glass of liquid sustenance and perhaps a glance or two at a clock."

"Okay, don't touch any of the furniture and you can come in."

So I stepped inside and immediately wondered why I couldn't molest the furniture. Everything was covered with plastic sheets. I slid two pence in the jukebox which awakened a lively tune before pausing to acutely accuse me of stealing the tea that sat on the coffee table.

"Surely I wouldn't pilfer a spot of tea whilst I have a fistful of rhubarb."

We collapsed upon the laughter and sat in contemplative tenacity for a couple centuries.

That's how I was admitted into this life.

midterm
 Misology:

"I toiled about the Sculpture Park in search of a single piece that would inspire a glint of disdain. I studiously observed each piece of twisted metal and stone. Walking and pondering in attempt to feel that pin prick of agitation. It was a beautiful day of ray upon ray glinting off the water when there it sat; daunting, steeping in its gaudy poise."

"The foul artifact before me was none other than the Pier 70 building. After the first reflection in my cornea, each refraction caused an exponentially climbing tick of rage to besiege me. Never in my life has the sight of a building caused such a rush of frustration. What a vile perversion of art. In my blind fit of rage, I uppercut punched a gentile child in a derby hat. Slowly, I regained my composure, dusted my pantaloons and donned my newly acquired hat. I left that place on fire and I never went back."

"I made retreat to my isolation booth above the popcorn insulator. I flipped a coin into the jukebox and adjusted my stature in light of the jaunty tune. As I moonwalked to the refrigerator I considered that the designer of the building may have been suffering from dementia, but perished the thought. It was too well orchestrated to have been the sketches of a madman. Perhaps he just hates humanity and wanted to illustrate that in a larger than life fashion that would outlive their phlegm-muffled rants. That could be possible. As quickly as I began pondering I perished the thought. This person loved what they created. The sick kind of love that makes puppies and lollipops vomit in rage. With this newly gained perspective, I made haste to the computation station."

"As I extracted my inquiry I had to convert its form and thusly formed a cube. Perfect in every dimension with possible exception of the seventh, but who cares for that diatribe? Certainly not I. The end was nigh. I tapped and struck the keys in proper caravans of electronic impulses and sat with a wondrous, beguiled stare. Tearing through page after page of text I scraped for table scraps. I found the secrets of its horrible disco-laden past, but could find no one to attribute the blame for its modern aesthetic."

"As I sat beneath the swinging light bulb and in the haze of neon cast shadows from across the street, I kicked my feet, landing them squarely propped on my desk. My posture will take a vacation and I slid my hat enough to cover my eyes. Astutely as could be, my subconscious spit a name right in my eye. It was only midnight. The name: Hansen Malloy. They used to call him ‘Right’ Hansen Malloy. Apparently this small time grifter used to be an architect. The biggest part of me didn’t want to believe it. I had to shake this crook down myself to get to the bottom of this pit." "Pulling my Studebaker around the Benson & Jinks café I immediately spotted the all too conspicuous car that heralded Malloy’s presence. A Duesenberg parked like any other car in the lot; a true sign of ill gotten gains. It took a few shakes, but the tree dropped some fruit. Through the blubbering I could tell. It was the same man. He done well for himself, but it was easy to tell it wasn’t his first choice. Sure it’s some sap, but a part of me can’t help but feel for the mug." "Albeit what I’ve found, I still couldn’t be fazed. The cards have been called and the shots were down. The building was too much for me to bear. Time to get back to that third story brick box and get some shut eye."

reflective assessment
The experiences I’ve accumulated during my brief occupancy of this class have led me to some insightful cues as to where I would like to grow from this point. I had always known that I enjoy stretching the boundaries of a given assignment, but have recently realized that writing oddities is something I would like to pursue as a profession. It was so obviously in plain sight that I was blind to it until this point.  Everything I submitted for the class, I was at least mildly satisfied with. I can’t say that I had any effect on the experience of my fellow classmates due to how little I interacted with them (which was just fine to me). I had always felt that this degree I’m working towards would lend itself to be a fall-back career and something to make decent wages in the mean time and now that thought is more solidified than it has ever been. In the history of my school education this class has been by far the most interesting and enlightening. Due to that as well as assignments that ‘jived’ well with my ego I was able to maintain a lower lever of apathy than what I usually hold. I feel that I’ve accomplished something at the finale which is a feeling I rarely get in school. I am sufficiently satisfied with this outcome.  On that note I would like to close with a quote by Friedrich Nietzsche that I find to be quite fitting in this instance "A pair of powerful spectacles has sometimes sufficed to cure a person in love."

title: User:Willkempfer


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User:Tevita Tuitupou

bio
Hello my name is Tevita Tuitupou, im enrolled into the AI of Seattle under the multimedia arts and animation program. I love to express myself through art, whether it be drawing, painting, or otherwise. i listen to all different types of music as well as produce my own and im down to just kick it like bruce lee's movies! I'm really easygoing and swell. Used to skateboard and play guitar, still have some skills, but not too much anymore. ya know, kinesthetic amnesia and whatnot. Anyways. thanks for your time :]

to listen to some of my self produced music click HERE

assignments
Misiology When at the sculpture park, i saw all different forms of art. Some were good, some not so good and some just indifferent. One i didn't like that caught my eye was the big red steel sheeted sculpture that was "supposed" to depict an eagle. Though the sculptor in itself was a nice concept, it sort of in no way to me at least, was perceived as an eagle, which is what made me look upon it negatively. After researching the artist Alexander, i found out he was very innovative and created many inspirational things, such as 3-D wire bending sculpting, modern art canvas painting and oddly sketched lithographs. I can see that his art and talent was greatly inspired by an artist Piet Mondrian whom i personally respect and appreciate the dedication to his art. When i went back and looked at the "Eagle" sculpture by Calder, i really tried to like it. But failed to have a different outcome. but out of research i can now understand his vision, though i may not agree on all aspects, it gives me knowledge to see deeper into the art and maybe in some way see a glimpse of what he saw.
 * 1) "Eagle" 1971; Alexander Calder

title: User:Tevita Tuitupou


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User:Countrymike/Masters Thesis/Literature Review

Peter Lewis in an essay entitled Radio Theory and Community Radio proposes that the “study of community radio, by definition a marginilized form, might thus be doubly disadvantaged ...” (Lewis, 2002). He is referring to the general lack of scholarly research on radio in general and the lack of a robust “radio theory”, all of which is further compounded by even less scholarly output devoted to community radio. If this is the case, then researching community radio in New Zealand might truly be described as either wandering into a complete wasteland, or, on a more positive note, with the excitement of entering uncharted waters. It is with the latter metaphor that I will attempt to fill my sails in this endeavor, but it will be a journey that will require much extrapolation from international approaches towards community radio before sailing into New Zealand waters. Internationally the lack of attention to community media is beginning to be remedied in the works of Nick Jankowski, Ole Prehn, Peter Lewis, Clemencia Rodriguez, and more recently Ellie Rennie and Kevin Howley although such work does not necessarily refer directly to “community media” and may instead use terms like “alternative” media, “radical” media, and “citizens” media (Rennie, 2006).

Before starting it will be important to review the multiplicity of definitions of community radio, while at the same time recognizing that a totalizing definition will never be arrived at. The diversity of interpretations of “community” and the views on how “radio” or “media” (referring mostly to television, journalism, and the internet) might serve, and be served, by a community focus are part and parcel of this field and may reveal how the study of community radio may do much towards increasing and deepening our understanding of both concepts.

The most obvious yet contentious term to begin to unpack in “community radio” is just what is “community”. Viewed in the terms of media studies the “community” in “community media” is often defined in a negative relation to global or even nationalized forms of media. With the almost universal deregulation of media markets in Western capitalist societies, including New Zealand as has been previously stated, and the rise of neo-liberalism as the predominant form of organizing such societies most media forms have adopted a market and efficiency driven approach, with an increased emphasis on market research and audience maximization. This has resulted in media programming and content oriented towards the societal or even global level rather than the community level (Carpentier, 2003). Community, in terms of “community media”, is therefore often defined in relation to providing broadcast content that global or national forms of media cannot often entertain due to the pressures of commercialization. This common aspect of the definition of community media can tend though to privilege the often “alternative” tendencies of such media and highlights how the production, distribution, and organization of alternative media differs from that of professional media.

Putting aside though for a moment the attention to “alternative” aspects of much “community media” discourse it may be useful to instead review the “community/society” distinction in greater depth. “Community” in “community media” often refers to both the group from which the producers of content are derived as well as the consumers of the media product, and in fact the term “community” in this light is suggestive of the producer being somewhat indistinguishable from the consumer or audience. This is contrasted from the abstracted notion of either a “public” in terms of a Public Service broadcaster or in the distinct producer/consumer dichotomy that is characteristic of much commercial production of media products. In the latter, “society” is perceived in terms of a somewhat homogenous market towards which messages are transmitted and messages are thus tailored for the society in which they are to be consumed; these messages may be of a commercial or public service nature but the distinction between the values and profession of the producer and the needs of the consumer remain for the most part seperate.1 The ways in which media are distributed may also be used to highlight this contrast between “community” and “society”. Distribution to a “community” by definition suggests a smaller subset of a the larger nationality (“society”), or market. The narrow distribution of much community media impacts the forms such media might take and sets it apart from content that is tailored to appeal to either a mass or “societal” level or to global marketplaces. Localization versus globalization though is an increasingly significant issue in regards to community media projects and practices in light of digitization as we shall see, and is impacting the nature of radio in particular. Perhaps for the first time in the history of radio have so many broadcasters been able to use the medium to reach global audiences thereby facilitating the possibilities of highly localized and community created content available on the global distribution platform of the internet.

Ellie Rennie in one of the most recent full scale treatments of the subject of community media broaches the question of community versus society in greater depth than most by elaborating on the distinctively political resonances that discussions of “community” imply. Such discussions have been at the forefront of the development of community media whose origins lay in the development of a democratic response to corporate ownership and control over media production. Most authors agree that community media is media that allows for access and participation and that it includes a wide range of activities and outcomes from micropresses, to Low Power FM broadcasters, to access television stations. More recently certain manifestations of online communities could also be inluded in this broad definition of community media and have again expanded the definition of community beyond geographic or cultural similarities to embrace virtual communities whose participants communicate in online spaces. Access and participation are concepts that stem from the democratic realignment that community media activists were originally proposing. (Possible discussion of UNESCO and NWICO here?) Rennie argues that it is a “politics of community ... deeply rooted in democracy's intellectual traditions” that is manifest in the development of community organizations and community media, and that such organisations may in fact suggest alternative forms of governance often at odds with the dominant systems. Community media functions in the realm of civil society and as such may be contrasted against hegemonic forms of political discourse. It in this civil arena that Rennie suggests that community organizations may in fact “challenge us to reassess the way in which liberal democracy itself is managed” (Rennie, 2006. 16).

Communities are complex entities that are constantly being redefined in light of political, social, and technological shifts. Returning though to the strong association of community media with 'alternative' viewpoints, production values, and non-heirarchical governance structures Rennie argues that while the alternative approach may provide some insight into what community media does (or attempts to do) differently than mainstream media it can also prove to be problematic by focusing the discussions on only one aspect of community media (Rennie, p24. 2006) - that which is often associated with the mythical origins of community media (and in particular community radio) in terms of activist, idealist, and counterhegemonic principles. Rennie sees community media as acting solidly in the “community sphere” and as such finds it appropriate to review the definitions of community media in terms of a political discourse that focuses on investigating the “limits of liberalism by exploring the value of communities and how community benefits may be enhanced.” (Rennie, p25. 2006).

Communitarianism is a political theory that opposes any exalted forms of individualism or liberalism while advocating for phenomena such as civil society. Communitarianism emphasizes the need to balance the individuals rights and interests with that of the community as a whole, and suggests that autonomous selves are shaped by the culture and values of the community and not in an appeal to a liberal argument dependent solely on a “state of nature”. The liberal view is that 'citizenship is the capacity for each person to form, revise and rationally pursue his/her definition of the good' (Mouffe, 1992), but communitarians object to this on the grounds that it privileges self-interest rather than a "natural" desire to join with others to pursue common action towards a common good, and it does not allow for the notion that community might play a large part in constituting the identity of individuals. Communitarians then believe in the revival of a civic republican view of politics that puts an emphasis on the notion of a public good, prior to the individuals desires and interests. For communitarians civil society then becomes an active domain where individuals through their associations, allegiances and self-organising groups and networks exist and function seperately from the immediate influences of the state or the market but are, as is argued by civil society theorist John Keane, understood as part of the political process. It is in the realm of civil society that much community media organisations and groups may be seen to be participating.

Rennie is careful not to repeat accounts that mistakenly view civil society as completely distinct and removed from the market; arguments that establish a dichotomy whereby nonprofit alliances are “good” while the market is “bad”. She acknowledges the existence of a mutual dependency between the two and her approach is rather to examine the tensions that arise between community media and market participation, particularly the anti-commercialism that is associated with community media and how this may actually work towards further marginalizing the nonprofit sector while reinforcing the power of the commercial sector (Rennie, p34-35). She suggests a “third approach” to the problem whereby nonprofit motives and relationships between community based organisations are seen as “legitimate participants in governance” and suggests that the nonprofit sector be identified as a alternative model to a bureaucratically organized power base that is highly influenced by private economic actors (Rennie, p35).

Rennie's association of community media with civil society allows her to frame the discourse of such media in a way that differentiates it from the attention payed to the more radical and progressive aspects of programming and production that are often associated with community media. While she suggests that while such studies are important they may cause us to overlook the more mundane aspects of community media which I will suggest more closely reflect the realities of community radio within the New Zealand context at least. Mundanity as such does not mean that community media are by any means necessarily passive players in the political or policy contexts in which they exist. The states role in defining legislative frameworks around broadcasting policy and standards, and spectrum management in the case of radio and tv, all impact on how media may be implemented at a community level yet often continue to ignore the needs of local manifestations of media for more national or public interests that may return greater political (and economic) credit but be highly susceptible to powerful economic players as has been earlier mentioned. But, as Rennie suggests, in a rapidly changing communications arena community media may be functioning as an effective and alternative means of information distribution that has largely gone unrecognized as well as establishing new models of governance, sustainability, and participation that are contributing to a rethinking of the relationship between communities and the state.

Rennie considers the suggestion that third way political theories might constitute a more adequate framework in which to investigate the contemporary relationship of community media organizations that are acting within a civil society context yet still dependent upon the policies of the state. Referencing the work of British sociologist Anthony Giddens, Rennie points out the centralized placement of community within third way theories. The third way assumptions according to Giddens that are of interest to the discussion of community media may be summarized as:

An unhindered market economy is at odds with social justice but also the realisation that we exist within global system that is no longer applicable to old school socialism. That governments should be more centralist, developing more of an activist role between markets and social issues.
 * The state should not dominate markets or civil society but still needs to regulate both;
 * The formation of a social contracts that link rights to responsibilities.
 * That governments should invest in skills rather subsidizing the inadequacies of markets;
 * That there must be a connection between social and economic policy.
 * That full employment is achievable by adapting to technological change rather than propping up ailing industries. (Rennie, p.38)

While Giddens' third way suggests a stronger role for community organizations within a civil society context critics have pointed out that it constitutes a difficult path for actual policy formulation and that the communitarianism present in the theory has had minimal real influence on the existing operations of political parties who continue to resist relinquishing control to local authorities and governance structures.

Regardless though of whether policy makers carve out spaces or allocate sufficient public funding to develop community media organizations, their presence in many communities suggests that there remains a continued will to establish their creation. By locating community media as part of civil society Rennie argues that we may begin to view such media as a means to complement existing systems rather than strictly as a means to counter or overcome them. For Rennie this theoretical framework is useful in “... understanding what community broadcasting is seen to achieve – what compromises are reached between government and citizens, what corrections to existing structures – and how it attempts to reshape communication. The tensions, contradictions, and possibilities of civil society can help explain how and why community media performs, and is treated in a particular way.” (Rennie, p.41).

Community media have traditionally proven to be difficult ground for media scholars; perceived of as either the small child jumping up and down and waving its hand for attention, or the chink through which an annoying light streams into the darkened auditorium. It has for the most part sat quietly outside of the accepted and canonized subjects of media studies. As the product of a broadcasting era media studies has been mostly concerned with “mass society and issues of mass communication, mass persuasion and the formation and control of public opinion” (Merrin, 2008).


text:
User talk:JohnCardoso

 Hello JohnCardoso, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Countrymike 02:15, 16 January 2009 (UTC)

title: User talk:JohnCardoso


text:
User talk:Leah Smith

 Hello Leah Smith, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Countrymike 02:16, 16 January 2009 (UTC)

title: User talk:Leah Smith


text:
User:Johnreyla

 Bio

John Reyla is fairly young, and hasn't really accomplished anything noteworthy; but if you cross him, he will annihilate you, and your obliteration will become but a footnote in the long and expansive history of his conquests. Bred from a caucasion female and filipino male, he is of Mestizo descent and has a rather vague ethnic appearance. Many will think he is latino, others will think he is caucasion, while others won't bother to guess. After spending his infantile years in Germany and the Phillipines, he later lived in the United States; specifically California. Several years passed and eventually he would relocate to Alaska. In Alaska, his educational highlights begin; a graduate from Rogers Park Elementary School and Wendler Middle School, and apporximately one year of attendance at East Highschool. During his second year, he recieved a scholarship to Pacific Nothern Academy, a prestigious if not elitist private school from which he would begin his corruption(PNA later closed down it's upper school program immediately after his graduation). Afterwards, with disdain and contempt, he attended the University of Alaska, Anchoragefor three years in an attempt to find some mental stimulation or exhaltation without success. Later realizing that art was his niche he applied for Art Institute of Seattleand through some happenstance in fate was accepted and now presides in downtown Seattle.

 Assignments

Bio on wikiversity status: Complete. Enjoy.

 Midterm

 Final

 In Class

 Reflective Writing

title: User:Johnreyla