text:
Summary of child psychology

Child Psychology/Child Development
Field of study in which researchers work to understand and describe changes that take place as children grow.

Kinds of development

 * 1) Physical development
 * 2) *growth in size
 * 3) Cognitive development
 * 4) *perception, thought process, memories, language
 * 5) Socioemotional development
 * 6) *Communication and emotional problems

Nature/nurture components

 * Nature: Biologoical conditions influencing development
 * Genetics
 * Nurture: Environmental conditions influencing development
 * economic
 * cultural environment**nutrition

Child Development Theories

 * Psychoanalytic Theories - Focuses on how conscious and unconscious aspectsinfluence behavior and on the structure of personality.

 * Sigmund Freud - psychosexual theory

 * Oral and anal

 * Id desires pleasure from erogenous zones. The ego is emerging andkeeping the id in check as children learn to delay gratification

 * dont do it
 * Phallic

 * As a result of unconscious sexual desires for opposite-sex parent,children learn to identify with same-sex parents. It is through thisidentification that the child acquires the superego.

 * Latency

 * emergence of superego produces shame because of sexual desires. Sexualfeelings are repressed.
 * Genital
 * Children mature into adolescents. Sexual identities are formed.
 * Erik Erikson - psychosocial theory & crisis stages
 * trust vs mistrust 0-1 years
 * +infant learns to trust world, people are trustworthy, self-confidence.
 * -infant is neglected, mistrust.
 * autonomy vs shame 2-3 years
 * +child gains independence
 * -child doubts self and abilities
 * initiative vs guilt 4-5 years
 * industry vs inferiority 6-12 years
 * identity vs role confusion adolescence
 * intimacy vs isolation early adulthood
 * generativity vs stagnation middle adulthood
 * integrity versus despair later adulthood
 * Behavioral and Social Learning Theories - Intended to be more quantifiable.
 * Watson - stimulus-response connections by classical conditioning
 * Skinner - learning through consequnce (aka operant conditioning)
 * Albert Bandura - social learning, modeling, gives way into cognitivetheories
 * Cognitive Theories
 * Piaget - cognitive development theory, mental schemes. Objects inenvironment are assimilated and adapted into schemes.
 * sensor motor
 * preoperational
 * concrete operational
 * formal operational
 * Vygotsky - sociocultural theory, culture and language influence thoughtand perception
 * Biological Theories
 * ethology - evolutionary adapability of behaviors - Konrad Lorenz and NikoTinbergen
 * neuropsychology
 * Systems Theories
 * Urie Bronfenbrenner - ecological systems theory, layers of influentialsystems
 * Microsystem- direct interactions with people in immediate environment
 * Mesosystem- elements in larger social environment (school, neighborhood,day care).
 * Exosystem- larger social networks (extended family, government).
 * Macrosystem- cultural customs, values, and laws.
 * Chronosystem- how all of these systems can change over time, shifting allsystems
 * Dynamic Systems Theories - integrating systems used to understand complexelements of the variables influencing behavior.
 * concrete operational
 * formal operational
 * Vygotsky - sociocultural theory, culture and language influence thoughtand perception
 * Biological Theories
 * ethology - evolutionary adapability of behaviors - Konrad Lorenz and NikoTinbergen
 * neuropsychology
 * Systems Theories
 * Urie Bronfenbrenner - ecological systems theory, layers of influentialsystems
 * Microsystem- direct interactions with people in immediate environment
 * Mesosystem- elements in larger social environment (school, neighborhood,day care).
 * Exosystem- larger social networks (extended family, government).
 * Macrosystem- cultural customs, values, and laws.
 * Chronosystem- how all of these systems can change over time, shifting allsystems
 * Dynamic Systems Theories - integrating systems used to understand complexelements of the variables influencing behavior.
 * Chronosystem- how all of these systems can change over time, shifting allsystems
 * Dynamic Systems Theories - integrating systems used to understand complexelements of the variables influencing behavior.

Conception

 * Alternative techniques for conception
 * Artificial insemination
 * In vitro fertilization
 * Cryopreservation
 * Assisted in vivo fertilization
 * Surrogate mothers
 * Surrogate mothers

Prenatal Environment
Prenatal devlopment is the development of an organism before its birth.Fertilization normally occurs in the fallopian tube.

Stages of Prenatal Development

 * 1) Germinal stage - conception to 2 weeks
 * 2) *Begins at conception and ends when the zygote implants itself in themother's uterine lining.
 * 3) *Between 8 and 12 days after conception, implantation occurs. this is whenthe zygote embeds itself in the inner lining of the mother's uterus
 * 4) Embryonic stage - 3 to 8 weeks after conception
 * 5) *blastocyst differentiates to form three cell layers in the embryo: theectoderm, mesoderm, and endoderm.
 * 6) **The ectoderm is the outer layer of the cell mass, and during theembryonic stage it gives rise to the nervous sytem, sensory receptors, and outskin layers.
 * 7) **The mesoderm becomes the circulatorty system, skeleton, muscles,excretory system, reproductive system, the outer layer of the digestive tract,and the inner layer of the skin.
 * 8) **The endoderm will eventually become the respiratory system and theremainder of the digestive system.
 * 9) *chronological development following conception
 * 10) **3rd week - vulnerable brain cells and spinal cord form from the neuraltube
 * 11) **3rd and 4th week - placenta and umbilical cord form
 * 12) **by 4 weeks - eyes begin to form, torso continues to form, heart tissuebegins to beat, arm buds appear
 * 13) **by 5 weeks - arms are developed and legs buds begin to form
 * 14) **during 8th week - organogenesis is complete, signaling the end of theembryonic stage and beginning of the fetal stage
 * 15) Fetal stage - week 9 to birth (38-40 weeks)
 * 16) *chronological development following conception
 * 17) **9 through 12 weeks - first arm and leg movements begin, reflexes appear,sex organs develop.
 * 18) **17 through 20 weeks - mother begins to feel movement, heartbeat can beheard with a stethoscope.
 * 19) **by 24 weeks - fat forms and rapid weight gain begins
 * 20) **26 through 28 weeks - lungs are mature enough to allow breathing
 * 21) **28 though 40 weeks - major organ systems are functional and braindevelopes rapidly.

Teratogens

 * A teratogen is any environmental agent that causes damage during the prenatal period.

The harm done by teratogen depends on: 1) dose   2) heredity 3) other negative influences   4) age

In the period of the zygote, teratogens rarely have an impact. The embryonic period is the time when serious defect are most likely to occur because the foundations for all body parts are being laid down. During the fetal period teratogenic damage is usually minor although organs such as the brain, ears, eyes, teeth and genitals can still be affected.

Fetal alcohol spectrum disorder (FASD) encompasses a range of physical, mental and behavioral outcomes caused by prenatal alcohol exposure. Children with FASD are given one of three diagnoses: 1) Fetal alcohol syndrome (FAS) 2) Partial fetal alcohol syndrome (p-FAS) 3) Alcohol-related neurodevelopmental disorder (ARND)
 * Effects of alcohol use

Alcohol interferes with cell duplication and migration in the primitive neural tube. The body uses large quantities of oxygen to metabolize alcohol and draws the oxygen away from the developing organism.

 * Effects of illegal drug use:

Babies born to users of cocaine, heroin or methadone are at risk for prematurity, low birth weight, physical defects, breathing difficulties and death at or around the time of birth.

These infants are born drug-addicted. They are often feverish, irritable and have trouble sleeping. Their cries are abnormally shrill and piercing. Throughout their first year heroin and methadone exposed babies are less attentive to their environment and their motorskill development is slow.

Several researchers have linked marijuana exposure to smaller head size and to sleep, attention and memory difficulties in childhood and poorer problem-solving performance in adolescence.

 * Effects of cigarette smoking

The best known effect of smoking during pregnancy is low birth rate. The likelihood of miscarriage, prematurity, impaired heart rate and breathing during sleep, infant death, asthma and cancer later in life is also increased.

Newborns of smoking mothers are less attentive to sounds, display more muscle tension, are more excitable when touched and visually stimulated, and more often have colic. This suggests effects on brain development.

 * Sexually transmitted diseases

stages of labor

 * 1) dilation
 * 2) *This stage of labor is the longest, lasting 6 to 14 hours.
 * 3) *This stage begins when the uterus starts regular contractions, which causedilation.
 * 4) delivery
 * 5) *During this second stage of labor, the baby actually moves through thebirth canal and is delivered. Lasting an average of 30 minutes to 2 hours. Thisstage ends with the delivery of the baby
 * 6) after birth
 * 7) *During the third and final stage, the placenta and other membranes emergethrough the birth canal.
 * 8) *This stage usually lasts an hour, and the mother continues to experienceweaker contractions.
 * Types of delivery
 * Drugs during delivery

Physical Developments

 * Prematurity
 * occurs before 37 weeks of gestation or about 3 weeks earlier than thenormal due date
 * Low birth weight is weight less than 5 ½ pounds at birth (2 pounds lighterthan average); indicates potential for health risks
 * Very low birth weight is weight less than 3 ½ pounds at birth (4 poundslighter than average); indicates greater potential for health risks
 * Small for gestational age (SGA) is born below the tenth percentile ofbirth weight for gestational age; indicates serious health risks
 * Prevention includes childbirth classes, healthy lifestyles and especiallygood prenatal care, but sometimes there is nothing you can do
 * Infant Mortality
 * Refers to deaths that occur before the age of 1 year
 * Having a Healthy Baby
 * Prenatal care is important
 * Growth of the Body and Brain
 * Physical Growth
 * Average birth weight is 7 ½ pounds, with males, about ½ pound heavier thanfemales
 * Baby's weight doubles in first 5 months
 * About 20 inches at birth and half of adult height by age 2
 * Feeding and Nutrition (Breastfeeding)
 * Sterile, cheap, “specially formulated”
 * Colostrums are a thick, yellowish substance in breast milk containingimportant antibodies (only for the first few days of breastfeeding)
 * Breastfed babies are at less risk of SIDS, asthma, and other illnesses
 * Breastfeeding helps mom lose weight faster, and lowers risk of breast andovarian cancer
 * Infectious diseases can be spread via breast milk, so some mothers can’t(iron enriched formula)
 * Exclusively for 6 months, slowly introduce iron-rich foods from 6-12months, judgment call after
 * More likely if mom married, higher income, and supported to breastfeed,but only ¼ by 6 mnths
 * Structure of the Brain and Nervous System
 * Spinal cord is the “information superhighway”
 * Brain stem controls automatic functions
 * Cerebellum is on the back of the brain and controls posture, bodyorientation, and complex muscle movements
 * Neurons are specialized cells that process information and allowcommunication in the nervous system (form by 7 weeks)
 * Cerebral cortex is the “gray matter” that forms the top portion of brainand is divided into the 4 lobes (10 wks)
 * Forming the Brain and Nervous System
 * Neural tube at about 4 weeks, which later develops into central nervoussystem
 * Synaptogenesis is one form of neuron maturation in which dendrites andaxons branch out to form an enormously large number of connections withneighboring neurons (by 23 weeks)
 * Most neural connections (synapses) form AFTER birth, as a result ofmaturation and experiences
 * Myelination is a form of neuron maturation in which the fatty insulation(myelin sheath) grows around the axons; occurs in different parts of the brainat different times
 * Programmed cell death is a process by which many neurons die duringperiods of migration and heavy Synaptogenesis (we lose half before even born!)
 * Sensory Capabilities
 * Vision
 * Visual acuity is the ability to see fine detail
 * Infants prefer faces
 * Newborns vision is somewhere between 20/150 and 20/600, reaches 20/20 bybout 6 months
 * Normal color vision by 3 months
 * Prefer to look at green, yellow, or red over gray
 * Depth perception by just under two months, but afraid of cliff by timecan crawl
 * Binocular disparity is the difference between the images projected on thetwo eyes
 * Pictorial cues are relative size and density of the pattern elementsshown beneath the glass
 * Hearing
 * Hearing is functional before birth
 * Recognize own names by 5 months
 * Smell and Taste
 * Facial expressions show that newborn babies react to certain odors andtastes similar to adults
 * The fetal system is well enough developed sometime near the end ofgestation to sense and store information about odors encountered before birth
 * Motor Development
 * Reflexes
 * Reflexes are involuntary movements elicited by environmental stimuli
 * Important early indicators of nervous system function
 * Primitive reflexes disappear around 4 months; help the infant to findnourishment or might have served protective functions during earlier periods ofevolution
 * Postural reflexes disappear by 12 months; help infants to keep theirheads upright, maintain balance, and roll their heads in the direction of theirbody motion
 * Locomotor reflexes disappear by 4 months; mimic locomotor movements suchas crawling, stepping, and swimming
 * Voluntary Movements
 * Gross motor development is the process of coordinating movements with thelarge muscles in the body (first step around 1 year)
 * Fine motor development is the process of coordinating intricate movementswith smaller muscles
 * Influences on Motor Development
 * Maturation of the muscles and brain
 * Opportunities for practice
 * culture differences in early experience

Early Childhood (3-6 years)
Before the age of six years a child will learn more easily and efficiently than at any other time in his or her life. In the Montessori program development is fostered by the use of sensory materials that help children classify and identify the stimuli they encounter. The environment, rather than the child, is controlled so that the individual child can experience the use of materials pertinent to the child's current stage of development.

There are over 1000 hands on lessons in the classroom. Everything in the classroom has a purpose. The teacher's role, or "guide "as we like to refer to them as, is to connect the child with the materials that are pertinent to the child's specific needs.

Every child is different and unique and will learn at different timeframes. The guide will show the child how to use the material and will also show them proper care and placement upon finishing. When you visit, you will notice the children are engaged and focused on their lessons. It is a peaceful and productive setting where children love to learn. The environment fosters strong foundations for higher learning concepts. Montessori children are better prepared for future success due to their ability to concentrate, love for order, and ability to make good choices.

This is a proven method, successful for over 100 years. Please call us to schedule an observation to see this in action.

Middle childhood (7-11 years)
Stages of Development for Children

7-11 Years

As children reach the age of seven years they begin the “middle childhood” years often associated with rapid progress in all developmental and skill areas.

The tasks of middle childhood are:
 * 1) acquiring social and physical skills necessary for ordinary games
 * 2) learning to get along with peers
 * 3) building a wholesome concept of self
 * 4) learning about sexuality
 * 5) developing fundamental skills in reading, writing, and arithmetic
 * 6) breaking family ties and developing a growing independence by entering school
 * 7) developing conscience, morality and a value judgement system

Late childhood years are characterized by the continued practice of those tasks learned in middle childhood.

The necessary level of understanding and learning are:
 * 1) learning to become self reliant
 * 2) developing and maintaining friendships with peers
 * 3) gaining a perspective of one’s peer group role
 * 4) developing a moral code of conduct
 * 5) a growing understanding of self and the world

Adolesence (12 years +)
Early Adolescence (12 - 14 years old)

Developmental milestones
Early adolescence is a time of many physical, mental, emotional, and social changes. Hormones change as puberty begins. Boys grow facial and pubic hair and their voices deepen. Girls grow pubic hair and breasts, and start menstruating. They might be worried about these changes and how they are looked at by others. This will also be a time when your teenager might face peer pressure to use alcohol, tobacco products, and drugs, and to have sex. Other challenges can be eating disorders, depression, and family problems.

At this age, teens make more of their own choices about friends, sports, studying, and school. They become more independent, with their own personality and interests. Some changes younger teens go through are:

Emotional/social changes

 * 1) More concern about body image, looks, and clothes.
 * 2) Focus on self, going back and forth between high expectations and lack of confidence.
 * 3) Moodiness
 * 4) More interest in and influence by peer group.
 * 5) Less affection shown toward parents. May sometimes seem rude or short-tempered.
 * 6) Anxiety from more challenging school work.
 * 7) Eating problems sometimes start at this age. For information on healthy eating and exercise for children and teenagers, visit http://kidshealth.org/teen/food_fitness/.

Mental/cognitive changes

 * More ability for complex thought.
 * Better able to express feelings through talking.
 * A stronger sense of right and wrong.
 * Many teens sometimes feel sad or depressed. Depression can lead to poor grades at school, alcohol or drug use, unsafe sex, and other problems.

title: Summary of child psychology


text:
User:Silwilhith/Research Notes

Research Project : Fayol v. Fayol
To do list (subpages):

 * Question(s) of Research

 * Methodology followed (order of actions undertook for this research)

 * Theories studied (to precise asap which theory of the following authors)
 * Creative Agreement
 * Habermas
 * Rawls
 * Ricoeur
 * Chaudhuri

 * Creative Disagreement
 * Translation Theories
 * Foucault

 * Unchecked yet (to do sometimes soon)
 * Eco

 * Words and/or meanings changing in Fayol's translation

 * Institutions Must check which are relevant, and continue researches
 * Same each side
 * A Constitution (but not in UK)
 * A democracy
 * Industrial Revolution
 * Boy-Scouts (appeared contemporary to Taylor/Fayol's time writing)
 * Different
 * Immigration rate (structure of the population)
 * Legal system
 * Access to education
 * The (words of the) Language Some examples:
 * Liberté / Liberty+Freedom
 * Pouvoir+Puissance / Power
 * Savoir+Connaissance / Knowledge
 * Origin of traditional Capitalists (WASP / Noblesse bourgeoise)
 * Development of Socialist ideas
 * in France only:
 * 1848 Revolution, Commune, Fourmies
 * Catholicism influence
 * Social integration of Army officiers (law of 1907), and the Role of the army in the socialization (conscription) until Algerian civil war
 * in USA only:
 * Segregation law
 * Anti-trust law (because Rockfeller)
 * Financial weigth of some tycoons (Goodwin offering to Philippinos what USA was giving to Spain)
 * Variety of languages spoken
 * in USA: Haymarket posters were printed bilingual English-German
 * in France: Fayol was probably speaking (or at least well understanding) the Nord-Auvergnat

 * 2ndary education curriculum (Need to select which were applicable in 1850-1950)
 * Differences
 * Theory of the sets / Statistics
 * Philosophy / Social science (incl. Political Science & Religion)
 * Reasonning (logic, deduction) / Research
 * Obedience / Personnality

 * Similarities
 * National history
 * National litterature
 * Foreign language(s) (common since when?)
 * Latin & Greek (optional)

 * National myths/beliefs/usages (to sort this list by order of precedence at some point)
 * En-US: "People are hawkish and/or greedy by nature but can be good if they'd receive a good education"
 * Fr: "People are naturally good but can be perverted by a bad influence of the society"
 * Manifest Destiny
 * Liberté, Égalité, Fraternité
 * American Dream
 * Nos ancêtres les Gaulois
 * US: to make public donations to thank/support the society (called "charité publique" in France)
 * Fr: to guarantee to everybody the same rights and chances (causing the nationalisation of pension scheme?)
 * Fr: Importance of heirloom ("Capitalisme d'héritiers")
 * US: Reluctance to taxes-payment and distrust of goverment
 * Relationship to authority (legitimity to give orders) and individual powers

 * Different mindset for theories (solidarity versus power)
 * Lamarck / Darwin
 * Rousseau / Locke
 * Durkheim / Spencer
 * ? / Stuart-Mill

 * Inherited Systems of values
 * Fr: Prévoir (from praedicare malorum => need for security)
 * US: Individualism (from avoidance of control)

 * A FAQ page?

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

title: User:Silwilhith/Research Notes


text:
User:Egm6341.s10.team3.ynahn81/HW2-15

= (15) Relationship between $$ \xi $$ and $$ \zeta_{4} $$=

Problem Statement
$$ -\frac{1}{90}F^{(4)}(\zeta _{4})=-\frac{(b-a)^{4}}{1440}f^{4}(\xi) $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg15.pdf|p.15-3]]

Solution
Use chain Rule

$$ \displaystyle F(t)=f(x) $$

$$ \displaystyle x(t)=x_{1}+ht $$

$$ \displaystyle F^{(1)}(t)=\frac{dF(t)}{dt} = \frac{df(x)}{dx}\frac{dx}{dt} = f^{(1)}(x) \times h = hf^{(1)}(x) $$

$$ \because \frac{d\left(x(t)\right)}{dt} = \frac{d(x_{1}+ht)}{dt} = h $$

$$ \displaystyle F^{(2)}(t) = \frac{d\left(F(t)^{(1)}\right)}{dt} = \frac{d\left(hf(x)^{(1)}\right)}{dx}\frac{dx}{dt} = hf^{(2)}(x) \times h = h^{2}f^{(1)}(x) $$

$$ \displaystyle F^{(3)}(t) = \frac{d\left(F(t)^{(2)}\right)}{dt} = \frac{d\left(h^{2}f(x)^{(2)}\right)}{dx}\frac{dx}{dt} = h^{2}f^{(3)}(x) \times h = h^{3}f^{(3)}(x) $$

$$ \displaystyle F^{(4)}(t) = \frac{d\left(F(t)^{(3)}\right)}{dt} = \frac{d\left(h^{3}f(x)^{(3)}\right)}{dx}\frac{dx}{dt} = h^{3}f^{(4)}(x) \times h = h^{4}f^{(4)}(x) $$

Now, obtain the relationship between $$ \displaystyle \xi $$ and $$ \displaystyle \zeta_{4} $$

$$ \displaystyle x(\zeta_{4}) = x_{1} + h\zeta_{4} = \xi $$

And recall that $$ \displaystyle h=\frac{b-a}{2} $$ Then,

$$ \displaystyle -\frac{1}{90}F^{(4)}(\zeta _{4})=-\frac{1}{90}\left(h^{4}f^{(4)}(\xi)\right)=-\frac{1}{90}\left(\frac{(b-a)^{4}}{2^{4}}f^{(4)}(\xi)\right) $$

Therefore,
 * {| style="width:100%" border="0" align="left"

$$\displaystyle -\frac{1}{90}F^{(4)}(\zeta _{4})=-\frac{(b-a)^{4}}{1440}f^{4}(\xi) $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

where
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \xi = x_{1}+h \zeta_{4} $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.ynahn81/HW2-15


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User:Egm6341.s10.team4.anandankala/HW2-3

=Problem 3=

Given

 * {| style="width:70%" border="0" align="center"

f(x) = \frac{e^x - 1}{x} on the interval [0,1]. $$
 * $$\displaystyle

Consider n=0,1,2,4,8,16.
 * $$\displaystyle $$

 * }.
 * }.

Find

 * {| style="width:70%" border="0" align="center"

Construct $$ \displaystyle f_n(x)= \sum_{i=0}^n l_{i,n}(x)f(x_i)$$

a) Plot $$ \displaystyle f,f_n, n=1,2,4,8,16. $$

b) Compute $$ I_n= \int_{a}^{b}f_n(x)dx, n=1,2,4,8,16. $$

c) Plot $$ \displaystyle l_0, l_1, l_2, for n=4 $$

 * $$\displaystyle $$
 * }.
 * }.

Solution
From Newton Cotes formula, we have $$ \displaystyle f_n(x)= \sum_{i=0}^n l_{i,n}(x)f(x_i)$$

$$\displaystyle l_{i,n}(x)= \displaystyle\prod_{\underset{j\neq i}{j=0}}^{N}\frac{x-x_j}{x_i-x_j}$$

fn(x) has been constructed using matlab and its plots are shown below

Matlab Code: Plots:

.

The function f(x) has been plotted and the plot is shown below:

Plot of f(x)

.

The value of In has been computed for different values of n in matlab and the details are tabulated below:

$$\begin{array}{|c||c|c|c|c|c|c|c|c|c|c|c}\hline n & 1 & 2 & 4 & 8 & 16 \\ \hline I_n&1.3591&1.3180&1.3179&1.3179&1.3179\\ \hline \end{array} $$.

For n=4, the plots of $$l_0,l_1,l_2$$ are shown below including the matlab code:

Matlab Code:

Plots:

.

.

.

.

.

Comments:
The plots of l3,l4 need not be plotted since they are the mirror images of the plots of l1,l0 respectively.


text: File:9 2 3.jpg

title: File:9 2 3.jpg


text: File:9 2 32.jpg

title: File:9 2 32.jpg


text:
User talk:Jspeer39

 Hello Jspeer39, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 9 February 2010 (UTC)

title: User talk:Jspeer39


text:
User:DANE YOUSSEF

DANE YOUSSEF
DANE YOUSSEF

Nationality: Scottish-Arab

Hair: Brown

Height: 6'1"

Eyes: Hazel Green

Body Type: Slender, whippet thin.

Sign: Virgo

Career: Actor, writer, advertising, Marketing and Public Relations, comedian, filmmaker, performer, stand-up comic, singer, dancer and artist.

Hobbies: Bicycling, Dance, Music (listening), Video Games, Writing a Book

Author of numerous celebrity biographies, reviews for film and television, as well as posts on YouTube under the name "Dane Youssef."

Was an advertising cartoonist for the School Store of the Children's Learning Center of Alameda, Intern for TCI Cablevision of Alameda (now Comcast) Danced with the Alameda School of Dance (as soloist, performed in four ballets and the College of Alameda, performed numerous ballet recitals. Is now working as a freelance writer, performer, artist, cartoonist, spokesman and consultant, etc.

Honors: President's Education Award, 2001, for Outstanding Academic Achievement, Voted Junior Prince of the Graduating Class of at his school (2001) and the offical represenitive to City Hall of the Alameda High English class, numerous certificates and honors from the Children's Learning Center. Graduate of the Children's Learning Center and Alameda High School, both class of 2001, numerous commendations from religious organizations.

HIGHLIGHTS: Boyish, slender and overly-energenic, Dane Youssef is an odd, "colorful" type. The sort of entertainer that never picks a major. He enjoys versatility. Acting, singing, writing, drawing, filmmaking and others. He is apparently mulit-talented.

Apparently, but that's a simple misconception. Actually, he's just equally mediocre and pedestrian at different endeavors. And he has absolutely no attention span, so he is unable to focus on a single trade.

He is an outwardly spoken autistic--- a victim of Tourette Syndrome, Attention Deficit Disorder and Obsessive-Complusive Disorder. That last one, his superiors say, comes in very handy for perfectionism in the field.

A scouting executive for PREACH, Teamwork & Events discovered at the school they both attended during Dude's much younger years. This executive was impressed by his firey energy, Chaplin-like mannerisms and ability to make people laugh and really talk.

Unfortunetly, unlike everyone else, the exectuive was heavily put-off by Dane's raw open sewer mouth and third-grade sense of humor and so PREACH, TWAE wisely decided to seek recruits elsewhere.

The school requested Dane to direct a Christmas play one year because nobody else wanted the job. He wound up doing the writing himself with the head teacher of his classroom. A play directly for the school which would be aired on Cable Access. It wasn't well-written or well-directed. But, like a lot of things that were weak, boring, dull and idiotic, it still managed to get on TV.

Dane had his first taste of "publication" and wanted more.

But if you believe Darwin's theory, eventually Dane evolved and his lack of taste matured (Somewhat, I guess, but you'd have the ask the poor people trapped in the organization who are forced to work with him. Poor pathetic bastards). They met up at a mall years later and wound up discussing recruiting Youssef into the illustrious ranks of PREACH.

Well, here's proof of God, folks.

Dane himself says "is all about basically talents--performing talents--of all shapes and sizes coming together to create something special. Stand-up, singing, music, dance--anything that works onstage, That's what PREACH is all about. Finding fresh raw talent right off the streets and bringing it into the public eye and making their dreams to life."

Dane goes on to say, "What we at PREACH are really trying to market and perform is our vision. A dream. One we all share---fresh, off-beat people who march to the beat of their own drummer. Who come together and want to build this future in the entertainment industry. PREACH is about being constantly innovative. Experimenting and building, coming up with new ideas and trying them out.

Not just trying to be new and shocking. Novelty wears off, you know. Shock-'artists' like Tom Green and others do stuff that's just gross and provokative... and that's interesting for a few moments. It's like a car crash, morbid fascination. But it wears off. After a while you eventually realize, what you see is what you get.

And you wants so much more. It's only human nature. To hold onto the penis and shit jokes is to cease to grow. To cease to evolve. To cease to improve. And we at PREACH are trying to get a little farther away from that.

True art always stands the test of time. We just want to see what we can do. And do it. Someone's got to change the whole world and the effects of history. I'm proud to be a part of all this."

Dane goes on to say a lot more, but we wisely tuned it out. I mean, really, who honestly cares?

Dane did not lend his desire to be a published writer to the little-read Alameda High Newsletter, nor did he lend his "day-player" acting ability to the drama club. "I regret it with every fiber of my being. It would have been just so damn great to be able to do my stuff without being such a damn outlaw. I fought teachers, other kids, authority figures... if I could go back in time and do it right, I would. But I can't. And I kick myself for it."

Being recruited into proves that there's a God. And he was willing to throw Dane a crumb.

Dane's biggest honors from the "hallowed halls" (that's right, that's written in quotation marks) of the school is being voted Junior Prince of Alameda High School, class of 2001. He was also a receipcent of Oustanding Achievement Awards from CLC for "Creativity," "Creative Writing," "Class Leadership" and "Most Likely To Succeed."

Poor, poor pathetic, deluded bastard. No one ever had the heart to tell him they pass those things out to everyone who went to that school with every full tank of gas. Every remedial serial freak who went to that school got one. Even the kid who ate his own scabs before they healed. Poor, poor deluded Dane.

Oh, well. Let the deluded little dick dream, I mean, what else has he got?

In the summer of 2002, his dear sweet kitty passed away of cancer. Youssef made a movie about the cat's life before he passed away, which was aired several time on cable access television.

His hobbies are his very life, so his life is his hobby. He takes classical and modern ballet, bike-riding, exploring, learning money management. He helps out at home, walking the dog and finding all these ways to make his cat happy and screwing around on the internet.

He also occassionally writes celebrity bios and movie reviews. His birthday is September 17. He's a Virgo.

Guess what that stands for? No one's surprised.

TRIVIAL FACTS:

 * Was an avid drinker of "flavored beers" (wine coolers), but had to quit due to a history of alcoholism in his family.
 * Although despises the TV show "Friends," is an avid fan of the short-lived spin-off "Joey."
 * Has done stand-up and MC'ing at local Karaoke competitions.
 * Favorite shows are "South Park," "Married... With Children," "Beavis & Butt-Head," "Duckman," "American Dad," "Will & Grace" and "Malcolm in the Middle."
 * Has an extensive vintage toy collection.
 * Believes marajuana should be legalized in certain parts of the US.
 * Favorite movies are "American Beauty," "Mystery Science Theatre 3000," "Crumb," "The Blair Witch Project" and "Blue Velvet."
 * Main Vice: Jägerbombers and '80's rock.
 * Believes that John Leguizamo is the most underrated Hispanic working talent. Believes Jennifer Lopez is the most overrated.
 * Favorite actor is Jim Carrey. Favorite actress is Neve Campbell. Favorite performer is Andy Kaufman.
 * Favorite ballet dancers are Mikhail Baryshnikov, Peter Martins, Natasha Makarova, Alexander Godunov and Gelsey Kirkland.
 * Has no favorite filmmaker due to his eclectic taste.
 * Has very eclectic tastes and enjoys great music of all kinds: Classical, alternative rock, heavy metal, jazz and old school rap.
 * Is a fan of the band KISS, particularly Paul Stanley and Gene Simmons. Even has an entire shelf consisting of KISS-based mechandise.
 * Went off his "no pork" diet after losing his Muslim faith due to along stream of misfortune (a long losing streak) and crippling depression.
 * Enjoys the art of Pablo Picasso and Salvador Dali.
 * Is militantly opposed to smoking. Is allergic to smoke and will not permit anyone to smoke near him and will actually hold his breath and run away from anyone who smokes in his vicinity. Believes they should outlaw smoking and get smokers to chew instead.
 * Hosted karaoke competitions at the Pop-Inn, The 400 Club, The 23 Club, The Rainbow Room and The Caribbean City.
 * Favorite children's book author is Roald Dahl and compares him to Dickens.
 * Loves the work of David Bowie
 * Was considering being a professional criminal.
 * To get in shape, takes classical and modern ballet, Pilates, biking and walking.
 * Has a large red raised scar on his calf from a bike accident.
 * Is diagnosed with Asperger syndrome.
 * Has Tourette syndrome, Attention Deficit Disorder and is dyslexic. Also suffers from colitis.
 * Credits self-help legend Tony Robbins as his savior.
 * Is of Scottish-Muslim decent.
 * Attempted suicide on numerous occasions.
 * Has never smoked or done illegal drugs.
 * Loves the work of cartoonists Bill Watterson, Aaron McGrundler and R. Crumb.
 * Is an outspoken fan of Mike's Hard Berry Lemonade, J&B Coolers and Smirnoff Ice.
 * His birth was announced in the paper.
 * Has the form letter from Bill Clinton he recieved after writing to protest the slaughter of National Redwood Forests laminated and framed.
 * Framed many of the honors he got from his schools.
 * He has written celebrity bios and movie reviews, most of which have been posted already on the internet.
 * Was a class clown in high school, as well as the effete best friend of the popular girls.

DANE'S FORTUNE-COOKIE QUOTES OF WISDOM:

"Ballet is everything. It is an art, a sport, an exercise, a form of therapy. It is even a lifestyle if you love it."

"There's just something about 'Two In A Half Men.' It's so boring. So calculated. So generic. So safe. So of course, it's immensely popular. It's not the kind of show anyone can grow to love. It's the type the whole world watches."

"The worst thing you can do to something real, original, honest and edgy is to make it mainstream."

"The Nazi party... that was some party!"

"What is ballet, really? It's everything, really. It's a form of exercise, a body sculpting. It's as an athletic sport as football. Only the players all work together to create something together instead of trying to stop the others efforts. It's an out-of-body, ESP spiritual experience. It's an art form. It's a happening. It's an event. It's everything and anything at once. Ballet is even therapeutic because it gets a lot of excess energy, thought and worry off your mind and body and replaces it with a pleasantly released serene feeling. Like climaxing or releasing stress. Many misconstrue that you need to be rich, posh, snobby, female, intellectual, upper-crust and thin as a wafer to get it. That's just narrow-minded stereotyping idiocy. All ballet really requires is that while you're doing it (every minute you're doing it), you to give everything about yourself every moment."

"There are cultures that believe that the camera can steal your soul. In a way, that's true. When you act in the theatre, on-stage in front of a live audience, the script, the scene, the dialouge, your image, your performance... it all melts together... it all intertwines... all it all floats into the air. Everyone breathes it in. It's all one contained moment. But when you act on film, be it TV, movie or otherwise... anyway captured on film... The camera steals your performance. Your voice, your image, your emoting... it entraps it on film and takes it away. Like trapping a bug in a glass bottle. Your performance doesn't belong to you anymore. It's theirs now. They can do whatever they want with it."

"I have the ideal legs for ballet. I have 'dancer's legs'! As for flexibility, I'm more rubbery than Gumby and his bastard cousin Stretch Armstrong… Everything else, yeeesh. Well...You do the math."

"If it wasn't for sex, men and women wouldn't have any use for one another. Except for friendly conversation. Sex is the one thing that forces people to come together. That and loneliness. We need each other to keep society connected and running. Would it not for sex, we all would have disconnected from on another (especially the different sexes), the system would have broken apart eons ago."

''"The sight of the empty dance studio early in the morning... no one is around... it's a little drafty, but a little warm at the same time... a pair of worn, battered, beaten ballet slippers on the hardwood floor... the old, weathered, but still hard and durable barre' on the wall... the dust floating through the air by the sunlight at the window.... it's all so d***ed beautiful, you know. It makes it all worth it." (on ballet)''

"Always carry a loaded weapon. To school, to church, to your wedding, your honeymoon. Even to family reunions."

title: User:DANE YOUSSEF


title: File:Li8.png


text: File:HW 2 16.pdf

title: File:HW 2 16.pdf


text:
Wikiversity:Candidates for Custodianship/Pmlineditor

Hi, I am Pmlineditor. I am probably a relatively new user at Wikiversity; and have only around 70 edits, though I have almost 20k crosswiki edits. True, that might be, in lack of a better word, pathetic; however, I know the different places of this wiki (or so I hope) and I think that there are many places I can help with as a custodian. Particularly, I'll like to help with C:SD and editing MediaWiki pages; apart from blocking, protecting etc. C:SD is backlogged and several MediaWiki pages need creation - take a look at Gadgets for instance. For what it is worth, I am a sysop at Simple Wikipedia/Wiktionary and also Meta, apart from being a Global rollbacker. I'll be delighted if I am granted probationary custodianship since I have lots of time to spare and I'll certainly become active, if not very active here. Thanks, Pmlineditor   ∞  11:18, 9 February 2010 (UTC)
 * Comment by candidate: I don't want to appear rude/impolite/whatever, but I want to say that I don't participate in discussions about controversial decisions and neither do I take such decisions (or I try not to). I have made nearly 100 actions in Wikiversity and I don't think any of them were very controversial. I can at least try to assure people that whatever actions I take, it will be either for obvious reasons (obvious vandalism and the like) or per clear community consensus. If my probationary custodianship is made permanent, I will be open to recall and I would give up my tools at any point in time if the community feels I have misused it. I think that if adminship isn't a big deal, giving it up isn't a big deal either. Editing WM projects provides me a sort of relief from the dramas of real life and I don't want to be controversial/offend people here. Cheers, Pmlineditor   ∞  08:15, 4 April 2010 (UTC)

Questions for the Candidate
Ans : Well, "places" really meant, like, I more or less know my way round. I know what are the places that require custodian intervention; Request custodian action, Requests for Deletion to name a few. I frequent the Colloquium, and also know about Community Review and other such pages in the WV space. I have participated in most of the "places" I mention, and I think I can be a good custodian. Ans : It might be possible that the said upload might have been a test; or maybe it has some detail which the author/uploader does not wish to reveal. Say, if I uploaded a screenshot bearing my name, I'll surely wish that the pic be speedied. This should be handled in a case by case basis; surely, if a file had no reason to be deleted; was of excellent quality and useful for the project, I'd drop a note to the uploader to clarify why exactly it should be deleted. Note that I could not view the files in question when I made that post; so probably, it wasn't entirely correct. Ans : The Gadgets page that was created... also, if the community agrees, maybe MediaWiki:Recentchangestext could contain more useful content. I will also like to add more gadgets, maybe Clean Delete Reasons, if I become a custodian. Ans : Wikiversity is certainly very different from other WMF projects - first of all, Wikiversity has different aims and a different target audience. The deletion criteria here is generally less strict than most Wikipedias; I think Wikiversity generally favors developing content rather than deleting. The (proposed) deletion policy clearly shows that. Wikiversity is meant to be a comprehensive learning resource and thus, communication is essential here; more important than on other projects. This is what I can think of right now. Ans : Persistent and obvious vandals should be the ones to block... an IP which continuously replaces a resource or any page for that matter with "penis penis" isn't clearly here to contribute usefully. Of course, blocks are preventative, not punitive. Heavily used templates or repeatedly vandalised resources (with recent vandalism) should be protected. Protection and blocks, both, however, should be used as a last resort. Ans : I am very interested in writing content and getting something Featured and doing WikiGnome work such as categorizing, expansion etc.
 * Q : What "places" do you know, and how do you think knowing them makes you a good custodian candidate?
 * Q : Why do you think files should be deleted when requests by the uploader? Why give uploader requests different treatment?
 * Q : What MediaWiki : pages would you create if you could?
 * Q : You mention you are a sysop on several other wikis already. Can you identify some of the major ways in which Wikiversity is different from other projects?
 * Q : Who would you block? What pages would you protect? Why?
 * Q : How else will you help Wikiversity besides custodian work?

 * Hi! I appreciate your interest for the custodianship status at WV. I have also seen quite a few entries from you marking vandal and test pages, that were speedy deleted afterward. Given that you are global rollbacker, you could have a good experience with wikis in general. Your biggest weakness (and in fact you know about it, because you started your self-nomination with it) is, that you are very new to Wikiversity. So my question is: What will you do, if you don't find a person willing to mentor you? --Gbaor 14:50, 13 February 2010 (UTC)
 * I'll surely continue normal editing and create content. If an experienced user nominates me afterwards, then I'll run for custodian; however, I'll focus in gaining more experience at this wiki in general. Even if no one is willing to mentor me, I can certainly learn areas where I have to improve from my RfCustodianship, and I will attempt to help the wiki and become more involved in editing. Pmlineditor   ∞  15:07, 13 February 2010 (UTC)

Custodians willing to mentor

 * I would be willing to serve as a mentor. Ottava Rima (talk) 15:38, 13 February 2010 (UTC)
 * I'll be delighted to accept Ottava's mentorship. Pmlineditor   ∞  15:51, 13 February 2010 (UTC)

✅ The probationary period has started. --mikeu talk 13:13, 18 February 2010 (UTC)

Mentors' recommendation for full custodian status
I would like to recommend Pmlineditor for full custodian status. As you can see from his stats, he has made quite a few deletions, most to clean out images that lacked copyright info and other problems. He would make a great addition to our staff, especially iwth his adminship experience on other websites. He is also active on IRC and easy to get a hold of. Ottava Rima (talk) 15:40, 27 March 2010 (UTC)

Questions

 * How many learning projects have you taken active parts in? How many are you planning? What is your vision for Wikiversity, and how are you going to help develop it?  Regards, :-) Hillgentleman | //\\ |Talk 15:51, 27 March 2010 (UTC)
 * To be honest, I haven't been active in the mainspace here. However, I have taken part in few learning projects, such as the Visual Basic, Computer project and the How to be a Wikimedia sysop projects. I intend to work on these projects and also in other projects I may come across and find interesting.
 * Wikiversity, in my opinion, is a project with a lot of potential, but it needs improvements in several vital areas. First of all, it needs more projects and a greater degree of comprehensiveness for the ones it already has. As I said earlier, I intend to work on a project and get it to featured status. Apart from this, I want to help out in admin matters that need doing, for example, deleting/protecting pages, blocking users and closing deletion requests. Regards, Pmlineditor   ∞  16:05, 31 March 2010 (UTC)
 * Where do you see Wikiversity in 5 years? How would you like to see Wikiversity mature and develop? What would you like Wikiversity to do to move forward? -- dark lama  01:09, 28 March 2010 (UTC)
 * I am unsure where Wikiversity would be in 5 years, but it is likely that it would grow significantly in size. For development, a larger community is essential, and I hope more people start editing this wiki. I would like to see this project improve and adopt policies which remain proposals even now. Some of these, such as this, this or this are significant — basically everything here should be discussed and adopted. As I said earlier, building content is very important for the success of a project. I am sure that if the project focuses on content, develops and adopts key policies and gets a fairly large userbase, it should do well in future. Pmlineditor   ∞  16:05, 31 March 2010 (UTC)
 * Hi, and thanks for the questions. Unfortunately, I'm having trouble in getting through large edits particularly for Wikiversity. I'll definitely answer the questions tomorrow. Pmlineditor   ∞  11:20, 29 March 2010 (UTC)
 * Hi Pmlineditor. You are obviously quite an experienced editor, sysop and (past) bureaucrat on other WMF projects - e.g,. meta:User:Pmlineditor/Matrix, experience that should be invaluable here at WV. My main question then is about what do you think are the main differences in being a WV Custodian compared to sysop on other WMF projects? -- Jtneill - Talk - c 03:48, 2 April 2010 (UTC)
 * Basically, sysopship on different WMF projects are different. From what I see, Wikiversity favors improving articles rather than deleting them, so I will try to avoid deleting pages where there is a scope for development. In most of the Wikimedia sites, pages containing only original research would merit a deletion, which is not the case here. Since the project is "devoted to learning resources, learning projects", admins should be tolerant of newly created pages although that does not mean that they should tolerate vandalism. Being polite and tolerant and collaborative is essential here, although it is important in other Wikimedia projects as well. Pmlineditor   ∞  11:46, 3 April 2010 (UTC) I think I missed a lot here. :/
 * What would you do when two or three people are saying "wait and see" and seven or eight people are saying "vandalism and delete"? Whose call is it anyway? Hillgentleman | //\\ |Talk 17:25, 3 April 2010 (UTC)
 * I am not sure whether you are talking of speedy deletion or AfD. If it's the former, the best option would be to go through a formal process (AfD). In case it is the the latter, it really is on a case by case basis. If a person says "Keep: it is very useful for us" and three others say Keep per the user, while those in the delete section give valid reasons, it is likely that the article should be deleted. Either way, it depends on the nature of the votes and the article. Basically, any deletion that is controversial should go through a formal process. Whose call is it? In my opinion, it is the community's call in such cases. Pmlineditor   ∞  08:15, 4 April 2010 (UTC)
 * What's your view about the recent issues with the ethical breaching experiment pages and User:Jimbo Wales' subsequent involvement? As a custodian, what (if any) actions would you have taken? -- Jtneill - Talk - c 03:52, 2 April 2010 (UTC)
 * In my opinion, the block without notifying the community was inappropriate. I am basically neutral on the deletion and blocking, but the manner in which it was done was not good, both for Jimbo and WV. I wouldn't have taken any action as a custodian, at least not as soon as the block was done, since I am sure Jimbo knows what he is doing and reverting him would be a bad idea; discussing why he blocked/deleted would be a better option. To sum it up, I am not fully favorable of either keeping or deleting the page(s) (although, I agree, they were not outside our scope), but I think Jimmy could have notified us about it and clarified why he performed these actions. Pmlineditor   ∞  11:46, 3 April 2010 (UTC)
 * Since you are "basically neutral on the deletion", can you explain why anyone might claim that the deleted learning resource was "Beyond scope"? --JWSchmidt 15:24, 3 April 2010 (UTC)
 * PMlineditor: Do you know what you are talking about when you said you think Jimbo knows what he is doing and then you said Jimbo could have notified us about it?  And how about this, Jimbo had to give himself the custodial flag to read deleted contents (see his logs).   Why didn't he read it carefully before he deleted it?   And look at the discussion between Jimbo and SB Johnny on Johnny's talk page.   Do you think Jimbo actually knew what Johnny is talking about (doing the exact opposit of what another participant asked for)?   Can you clarify what you were say?  Regards, Hillgentleman | //\\ |Talk 15:35, 3 April 2010 (UTC)
 * That Jimbo changed his rights to see deleted revisions to look at the pages he just deleted is an assumption. It is more likely in my view that the deleted revisions concerned were those of the how to subpage that had already been deleted. However, either could be true, we don't know. Adambro 15:56, 3 April 2010 (UTC)
 * First, I agree with Adambro and I am sorry that I didn't clarify on this. Second, I apologize if I'm being impolite, but seriously, I don't see what is so contradictory about "Jimbo knows what he is doing" and "Jimbo should have notified us about it"... Pmlineditor   ∞  08:15, 4 April 2010 (UTC)

 * Questions. How do you define "troll"? What do you mean by "obvious troll"? As a custodian, do you claim the right to make unilateral declarations of which Wikiversity participants are "trolls" and then delete their work and block them from editing without warning or discussion? What if someone does not agree with your judgment of what constitutes "disruption"? How can you, as someone who who is barely a Wikiversity participant, feel confident in making judgments about what is best for this project? --JWSchmidt 15:41, 3 April 2010 (UTC)
 * I am not someone who participates in what is, to be blunt, wiki drama. If I were to block Kohs, I could have done it here or on any other wikis but I do not consider it to be appropriate to do so when the community has not decided about it. It's obvious that my opinions may differ from others, but that does not mean that I will start blocking people whom I find trollish. Coming back to the user in question, well, I have seen him disrupting Steward elections in Meta (well, I think it was disruptive). If you see my post, you will notice that I stated that it was my personal belief that the block was fine. I have never been someone who makes controversial blocks and I'm sure I will avoid making such blocks here as well. I never said I was confident that the block was appropriate, I was merely expressing my opinion. I don't see any reason why this should be problematic for custodianship. Pmlineditor   ∞  08:15, 4 April 2010 (UTC)
 * Do you think that calling people "troll" is a sanctioned way for Wikimedia sysops to generate wiki drama? Do you think that speaking in support of unjustified bans or blocks at Wikiversity is a violation of the civility policy? If someone has violated no Wikiversity policy why shouldn't they be allowed to edit here? --JWSchmidt 15:24, 4 April 2010 (UTC)
 * Maybe "troll" was a bit of an overstatement and I admit that I could have phrased it better; maybe "a user who, in my opinion, has been disruptive" would have been better. I don't consider anything to be a "sanctioned way for Wikimedia sysops to generate wiki drama"; I try to stay out of drama as far as possible. I should have stayed out of this and focused on maintenance of the wiki in this case too, and I regret not doing this. But, I don't think that speaking in support of unjustified blocks or bans is against the civility policy. If User X gives a reason why they support the "unjustified" ban/block of User Y, it in no way means that they violated the civility policy; users are allowed to express their opinions; it is not as if the entire community opposes the block and one user does not, they do not automatically violate the policy unless their choice of words is wrong. I admit that the latter was the case in my comment about Kohs and I would like to apologize to him for my choice of words. Concerning blocking for cross-wiki issues, well, I consider it to be appropriate to block for such issues (after all WV is, as of now, a WM project), but it is obvious that many others don't. I have no problems with Kohs editing in this wiki, if he focuses only on uncontroversial content and does not replicate the behavior that led to his block on various wikis. I accept that he did contribute a lot of content in enwiki, and was not a net negative. I want to reiterate that I for myself will try to avoid blocking for such reasons and as such avoid making controversial decisions. Pmlineditor   ∞  16:19, 4 April 2010 (UTC)
 * "I have no problems with Kohs editing in this wiki, if he focuses only on uncontroversial content <-- I'm not sure what you are trying to say. Can you define "uncontroversial content"? Are you suggesting that Wikiversity participants not be allowed to say anything controversial or just Kohs or just people that Jimbo wants to ban from Wikiversity or just people who you think are disruptive or what? Is it your intention to keep a list of Wikiversity participants who are not allowed to make controversial edits? "after all WV is, as of now, a WM project" <-- What do you mean "as of now"? Do you agree with Jimbo's strategy of threatening the Wikiversity community with termination? Do you think Wikiversity must comply with the rules of other projects such as Wikipedia? In this edit, why did you remove a page about facebook from Category:Web 2.0? --JWSchmidt 08:23, 5 April 2010 (UTC)
 * No, I am not trying to suggest that Wikiversity editors should not say anything controversial, but focusing solely on controversial matters is not acceptable in my opinion. I do not have any intention of keeping lists of users who are not allowed to do controversial edits. I am not the dictator of a wiki that I will impose arbitrary rules on users. The removal of Web 2.0 was purely accidental, I readded it back. I am sure you will appreciate that we all are humans and susceptible to errors. Coming back to "as of now", well, I whole heartedly oppose Jimbo's so-called "strategy", but I do think that this project should at least try to comply with some of the rules generally accepted throughout Wikimedia (Civility policy, AGF, NPOV etc.)  Pmlineditor   ∞  09:04, 5 April 2010 (UTC)
 * "focusing solely on controversial matters is not acceptable" <-- this is an interesting claim...can you expand and explain your position? Can you answer the question I asked before about how you define controversial and uncontroversial content? Is it your intention to use your Custodianship to support bans of participants at Wikiversity who are interested in controversial topics? In my view, Wikiversity is a place where participants explore their personal learning goals and for some participants their personal interests are focused on topics that some Wikipedians just happen to define as "controversial". Why not welcome all honest learners, even, or particularly, if they are exploring unpopular or controversial topics? "this project should at least try to comply with...NPOV" <-- does this mean that you oppose any existing and future Wikiversity projects where editors have/will work outside of the confines of NPOV? --JWSchmidt 15:09, 5 April 2010 (UTC)
 * (<--Outdent) This is going to be a short reply; in my opinion, controversial content = content for which you have been banned on other projects, although I do not think that that should automatically lead to a ban on Wikiversity. I have been saying this several times, I do not wish to use my custodian flag to block/ban users because I disagree with what they do. Of course, teaching resources can't be entirely NPOV, but I don't see that as a reason to make an article with hate speech/needless ranting about something. It is obvious that I am not a big fan of topics which are controversial, but that said, I am not going to complain about it but neither am I going to participate in such learning projects. Pmlineditor   ∞  10:23, 11 April 2010 (UTC)
 * As you said on top, you have avoided controversial issues in your custodial works. Now just a simple question for clarification:  Will you keep your opinions within your work as a participant and not let it influence your work as a custodian? Hillgentleman | //\\ |Talk 09:06, 6 April 2010 (UTC)
 * I can at least try to assure you that my work as a custodian will never be affected by my personal opinions. My opinions are my own and I am practically no one to enforce them on the community. I will not take decisions solely based on the "I don't like it" thing; if I don't like something, I'll say it, but I won't go around reverting actions/blocking users/deleting resources for such a reason. Pmlineditor   ∞  10:23, 11 April 2010 (UTC)

Voting for full custodianship

 * Pmlineditor is relatively new on WV, but I think his contribution as a custodian will help our community to develop, and he will improve even more in the process. I trust him with the tools. --Gbaor 20:25, 1 April 2010 (UTC)
 * Support, but I think that is part of the mentor's recommendation? I don't know. Redundant. :) Ottava Rima (talk) 17:27, 3 April 2010 (UTC)
 * I looked through the edit history, including the deletion log, and the responses to questions here and get the impression of a level-headed admin. It would be nice to see some more content creation in the main space, but from what I've seen so far, Pmlineditor seems to be using the tools in a trustworthy, collaborative way. -- Jtneill - Talk - c 13:23, 4 April 2010 (UTC)
 * Hope these votes aren't happening too soon considering a few questions remain... I'm satisfied that Pmlineditor understands the preference NOT to delete content simply based on controversial issues or a user's reputation, and will focus such deleting on clear vandalism. On the matter of content that breaches copyright - I hope you will be supportive and take the time to suggest an alternative image to the user who may have not understood how serious copyright is taken here. Leighblackall 11:23, 7 April 2010 (UTC)
 * comment. I'm still waiting for answers to some questions. I request that this discussion remain open until the candidate answers all the questions from the community. If the discussion is going to be closed before all questions are answered then I'd like notice to be given before discussion is closed so that I can state my view of the candidate before closure. --JWSchmidt 13:29, 7 April 2010 (UTC)
 * Real life has kept me busy throughout the week and I agree that the discussion should not be closed when I have not yet replied to questions. As such, I intend to answer them in a short while, preferably today. Pmlineditor   ∞  07:53, 10 April 2010 (UTC)
 * . I'm opposed to self-nominations for custodianship, particularly when the candidate's stated interest in Wikiversity is something other than creating learning resources or participating in learning projects. The candidate appears to have not been adequately mentored, with many involved parties apparently assuming that prior experience at other wiki websites is a "free pass" to custodianship at Wikiversity. The candidate's stated intention is to judge Wikiversity participants according to the rules and mandates of other wiki websites, an attitude which I find totally unacceptable since Wikiversity participants need to be judged on the basis of their contributions to the Wikiversity project and its mission. I take the candidate's stated belief about how NPOV should apply to Wikiversity as an indication of the candidate's poor understanding of the policies and unique aspects of the Wikiversity project. Given the candidate's replies to questions on this page, negligible participation in learning projects and development of learning resources and inadequate mentoring I don't trust the candidate to make good decisions about page deletion and blocking. --JWSchmidt 16:33, 11 April 2010 (UTC)
 * -- I am seeing some good stuff, particularly with regards to the interest on the subject of Chemistry, and elsewhere. ;) -- Cirt (talk) 16:56, 10 April 2010 (UTC)
 * I think Pmlineditor should wait a little longer and create more contents. Wikiversity is a learning community. Hillgentleman | //\\ |Talk 21:01, 13 April 2010 (UTC)
 * Please be careful, Pm, WV policies are different, per the necessities of academic freedom, which require allowing some stuff here that is inappropriate elsewhere. Civility and AGF do apply here, and there are special rules about NPOV that apply to some pages. Generally, though, admins don't make decisions requiring tool use about NPOV, it's supposed to be prohibited, since those are content decisions. Thanks for volunteering to help here, the community needs it. --Abd 17:05, 15 April 2010 (UTC)
 * , with a few reservations. I feel that Pm has made valuable contributions in the way of cleanup and such, a true *custodian* as it were, but I'd like to see more content edits.  As far as the custodian tools go, though, he seems like a level-headed, trustworthy, and respectful candidate.  (Speaking as a self-nominated custodian.) --Trinity507 05:08, 20 April 2010 (UTC)
 * - I don't believe this this has closed yet, so hopefully I can still get my support in. Maximillion Pegasus 23:39, 7 June 2010 (UTC)

Closure
There are 7 votes of support and 1 oppose. There is some concern and advice towards Pmlineditor about paying particular attention to WV custom and policy which differs from other wikis and towards encouraging Pmlineditor to creating more main space content in order to better understand WV. However, in general (other than the 1 oppose) the community appears to be content with Pmlineditor having access to custodian tools. -- Jtneill - Talk - c 13:37, 9 June 2010 (UTC)


text:
Wikiworld - Commons and Education/Articles

 * Bauwens, Michel (2005). The Political Economy of Peer Production
 * Bawden, David (2001). Information and digital literacies; a review of concepts
 * Berry, David (2005)
 * Chan, Leslie (n/a). Open Access: Promises and Challenges of Scholarship in the Digital Age
 * Davidson, Alistair (2010). Wikileaks, Karl Marx and you. Links. International Journal of Socialist Renewal.
 * Foster, John Bellamy & McChesney, Robert W. (2011). The Internet’s Unholy Marriage to Capitalism. Monthly Review, March
 * Giroux, Henry (2009). The Spectacle of Illiteracy and the Crisis of Democracy. Truthout
 * Graber, David (2009). Hope in Common.
 * Alison J. Head and Michael B. Eisenberg. "How today's college students use Wikipedia for course–related research"
 * Hardt, Michael (2011). Reclaim the common in communism. Guardian 3.2.2011
 * Hofmokl, Justyna (2010). Towards an eclectic theory of the Internet commons. International Journal of the Commons 4(1).
 * Kahn, Richard (2009). Critical Pedagogy Taking the Illich Turn
 * Lankshear, Colin & Knobel, Michele (2005). Digital Literacies: Policy, Pedagogy and Research Considerations for Education
 * Lankshear, Colin & Knobel, Michele (2006). Blogging as Participation: The active sociality of a new literacy
 * Mackey, Thomas (2011). Transparencey as a catalyst for interaction and participation in open learning environments. First Monday 16 (10)
 * Merchant, Guy (2005) Digikids: cool dudes and the new writing. E-Learning and Digital Media 2 (1)
 * Newfield, Christopher (2010) The Structure and Silence of Cognitariat. EduFactory or Eurozine
 * Quilligan, James (2010). Beyond State Capitalism. On the Commons. & Derek Wall's comment
 * Shor, Ira. What is Critical Literacy? Journal for Pedagogy, Pluralism & Practice
 * Streckeisen, Peter (2009). Knowledge Society — or Contemporary Capitalism's Fanciest Dress. Analyse & Kritik
 * Staley, D. (2009). Managing the Platform: Higher Education and the Logic of Wikinomics. EDUCAUSE Review 44 (1) (January/February 2009): 36–47.
 * Suoranta, Juha & Vadén, Tere (2004) Breaking radical monopolies. Towards political economy of digital literacy. eLearning, 1 (2),
 * Vadén, Tere & Suoranta, Juha (2008) Social media and levels of freedom
 * Vadén, Tere & Suoranta, Juha (2009) A definition and criticism of cybercommunism. Capital & Class
 * Varto, Juha & Vadén, Tere (2010). Tepedity of the Majority and Participatory Creativity. In Sonvilla-Weiss, Stefan (ed.). Mashup Cultures. SpingerLink.
 * Weller, Martin (2009) Using learning environments as a metaphor for educational change tai pdf
 * Willinsky, John (2007). Of Critical Theory and Critical Literacy
 * Woolsey, Kristina (2005). New Media Literacies. A Language Revolution.


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Wikiworld - Commons and Education/Books

Individual Books

 * Benkler, Yocha (2006). The Wealth of Networks. Yale University Press.
 * Communication theory Communication_Theory
 * Cummings, Robert & Barton, Matt (toim.) (2009). Wiki Writing: Collaborative Learning in the College Classroom
 * Efimova, L. (2009). Passion at work: blogging practices of knowledge workers. Enschede, Netherlands: Novay.
 * Fountain, R. Wiki Pedagogy
 * Freire, Paulo, Pedagogy of the Oppressed, 1971
 * Grenier, Louise (1998). Working with Indigenous Knowledge
 * Introduction to Free Software
 * Kamenetz, Anya (2010) DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (an excerpt)
 * Knobel, M. & Lankshear, C. A New Literacies Sampler. Peter Lang, 2007.
 * Lankshear, C. & Knobel, M. (Eds.) (2008). Digital Literacies: Concepts, Policies and Practices. New York: Peter Lang *Lallana, Emmanuel & Uy, Margaret (2003). The Information Age The_Information_Age
 * Lietsala, Katri & Sirkkunen, Esa (2008). Social media. Introduction to the tools and processes of participatory economy
 * Scholz, R. Trebor (toim.) (2011) Learning throught Digital Media. New York: The Institute for Distributed Creativity tai
 * Stian Rødven Eide (2009). Free Beer
 * Suoranta, Juha & Vadén, Tere. (2008). Wikiworld.
 * Willinsky, John (2006). The Access Principle: The Case for Open Access to Research and Scholarship

Repositories

 * Books on ICT from the International Development Research Centre
 * eLearning Papers

title: Wikiworld - Commons and Education/Books


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Wikiworld - Commons and Education/Journals

 * Affinities, a theme number on the new cooperativism
 * Critical Literacy
 * Darkmatter
 * EduFactory
 * e-flux
 * e-Learning and Digital Media
 * e-Learning and Education
 * Electronic Journal of e-Learning
 * European Journal of Open, Distance and e-Learning
 * Emerging Technologies in Learning
 * International Journal of the Commons
 * Jump Cut
 * Seminar.net
 * Widerscreen


text:
Wikiworld - Commons and Education/Videos

 * Michel Bauwens (2009) P2P & social change
 * Slavoj Zizek (2009) First as Tragedy, Then as Farce
 * M. Wesch: "Web 2.0: The Machine is Us/ing Us"
 * The Institute of Network Cultures videos


text:
Wikiworld - Commons and Education/Classics

 * Dewey, John, Democracy and Education e-book Democracy_and_Education, 1916.
 * Dewey, John, The Public and its Problems, 1927.
 * Freire, Paulo, Pedagogy do Oprimido, 1974
 * Gee, James Paul, What Video Games Have to Teach Us About Learning and Literacy, 2003.
 * Habermas, Jürgen, Strukturwandel der Öffentlichkeit
 * Himanen, Pekka, Hacker Ethics
 * Illich, Ivan, Tools for Conviviality e-book
 * Illich, Ivan, Deschooling Society e-book
 * Kamenetz, Anya DIY U
 * Lankshear, Colin & Knobel, Michelle, Digital Literacies
 * Lessig, Lawrence, The Future of Ideas
 * Lessig, Lawrence, Free Culture e-book
 * Lash, Scott, The Critique of Information
 * Rancière, Jacques, The Ignorant Schoolmaster
 * Suoranta, Juha & Vadén, Tere, Wikiworld e-book
 * Zizek, Slavoj Cyberspace Lenin - Why Not?


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Wikiworld - Commons and Education/Wiki Workshop - An Introduction to the Wikiworld

Wiki Workshop

This is a short introduction to the wonderful of world of wikis, their use and basic principles. Please, join in!

Wiki Workshop is part of Wikiworld - Commons and Education learning resource.

Wikis in Practice
What is Wiki?

 * "The simplest online database that could possibly work" - Ward Cunningham (Developer of the first wiki)
 * Allows users to freely create and edit Web page content using any Web browser
 * A tool for creating information and sharing information together
 * Encourages democratic use of the Web and promotes content composition by nontechnical users
 * Teaching the Machine video
 * Information r/evolution video

How Does Wiki Work?

 * Wikis in Plain English video

Examples

 * http://en.wikipedia.org/wiki/Wiki_farm
 * Wikipedia
 * Wikiversity

 * http://fi.wikiversity.org/wiki/Mediakasvatus_ja_uudet_lukutaidot
 * http://fi.wikiversity.org/wiki/Julkinen_sosiologia

Theory, or Cultural Transformations
Pedagogical Transformation and Two Metaphors of Learning

 * Socialization Process Turning Upside Down?

Traditionally the older generation has taught the younger ones, but nowadays the younger generation teaches the older ones (at least in the area of use of social media and gaming. Children and young people are "foot soldiers of modernity," as Paul Willis (2003) puts it.

 * Learning as transmission and reception

In the transmission and reception metaphor the human mind is seen as a container of knowledge and learning as a process of transmission of ready made knowledge and facts from those who (are supposed to) know, such as teachers, to those who does not know such as children; in other words learning is like filling empty glasses from the large container.

 * Learning as participation

The participation metaphor of learning emphasizes participation in various cultural practices and shared learning activities (in kindergarten, at school, in university and various informal learning sites, workplaces and organizational activities). In this metaphor knowledge and learning are situated and created in people's life-worlds, and as part of their socio-cultural context.

Social Media as Collaboration, Interaction and Participation

 * Collaboration and collaborative learning
 * Interaction (social networking)
 * Participation, everyone can!

Features

 * volunteer
 * collaboration, collective
 * materials in common & public
 * aggregation

- wikilearning: wikiuniversities & wikilibraries?

Some Differences between Traditional and Social Media

Traditional media (a book, a television broadcast) is author generated (one to many), static (corrections), one-directional,, editor-produced and controlled, and promotes hierarchical, authorised solitary learning whereas social media is user generated (many to many), editable, debatable and reviseable (interactive), multi-directional, always group-based approach, sometimes even solidarity learning.

Other Characteristics of Social Media

• Radical openness (transparent) vs closeness • Reflective uncertainty vs unreflective certainty • Discussion • Collaboration • Collectivity, community • Collective intelligence: organic approach, problem posing pedagogy • Sharing (”sharing our toys”) • Participation

Traditional, formal learning versus wikilearning
Radical openness and 'disorganization' of learning vs. politically and economically regulated school learning with top-down, ready-made curriculum

Wikilearning is a radically open and dis- and unorganized in the sense that it is not regulated by laws or education policies, it is not part of the nation state and its educational system, but an independent activity. It does not exist in a written curriculum. However, as Scott Lash (2002), among others has pointed out, the disorganizational nature of networked communities can be very effective. For instance, the informal volunteer organization provides a framework for such intricate distributed knowledge work as developing the GNU/Linux operating system.

Voluntary participation vs compulsory participation

Whereas wikilearning occurs in free participation, school learning is not only compulsory, but also governed and regulated by the federal government and/or the state, and teachers and adminstrators as 'disciplinary experts' who not only decide what and how students ought to be learnt but also shape curriculum and assessment standards (Greenhow et al. 2009, 248). The voluntarity of wikilearning extends to all levels; the decision to participate or not, the intensity and mode of participation are all voluntary.

Radical inclusiveness (wikipublics, wikipublicity) vs. Economically and culturally determined exclusiveness (mainstream media, counter publics)

In order to participate in the mainstream media you have to have certain qualities in your possession. It is not enough to be able to read and write and speak. You also have to have a degree, that is, educational and cultural capital. Often a permission of some kind is needed, and often the permission is not granted in a neutral way, but may need connections, money, qualifications, etc. In addition, mainstream media is heavily dependent on both its owners and the flow of advertisement money. Both facts point to the same direction: mainstream media cannot be too controversial if it wants to sell and make a profit. Like the mainstream media, alternative media with their counterpublis have their own rules of participation, too, which exclude or include. Participation in wikilearning is much more inclusive activity: only basic literacy and computer skills are needed.

Peer-to-peer (p-2-p) -interaction vs. teacher- and tutor directiveness

Wikilearning occurs in a peer to peer mode, that is, by learning from each other, and helping each other to learn. Importanly, the p2p structure allows also giving without taking and taking without giving, i.e., it is not reciprocal. Thus peer pressure is kept to a minimum. This might sound like a dream, or a never fulfilled utopia, but it is actually embedded in the use of the wiki technology itself. Where school learning 'technology' is written according to the habits and traditions of didactics and pedagogy (teacher-centered, student-centered pedagogy and so forth), and these habits and traditions are also embodied in school buildings and classrooms designs etc., wikilearning is based on voluntary self-aggregation of the participants with their productive assets. These assets are both immaterial and material: immaterial as brain power and cooperation (or 'participatory processing') with other users, and material as access to computer and to the digital networks (Bauwens 2009, 123).

Reflective uncertainty vs. unreflective certainty

One general wikilearning principle is that of reflective uncertainty. Wiki information should not be taken for granted, because wikis are editable and the current edit may be erroneous if not outright malicious. However, the history of edits can, at least in principle, be traced back to the beginning. This, of course, is a dramatic difference between wiki-information and printed information. Wikipedia's edit and history buttons potentially increase learners' skills in critical media literacy in comparison to textbooks' qualities to augment unreflective certainty. Gradually, by using wiki type pages, users learn to mentally expect and anticipate the structures of editability and genealogy also on other pages, including those of books. Thus, the reflective uncertainty of wikified information leaks also to other areas of knowledge.

Evaluation and synthetisation vs. listening and (rote-)memorizing

In wikilearning it is crucial to negotiate on information and knowledge (e.g., in wikis' discussion areas and so-called "coffee rooms") in contrast to school learning which emphasizes hearing and listening, and rote memorizing the things teacher has taught. Wikilearning includes information searching and comparison of different sources of information as opposed to school learning's text book approach.

In addition communication and information exchange in wikilearning are not based on the model of sender and receiver (Shannon information), but on suggestion and evaluation. Take an ethnographic look to the classroom: in a traditional classroom the activities are speaking, listening, making notes, filling workbooks. The wikilearners are widely distributed, and the activities are typically computer-mediated. However, the difference is bigger on the level of cognition and experience. Speaking, listening and making notes correspond to the cognitive activities of conveying information and memorizing. When an open source developer receives a piece of new code (a patch) the point is not to memorize or even to use it, but to evaluate it, and synthetise it with possibly several versions of the existing codebase. (It is also noteworthy, that in the hacker world, there is a militant ethos of evaluating the patch, the hack, and not the submitter, the author of the patch). Ideally, all activity in wikilearning has this quality of evaluation and integration, rather than delivering and memorizing.

This quality of learning can be seen especially in young people's learning as Greenhow et al. (2009, 251) points out: "Contradicting traditional pedagogical models in which students submit their works to one authoritative source (the instructor) and receive feedback from that source, today's learners expect to participate in evaluating as well as in being evaluated and to share work and feedback among their peers."

Cooperation and sharing vs. evaluation of individual achievements

Wikilearning is based on doing and creating together. The idea is that no one can achieve alone what can be achieved together. In wikilearning individuals' learning achievements are not measured, criteria external to learning activity itself are not used. The value of a learning activity will be judged only by the participants themselves based on their different motivations of participation (utility, fun, communality, etc.).

People's collective intellegence vs. expert knowledge of the schooled elite

A wiki page aggregates the common pool of information by the editors of the page. It is not the property or achievement of any one participant in the group and could not be written by any one editor. The wiki software is built for this kind of aggregation, not for the publication or dissemination of pre-existing knowledge. Furthermore, the process of aggregation does not have a pre-defined endpoint. The aggregate is always freely available and subject to further uses, editions, modifications and additions. This promotes a radical plurality of information, compared to the gated or closed forms of expert information relied on by formal education.

Problem-based learning vs. subject-based learning

The motivation for wikilearning is based on voluntarism, therefore the artificial boundaries of subjects (such as maths, literature, etc.) do not have to be replicated. The motivation of each participant is in one way or another internal based on the desires and problems of everyday life. This is, again, in clear contrast to formal education whis is often compulsory and in which individual learning tasks are often externally motivated (by the need to get good grades, to be a good pupil, etc.).

Folksonomy vs. taxonomy

Connected to the point above, the material in wikilearning is categorized and interconnected by ways which the users find meaningful, not in the categories of expert definitions or institutional classifications. The tags and hyperlinks created by users eventually build a folksonomy, in which both the basis for the classification (the ontology) and the classification itself emerge without expert validation either before or after the fact. Thus folksonomy supplants the more familiar taxonomies where the new always gets subsumed under the old.

Local, contextual ad hoc-learning vs. predestined learning goals and achievements

Wikilearning responds to local and contextual needs. In the anthropology on open source software developers, one of the earliest groups that have embraced wikilearning to the full, this phenomenon is called "scratching your own itch"; developers typically develop software that they themselves need or want to learn about (see Raymond 1999). Consequently, also the process and duration of learning are based on this real-world need, unlike in formal schooling where pre-existing goals have to be achieved and where performance is evaluated with regard to rigid benchmarks.

Radical equalities vs. equal opportunities

Like discussed above, wikilearning is based on radical equality in the sense that with regard to wikilearning everyone already is equal - the starting point is the freedom of everyone to participate, create, use the materials, etc. Wikilearning is not regulated by academic degrees and does not intend to produce a rival hierarchy or order of rank. In fact, typically the hierarchy in a disorganization is also task-based, contextual, informal and susceptible to rapid changes.

Links

 * BBC's Virtual Revolution - with slower Internet it takes some time to load, video resource
 * Learning to edit a wiki


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User:Kapidis

This is the Homepage of kapidis. I am a Sinhalese,Buddhist User lives in Calgary

Interests

 * UNIX
 * Shell Scripting
 * Ruby
 * JavaScript
 * AJAX
 * PHP

title: User:Kapidis