text:
Computer-aided design/History, Present and Future

Part of:
 * Engineering and Technology
 * Mechanical Engineering; Production and Design Engineering
 * Computer Aided Design Course

History
The beginnings of CAD can be traced to the year 1957, when Dr. Patrick J. Hanratty developed PRONTO, the first commercial numerical-control programming system. In 1960, Ivan Sutherland MIT's Lincoln Laboratory created SKETCHPAD, which demonstrated the basic principles and feasibility of computer technical drawing. Some people debate which one of these people truly created the first CAD system due to Dr. Patrick J. Hanratty's invention presenting more as a CAM system. That being said, most people agree that Dr. Patrick J. Hanratty invented the first computer-aided design system. It is interesting to note that based on his human factors cockpit drawings, William Fetter from Boeing was the one to coin the term "compuer graphic" in 1960.

2D Time
The first CAD systems served as mere replacements of drawing boards. The design engineers still worked in 2D to create technical drawings consisting from 2D wire-frame primitives (line, arc, B spline ...). Productivity of design increased, but many argue that only marginally due to overhead – design engineers had to learn how to use computers and CAD. Nevertheless modifications and revisions were easier, and over time CAD software and hardware became cheaper and affordable for mid size companies. CAD programs grew in functionality and user friendliness. (1974)

3D Time
3D wireframe features were developed in the beginning of the sixties, and in 1969 MAGI released Syntha Vision, the first commercially available solid modeler program. Solid modeling further enhanced the 3D capabilities of CAD systems. NURBS, mathematical representation of freeform surfaces, appeared in 1989 -- first on Silicon Graphics workstations. In 1993 CAS Berlin developed an interactive NURBS modeler for PCs, called NöRBS.

Parametric Design
In 1989 T-FLEX and later Pro/ENGINEER introduced CADs based on parametric engines. Parametric modeling means that the model is defined by parameters. A change of dimension values in one place also changes other dimensions to preserve relation of all elements in the design -- for example, “this must be parallel with that and in the middle of ...”.

MCAD systems introduced the concept of constraints that enable you to define relations between parts in assembly. Designers started to use a bottom-up approach when parts are created first and then assembled together. Modeling is more intuitive, precise and later analysis, especially kinematics easier.

Present
CAD/CAE/CAM systems are now widely accepted and used throughout the industry. These systems moved from costly workstations based mainly on UNIX to off-the-shelf PCs. 3D modeling has become a norm, and it can be found even in applications for the wider public, like 3D buildings modeling in Google Maps, house furnishing (IMSI Floorplan), or garden planning. Advanced analysis methods like FEM (Finite Element Method as for structural analysis), flow simulations are a ubiquitous part of the design process. CAM systems are used for simulation and optimization of manufacturing, and NC code is created and loaded to NC machines.

Future
The past of CAD has been full of unmet expectations; this continues. Some anticipate 3D modeling without flat screens or mouse pointers -- a fully immersive 3D environment where modelling tools include special gloves and goggles. In the future, designing will be closer to sculpting than painting.

Up to now, 3D goggles cause nausea, immersive technologies are expensive and complex, and most designers prefer using a keyboard, stylus, and mouse.

While some of these optimistic predictions may come true, the more likely course is that the future changes will evolve in ways we do not see now. Still, some trends seem more likely to succeed and be widely adopted than others.

The following speculations are separated into strong probability of adoption, medium, and weak.

CAD format standardization based on XML (strong)
CAD formats will follow development in Office applications, where XML based ODF (Open Document Format) format is becoming standard. Similar standardization efforts for 3D and CAD related formats are represented by X3D.

Companies and developers will start to implement X3D import/export as default way for data exchange. This will enhance interoperability between CAD, and related applications like CAE, CAM. 3D models created in CAD could be immediately presented in web browsers that will be able to display 3D models (and to zoom, rotate ...).

Full virtual prototypes (strong)
Increasingly 3D models are defined with physical properties, especially material and optical. Developers of industrial CAD will increasingly integrate 3D modeling with analysis tools like FEM, kinematics or flow simulations. Gap between 3D model and real objects will further narrow, 3D models will look realistically and what is even more important, they will behave as in reality. Virtual prototypes are reality in high tech environments, today. In future this principle will spread even to low end 3D applications, and will become more precise on high end ones. In some cases prototyping and tests will be skipped altogether.

CAD specialization (strong)
CAD systems will continue in the trend of specialization. There are general purpose CADs, that can be enhanced for specific purpose and specialized CADs build upon generic engines like Open CASCADE. Examples of specialized CADs goes from OrCAD, used by electronic design engineers, Allplan for architects or ArtCAM for jewelry design. In the future we will see more task oriented and highly specialized CADs. However general purpose CADs will not disappear, they will have more functions (integrated analysis, kinematics and simulations), yet they will be easier to use.

Real time ray tracing
Real time ray tracing is a resource intensive process. For example one second of high resolution

Development of open source CAD (medium)
Many commercial and proprietary programs have their strong open source alternatives. There is Windows and Linux, MS Office and OpenOffice, Oracle and Firebird and so on. But there is no viable strong open source competitor to commercial CAD systems like AutoCAD or SolidWorks. Yes, there are some open source CADs like BRL-CAD, but these are not widely adopted and used in industry.

In future there may be a strong open source CAD solution. It will probably be based the Open CASCADE engine. Other probable scenario is that a CAD company will start an open source project to boost its more profitable products based on same engine (for example CAM or CAE).

Small scale and rapid manufacturing (medium)
Development of hardware and software for both rapid prototyping and rapid manufacturing will change manufacturing, marketing and business processes. Improvements of hardware like 3D printers, laser and metal sintering will enable to produce complex parts effectively even in small series and from various materials like plastics, textile, ceramics or metal. Products will be bought in the form of license, 3D model will be downloaded from Internet and manufactured on hardware connected to computer in local store or even at home. Time needed for delivering product to market will be further decreased. It's also useful as special software for transferring CAD's files (as PRO-E, SolidWorks ) to CNC machines, so after modeling and drawing comes programming and easier to understand the facts of the computer aided design

Dynamic Physical Rendering (weak)
DPR - Dynamic Physical Rendering is collaborative research project between Carnegie Mellon University and Intel. This project will evolve into new representation of 3D models. Instead of 2D representations of 3D objects there will be real 3D models build in bottom-up manner. Many versatile little building blocks will form larger objects like car model according to computer program. This concept is also known as Claytronics.

CAD based on genetic programming (weak)
Genetic programming (GP) is machine learning technique that uses an evolutionary algorithm to optimize a population of designs according to a fitness landscape determined by a design ability to perform a given computational task. GP has been successfully used for development computer programs, electronic circuits and antennas. GP technique will be used for design of complex products which consists of many parts, but limited in number of types. CAD packages will incorporate GP methods to ease, improve and speed up design of hydraulics and fluid control systems or MEMS. Later will come new manufacturing processes similar to protein creation in ribosome, where 3D protein complex structures are based on only 20 building blocks (amino acids). Computer program will serve like DNA, manufacturing hardware will serve as ribosome and one machine will be able to manufacture wide range of different products.

More to Explore

 * i-MB: The History of CAD
 * Wikipedia: CAD History
 * Wikipedia: Ray Processing Unit for Realtime Ray Tracing
 * Wikipedia: Genetic Programming
 * Wikipedia: Rapid prototyping

 * Computer Aided Design Course
 * Next lesson


text: Portal:Participants

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

title: Portal:Participants


text:
Introduction to Set Theory

{| An introductory course from the School of Mathematics
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Set Theory
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Set Theory

 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|
 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|

This course aims to provide a thorough introduction to the subject of set theory. We will cover the following: Set-theoretical paradoxes and means of avoiding them. Sets, relations, functions, order and well-order. Proof by transfinite induction and definitions by transfinite recursion. Cardinal and ordinal numbers and their arithmetic. Construction of the real numbers. Axiom of choice and its consequences.

Course requirements
The following knowledge is required or desirable on commencement of study of this course:
 * knowledge of basic Pure Mathematics
 * knowledge of formal proofs

Course outline
This is an approximate depiction of the course:
 * Propositional Logic
 * Axiomatic Approach
 * Unions and Intersections
 * Algebra of Sets
 * Ordered Pairs
 * Relations
 * Functions
 * Ordering Relations
 * Cardinal Arithmetic
 * Partial, Linear Orderings
 * Well Orderings
 * Comparison Theorem for Well Orderings
 * Isomorphisms
 * Transfinite Recursion Theorem
 * Replacement Axioms
 * Epsilon-Images
 * Ordinals
 * Ordinal Numbers
 * Ordinal Arithmetic

Lecture series

 * Lecture 1 Propositional Logic
 * Lecture 2 not available yet

Assignments
not available yet

Examinations
not available yet

Recommended student evaluation scheme
not available yet
 * }

title: Introduction to Set Theory


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaa

Excellent Decision!
Now the first three frames are

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$

Special Note:
You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie.

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

Next Frame?
You have a choice of how you can show the poster.

 * Option A
 * After holding for three seconds while the theme of Star Wars play, you can Pedestal down to the Young Person.

 * Option B

 * You can dolly dolly back (out) to show the back side of the Young Person and the Old Person while the theme of Star Wars plays.

 * Option C
 * After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person.

 * Option D
 * After holding for three seconds while the theme of Star Wars play, you can cut back to the opening shot.

Now Decide!

 * Select either option A or B or C or D

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaa

Excellent Decision!
Now the first four frames are

$$\Rightarrow$$ Fae In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

Next Frame?
You have a choice of how you can show the poster.

 * Option A
 * With his back to the camera, the Young Person says, "That was a great movie...". Then the Young Person turns toward the Old Person and says, "but I do not understand one thing."

 * Option B
 * The Young Person says, "That was a great movie...". Then cut to the Young Person turns to the  Old Person and says, "but I do not understand one thing."

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

Next Frame?
You want to see the Old Person as the Old Person speaks.

 * Option A
 * The Old Person says, "What's that?"

 * Option B
 * The Old Person says, "What's that?"

 * Option C
 * The Old Person says, "What's that?"

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Portal talk:Portuguese

WikiBooks duplicated idea
Please make sure and take advantage of the resources available at Wikibooks: Portuguese. No need to reinvent the wheel here at Wikiversity. The Jade Knight 02:56, 20 October 2006 (UTC)

 * Yes. Also some discussion on here already about the fact that wikibooks has accidentally sprouted two different books for the same thing (three if you count the separate european portuguese section) ...and now I see there's two different courses here on wikiversity achieving about the same level of half-finished-ness.  *sigh*.   We don't seem to be very good at collaborating.  Just starting new Portuguese courses! -- Harry Wood (talk) 15:27, 7 September 2012 (UTC)

title: Portal talk:Portuguese


text:
User talk:Billyboy658

Foreign Languages
On the Foreign Languages page, you have added your name in several places linking to a username that is not yours; your username is "Billyboy658", not "Fr Bill". You may wish to edit these to reflect your actual username. The Jade Knight 03:08, 20 October 2006 (UTC)

title: User talk:Billyboy658


text:
User:Roadrunner~enwikiversity/Research ideas

One problem I have is that I think up of too many interesting questions and things to do. Here are a few research ideas that I don't have time to really develop.

This is in addition to BoomCode/Projects and QuantLib.

 * Extend methodology to look at other indicators of corruption in PRC investments

 * Come up with a stochastic model for PRC interest rates
 * Lin and Zheng have come up with this paper . Use the model in the paper to come up with a model to price interest rate swaps.  Combine with  this.

 * Come up with a model for the behavior of the RMB
 * In particular use Rebanto's method of normal composition to decompose RMB

 * Combine the above two to come up with a model for non-deliverable swaps

 * Combine the above to have a model for PRC interest rate swaps

 * Look for systematic changes in autocoorelation in Shanghai markets over time
 * The important thing is to look for an autocoorelation in the first phase of Shanghai/Shenzhen markets that aren't in the current set of market data

 * Look for systematic changes in covariance between A/B/H/G shares over time

 * Take the papers of Nicholas Lardy, which argues that the Chinese economy is dangerously overdependent on investment and the papers of the Goldman-Sachs research group, which argues that it isn't. Try to figure out what is going on.  In particular, what are the consequences of certain policy choices if the data which underlies those choices in incorrect.  Suppose we take Lardy's suggestions and the Chinese economy *isn't* overdependent on investment, what happens.  Suppose we take Goldman-Sach's papers and the Chinese economy *is* overdependent on investment, what happens.
 * A lot of this depends on conflicting ideas over what Chinese corporate profits are like. Goldman research says profits are booming.  Nicholas Lardy says that the are not.
 * Here is another data point http://www.feer.com/articles1/2006/0611/free/p023.html
 * What someone can do is go through the articles by Lardy, Goldman, and the FEER article and pull out every statistics and every conclusion that they draw based on the statistic, and summarize it all in a chart.

 * Investigate the Chinese steel industry

 * Research universities in the lower Yangtze valley in the 19th century
 * Some of this might involve looking at distributions of current Chinese scientists

 * Why are finance people optimistic about the Chinese economy and management people negative. For the negative view, read Yasheng Huang's work

 * Was capital intensity in the PRC really increasing in the 1990's?

 * A "one country, two constitutions" model for Mainland-Taiwan relations. This would be an elaboration of the "one country, different interpretations" principle and would involve creating a legal infrastructure in which both the 1947 ROC constitution and the 1982 PRC constitution are both considered valid.

 * A "third lever" model of the Chinese economy.

 * How to develop a "fund model" of Chinese state ownership

 * Someone really need to do an oral history of the early 1990's and the first wave of online universities

 * would be nice if there were some sort of page counter of read articles on wikiversity

 * can you use REIT's to help peasants make use of the industrial development of farmland

 * discuss the similarities and differences between the "guan shang he ban" enterprises of the late Qing-dynasty and the current set of listed companies see [|Koll Investing in Modern China] also relate to the Bureaucratic-Tributary Mode of Production and the Petty Capitalist Mode of Production of Hills Knowton
 * discuss the following proposition. The corporate enterprises of the late Qing dynasty were *successful* examples of economic development that were destroyed in the economic chaos that followed the fall of the Qing dynasty.

 * reformulate quantitative finance using the Boltzmann formulation of physics

 * question: Assume that the vast majority of Chinese enterprises are owned by the state with a profit motive and income designed to pay for social welfare and pension needs. Discussion the effects on the business cycle and income equality of this system.

 * Discuss the effects of the industrialization of the south and the civil rights movement on the "great compression" in living standards

 * Compare and contrast Article 8 of the Legislation Law which limits criminal violations to national law with Section 91(27) of the Canadian Constitution Act of 1867 which limits criminal cases to federal cases.

 * Discuss the "Slaughterhouse Cases" of 1873. Suppose the case had be decided the other way.  Could this have lead to a civil law understand of rights rather than a common law understanding.  Once one establishes that state citizenship rights are protected, could one conceive of a body of law in which infringement of rights by individuals is judiciable in state courts leading to a system of litigation similar to civil law.

Question: Is the fact that the plantiffs in the Slaughterhouse Cases came from the only civil law jurisdiction in the United States significant? Could their argument of an expanded definition of the term "rights" be due to their civil law training?

 * What are the legislative origins of Articles 19-21 of the PRC Criminal code?

Question: There are two basic theories of law, the positivist model and the natural law model? Is there a correspondence between these two models of law and the behaviorist and the developmentalist models of early child education? Can the work of Vygotsky in developing a "compromise" between these two models of ECE be used to develop a compromise between these two theories of law?

 * Discuss the connection of my ideas with Ayer's school of Texas Institutionalism.

 * Question: Dai Zhen's criticism of Neo-Confucianism is that it ignores the value and importance of human emotions. Is it a coincidence or not that the Neo-Confucianism idea of rational discovery of the universe also matches the modern idea that emotions are only the reserve of "primitive people" and that "advanced people" should control their emotions (i.e. the British stiff upper lip).  Is it possible that this idea was borrowed through Jesuit missionaries or Cantonese traders or something else?  Or is there some deep philosophical connection that caused these ideas to develop independently?  Or is this all a coincidence?

Is any of this connected with the British adoption of bureaucracy, which is the ultimate in rational organizations?

 * Question: Is the term “incomplete market” as used in quantitative finance the same as used in neo-classical economics? (Answer: Yes)

 * Question: My own philosophy asserts the correctness of the economic calculation problem as stated by von Mises and Hayek, while at the same time accepting the monetarist theories of Milton Friedman. Question: is this logically consistent?

Other things I'm interested in

 * comparative legislative procedure
 * the geography of innovation


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User:Dewatts

I am the Dewatts Almighty!
I know all, I see all... sometimes... kinda...

title: User:Dewatts


text:
User:Kommodin

hi

es:Usuario:Kommodin

title: User:Kommodin


text:
User:Dream mind/Turbo Machines

Turbo machines
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Slip power factor(P)
1+P=speciific work of infinite blade/specific work of the blade

title: User:Dream mind/Turbo Machines


text:
User:Veronika

= Veronika S. =

Personal Data
Since autumn 05/06 I have been studying European Studies (Language, Literature, Culture) at the Catholic University of Eichstaett-Ingolstadt. Within the scope of the course Internet and Project Competence, which is led by Prof. Jean-Pol Martin, we are doing research in the field of Corporate Social Responsibility comparing civil commitment in Germany and Spain.

The IPK Project
Together with Martha, Julia and Stefanie we planned and realized a project on Corporate Citizenship. This also included a trip to Madrid.

Links concerning our project

 * Civil Society

 * Corporate Social Responsibility

General Links

 * Forum of IPK
 * Fora on www.zum.de

de:Benutzer:Veronika es:Usuario:Veronika

title: User:Veronika


text:
Portal:Wiki science

Wiki Science is devoted to the development of user-friendly learning resources for study of Wiki Science.

Wiki science is the study of how the phenomenon of wikis work and grow in general.

Learning projects
See: Learning Projects and the Learning model. Learning materials and learning projects are located in the main Wikiversity namespace.

Lessons

 * Introduction to Wikiversity
 * Nature of wikis
 * Web Architecture for Wikis
 * Learning to learn a wiki way
 * Wiki 101
 * Wiki
 * Introduction to Wiki

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code, however code numbers are optional.

Get to work creating learning activities! Simply make a link to the name of the lesson (lessons are independent pages) and start writing!

Resources
Know any good resources for scholars of this topic? Add them here!
 * Wiki Science
 * Wikipedia sociology at the Meta Wikipedia
 * Help Users Understand Wiki
 * CommunityWiki members work aggresively towards understanding, developing, and promoting wiki.
 * Wiki Research Bibliography a Bibliography of scientific publications and sources about wikis in general and Wikipedia in particular.

title: Portal:Wiki science


text: Template:Introduction

title: Template:Introduction


text:
User:Piotrus/Mid-Term Study Guide

SOCIOLOGY OF THE FAMILY

Mid-Term Study Guide

 * This is not a study guide that is representative of all the material that will appear on the mid-term exam. There may be information here that is or is not included as well as information that is missing.  This is only to be used as a way to begin thinking about the major concepts discussed in lecture and recitation.

Chapter One

1.Living alone: Is this a concept that is good or bad? Is there a general conclusion among scholars? Please give evidence to support your points.

Good:

Bad:

Conclusion:

2.True or False: Sociology of the Family is a certain enterprise.

3.Based on your answer in question #2, give three reasons why.

1.

2.

3.

4.The modern family is moving through “unchartered waters”. What does this mean?

5.There is an increase of both marriage partners working outside of the home. What could these facts mean?

1.

2.

3.

6.Why is the competitive global economy important?

1.

2.

7.Why is one income per family not enough?

8.What effects does the competitive global economy have on the family?

1.

2.

3.

4.

5.

6.

9.What might be the effects of the demographic scenario in 2025?

10.In which country will the “age crisis” hit first?

11.What are some possible solutions to the “age crisis”?

1.

2.

3.

12.Who is David Popenoe? What is his school of thought?

13.Who are the people who subscribe to the “optimist” perspective? What insight do they give us regarding the family?

14.What is the third perspective on the family? Who subscribes to it? What are its critiques of the pessimists and the optimists?

Chapter Two

1.What is pluralist ignorance?

2.What are ideal norms?

3.What are statistical norms?

4.What is the definition of a nuclear family?

5.Who are Malinowski and Murdoch and why are they important?

6.What is a persistent problem of social science?

7.How was the practice of taking in boarders helpful to the family?

8.Why has this practice declined?

9.What are the implications of the modern, isolated, nuclear family?

Chapter Three

1.List the five theories that guide our study of the family.

1.

2.

3.

4.

5.

2.What is the basic question that structural-functionalism asks?

3.What functions do the family serve?

1.

2.

4.Who is the most dominant figure in this field?

5.What are his thoughts on the family?

1.

2.

3.

6.Which theory is most critical of structural-functionalism?

7.What is this theory’s focus?

8.What is symbolic interaction theory?

9.What is the relationship between social conflict and symbolic interaction?

10.What is social exchange theory?

11.What are the characteristics of a “rational actor”?

1.

2.

12.Define homogamy.

13.What is the most relevant theory for us in this course?

14.What is its origin?

15.What is its approach?

16.How do we do this?

17.What are the “twists” in this theory?

18.Who are Leonard and Bernstein and what are their contributions?

19.What are the characteristics of the “index person?

20.What is the early therapist goal?

21.What is a genogram?

22.What is an ecomap?

23.What is the difference between the two?

24.What questions might a therapist ask?

1.

2.

3.

4.

5.

Chapter Four

1.Define stratification.

2.Over time, what are the three modes of subsistence and family forms?

1.

2.

3.

3.Which form encompasses 99% of human history?

4.What can shed light on gender stratification?

5._______________ is Power.

6.What are the reasons for maintaining a nuclear family in hunting and gathering societies?

1.

2.

7.Why did agrarian societies develop?

1.

2.

3.

4.

8.What is the new family form that developed because of agrarian societies?

9.Why?

10.Who has more power in agrarian societies?

11.Why did the modern industrial society develop?

12.Do women gain or lose social power in the modern industrial society?

13.What sometimes happens in poor countries with high male dominance?

14.List and describe some of the horrors that occur to women in the name of “family values”.

1.

2.

3.

4.

5.

6.

7.

15.How do we explain these “horrors” from the social science perspective?

1.

2.

3.

4.

16.On a global scale, _________________ + ________________ + ____________ _____________ = Havoc Today

17.How many people live in severe poverty?

18.What percentage are women?

Orphaned Trains

1.Based on the video, why did the orphan relocation program develop?

2.Who is Charles Murray?

3.How did he respond to critics?

Chapter Five

1.Some say urban industrialism is ________________ the family.

2.What do feminists say regarding the urban industrialization on the family?

3.What does Louis Wirth say about the effects of urban industrialization on the family?

4.What did Talcott Parsons say about the effects of industrialization on the family?

5.Describe a “cottage industry”

6.What did he say the two most critical functions of the family are?

7.Who gave sociology its name? When?

8.What do Barrington and Moore say about the modern industrial society and effects on the family?

9.What does C.W Mills say?

10.Why does divorce result according to Mills?

11.Who is Goffman?

12.What is his main idea?

13.Give two examples of “back stage”.

1.

2.

14.Give two examples of “front stage”.

1.	2. 15.What are the demographic long-term trends over the past century?

16.How do the 1950’s go against this trend?

17.Why?

1.

2.

3.

18.Why the migration to suburbia?

19.What is “familism”?

20.What is McCarthism?

21.What effects did these two trends have?

22.What do we mean by the “counterfeit decade”?

23.Kennedy’s Administration (1960-63) was known as _______ _______ _____________.

24.Johnson’s Administration (1963-1968) was known as _______ __________ ___________.

25.What were the positives of Johnson’s Administration?

title: User:Piotrus/Mid-Term Study Guide


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

Next Frame?
You want to see the Young Person as the Young Person speaks.

 * Option A
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option B
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option C
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
User:Nils Simon

see my German Wikiversity user page: http://de.wikiversity.org/wiki/Benutzer:Hardern

de:Benutzer:Nils Simon

title: User:Nils Simon


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

(6) The old person thinks for a while.

Next Frame?
You want to see the Old Person think.

 * Option A
 * The old person thinks for a while.

 * Option B
 * The old person thinks for a while.

 * Option C
 * The old person thinks for a while.

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


title: File:REPtsb4a.jpg


title: File:REPtsb9a.jpg


title: File:Reptsb11Leftu.jpg


title: File:REPtsb12righta.jpg


text:
User:Red-Potion

A very eager student willing to help lift the Wikiversity onto its feet. As a high school senior with two classes and a part time job, I have the time on my hands to put something together if I am given the chance. Contact me if you want help with

•English Language Programs •Japanese Language Programs •Writing and News Production •Or really, anything else.

An eager mind with ready fingers.

title: User:Red-Potion


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

Next Frame?
The Old Person says, "What computer do you have at home?"

 * Option A
 * The Old Person says, "What computer do you have at home?"

 * Option B
 * The Old Person says, "What computer do you have at home?"

 * Option C
 * The Old Person says, "What computer do you have at home?"

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

(8) Young Person (eagerly): "A Macintosh!"

Next Frame?
The Old Person says, "What computer do you have at home?"

 * Option A
 * The Young Person eagerly says, "A Macintosh!"

 * Option B
 * The Young Person eagerly says, "A Macintosh!"

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text: User talk:Kommodin

title: User talk:Kommodin


text: User talk:Dewatts

title: User talk:Dewatts


text: User talk:Thepianistalex

title: User talk:Thepianistalex


text:
User:Jak08

Kon'chi wa, I am Jak08, as I only use that name on the net, and am really excited about this project, I do wish to help out as much as posible and will be participating in a few of the courses in my time here. this is all for now, and I really don't want to spend the time to make this pretty so I guess I'm done :)

Jak08 21:24, 20 October 2006 (UTC)Jak08

title: User:Jak08


text:
User talk:Veronika

Welcome to Wikiversity, Veronika! I'm intrigued - are you going to be doing something related to your research project within Wikiversity? If so, I'd love to hear more details about it. I can see you're already familiar with wiki editing, but if there's anything you want to ask about Wikiversity, I could probably help. All the best. Cormaggio 22:10, 20 October 2006 (UTC)

Image copyright problems

 * This is the image in question. Please provide a license template and source for it. Thanks. – Mike.lifeguard | @en.wb 22:28, 13 February 2008 (UTC)

title: User talk:Veronika


text:
Popular psychology

Welcome to Wikiversity's School of Popular Psychology.

A Wikiversity school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Divisions and Departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

Subjects

 * Body Langauge

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

School news

 * Date founded - School founded!

title: Popular psychology


text:
User:Bduke

My full name is Brian Salter-Duke, although I was earlier called just Brian Duke and it is with that name that I have published in scientific journals. I was born in Sheffield, England. I am a retired academic now living in Melbourne, Australia. Now I am in my 80's, I am no longer active in research in the fields of computational chemistry, theoretical chemistry and quantum chemistry. I have been an Adjunct Associate Professor in the Monash University Pharmacy Faculty (formerly the Victorian College of Pharmacy), but I do not know whether that is still the case. I am an author of the modern valence bond program, VB2000.

I have been an active editor on the English Wikipedia since the end of October, 2005. I was an administrator there from August 2007 to October 2020. I still edit on the English Wikipedia, but am much less active.

I have contributed to Wikiversity in the School of Chemistry in Computational Chemistry.

title: User:Bduke


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

(8) Young Person (eagerly): "A Macintosh!"

(9) Old Person: "But what computer does your father use at work?"

Next Frame?
The Old Person says, "But what computer does your father use at work?"

 * Option A
 * The Old Person says, "But what computer does your father use at work?"

 * Option B
 * The Old Person says, "But what computer does your father use at work?"

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Body language/Essay questions

Relative Position
When studying body language, we learn that our position and its relativity to others around you can indicate a number social preferences.

For instance, when talking ‘one on one’ with someone, the position of your legs and their direction in relation to the person you're speaking to can suggest whether you wish to continue conversation.

When in a group situation, the very same set of observations (position of the legs), can suggest which person you most desire to interact with.

What else is there to learn or observe, which other parts of the body can we collect this type of information from?

title: Body language/Essay questions


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaaa

Excellent Decision!
Now the first four shots are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$  $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$    $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

(8) Young Person (eagerly): "A Macintosh!"

(9) Old Person: "But what computer does your father use at work?"

(10) The young person thinks for a moment.

Next Frame?
The young person thinks for a moment.

 * Option A
 * The young person thinks for a moment.

Now Decide! → By now, the rest of the storyboard is defined.

 * Select either option A

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text: Category:HTML

title: Category:HTML


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaaaa

 * Lesson #004 - Creating the Thumbnail Storyboards
 * One Possible Storyboard

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  Lesson #004: Thumbnail Storyboards   $$\Leftrightarrow$$  Page 4 - Step by Step - Thumbnail Storyboarding of Seduced by the Dark Side!  $$\Leftrightarrow$$    One possible storyboard

The Thumbnail Storyboards for "Seduced by the Dark Side"
EXTERIOR - The local movie theater - NIGHT

$$\Rightarrow$$ Fade In $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$ (1) The Young Person and Old Person stand looking at the movie poster outside the theater.

$$\Rightarrow$$ Pedestal Down $$\Rightarrow$$

(2) Young Person: "That was a great movie..."

$$\Rightarrow$$ Dolly Left $$\Rightarrow$$

(3) Young Person (contined): "but I do not understand one thing."

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(4) Old Person: "What's that?"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(5) Young Person: "How can anyone be seduced by the Dark Side?"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(6) The old person thinks for a while.

$$\Rightarrow$$

(7) Old Person: "What computer do you have at home?"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(8) Young Person (eagerly): "A Macintosh!"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(9) Old Person: "But what computer does your father use at work?"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(10) The young person thinks for a moment.

(11) Young Person (amazed and excited): "Seduced by the Dark Side!"

$$\Rightarrow$$ Cut To $$\Rightarrow$$

(12) The Old Person smiles.

$$\Rightarrow$$ Cut To $$\Rightarrow$$   $$\Rightarrow$$ zoom out $$\Rightarrow$$

(13) Old Person and the Young Person walk toward home together.

(14) Fade to Black.

 * The End

Want to Try Again?
To start over, go back to the beginning.


text:
HTML/Basic formatting

These are some of the simplest HTML tags to learn. These tags will help make your page more organized and interesting to read. Keeping a web page organized is key principle and helps keep the page more user friendly. For example, compare Google's homepage with Yahoo's home page. Google's homepage is simple and has one function, to search. Yahoo's homepage has many services listed so users can find a diverse range of services as opposed to only being able to search. The goal is to keep your page organized and efficient.

Bold text
To make text bold, we use the  tag, like this: Normal text - Bold text! Which would display like this:
 * Normal text - Bold text!

Note: You may have seen the  tags used to make text bold. The  tag bolds text, but it is meant to be used to stress important words and concepts. The visual is the same, but the semantic meaning is different. As computer algorithms become smarter and better able to interpret semantics and context, semantic clarity is becoming increasingly important.

Italic text
Italics are much the same, but using the  tag instead, like this: This text is in italics
 * This text is in italics

Note: You may have seen the  tags used to italicize text. The  tag italicizes text, but it is meant to be used to emphasize specific words and concepts. The visual is the same, but the semantic meaning is different. As computer algorithms become smarter and better able to interpret semantics and context, semantic clarity is becoming increasingly important.

Nesting Tags
HTML Tags should be nested. When you have text in bold and in italics, the " " and the " " should go around each other like Russian dolls.  Like this
 * Like this

Not:  This is wrong  Nor:  This is also wrong

" " is fine.

Line breaks and horizontal rules
Browsers ignore single line breaks, so the following:

This is HTML

Would still render as:

 * This is HTML

However, if you use a line break, you can force a new line to occur whenever you want. Take the following code:

This is   HTML

Which would render as:

This is HTML

Another (less common) formatting tag is the horizontal rule, which will produce a line across the page. A horizontal rule is as simple as this:

Which produces the following:

You can also alter the size of the line, like this:

Which will make a smaller line:

Color can also be added to the tag. Use the color atribute . Used along with the size atribute for thickness, and defined by pixel size, this renders a nice red horizontal rule across the page.

The Center Tag
Note how the line is still on the left? This can be fixed using the  tag, which aligns things to the centre of the page.

This makes a nice, central line:

You can also use the  tag around text. This works well for poetry, as in the following example, which combines a few tags we've learned:

 Twinkle, twinkle, little meatball, Off my pasta did you fall! From the plate piled so high, Like a lump and landing with a sigh. Twinkle, twinkle, little meatball, 3 second rule but the dog beat me to you!

Which would render like this:

 Twinkle, twinkle, little meatball, Off my pasta did you fall! From the plate piled so high, Like a lump and landing with a sigh. Twinkle, twinkle, little meatball, 3 second rule but the dog beat me to you!

The  is deprecated. This means that it is no longer a standard by the W3C standards. The standard now is the use of attributes and CSS, which you will learn later on.

The tag in use now is the div tag and its attributes are left, center and right such as div align="center" enclosed in the proper brackets<>. formatted would look like:

center

title: HTML/Basic formatting


text:
Introduction to set theory/Lecture 1

Introduction
We will start the course by introducing Propositional Logic. Even though this is a set theory class and not a logic course, most of notations from the logic courses can be used in set theory. Furthermore, logic is important in various proofs we will encounter in this course.

Notations
Here are the notations and what they mean:

Truth Table
Truth tables are used to analyze formulae of propositional logic.

Example
Truth table for $$p \to (q \to p)$$

Definition
A formula $$\theta \,\!$$ of propositional logic is a tautology if only T's occur in the $$\theta \,\!$$ column of the truth table.

Examples
Truth table for $$(p \to \lnot p) \to \lnot p = \theta$$

Truth table for $$(p \to (q \leftrightarrow \lnot q)) \to \lnot p = \theta$$

Truth table for $$(\lnot p \vee q) \to (p \to q) = \theta$$

Definition
The proposition formulas $$\varphi \,\!$$ and $$\theta \,\!$$ are tautologically equivalent  if $$\varphi \leftrightarrow \theta$$ is a tautology.

Examples
Contraposition: $$p \to q = \theta$$ is tautologically equivalent to $$\lnot q \to \lnot p = \varphi$$.

de Morgan's Law I: $$\lnot (p \lor q) = \theta$$ is tautologically equivalent to $$\lnot p \land \lnot q = \varphi$$.

de Morgan's Law II: $$\lnot (p \land q) = \theta$$ is tautologically equivalent to $$\lnot p \lor \lnot q = \varphi$$. Truth table for Assignment #1

Related Resources
The materials in this course overlap with Introductory Discrete Mathematics for Computer Science, particularly Lesson 1.

title: Introduction to set theory/Lecture 1


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aab

Excellent Decision!
Now the first three frames are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$  $$\Rightarrow$$

Special Note:
You did NOT cross the line!!! You did not dolly out and so you did NOT cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie.

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

Next Frame?

 * Option A
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option B
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option C
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].


text:
HTML/Fonts and colours

HTML has a very flexible tag, the  tag. This article will show you the many ways it can be used. Keep in mind however, that this tag is 'deprecated', so when you feel like you know enough about HTML, move on to CSS stylesheets for formatting, and forget you ever learned about this tag.

Changing font colours
The colours of the text can be changed like this:

Red text

'''Use American English only, do not use British English. If you use British English, your code won't work!'''

Which makes red text:

 * Red text

You may be thinking "what on Earth is that #FF0000 stuff?". That is a colour code, in hexadecimal. It allows you to specify a whole range of colours to use. You may want to read web colors if you plan to use them, but here we will use a simplified method. You can instead name the colour you want to use, by using a constant. The above example can be simplified like this:

Red text

 * Red text

Isn't that much easier? There are 16 colour constants you can use, outlined in the following table:

For a much larger selection of colors (139 in total), see the Named Colors table. Here is a tiny sample:

Changing font size
The  tag also allows you to change the font size. For an idea of the full range of sizes you can use, read this example:

Font size 1 Font size 2 Font size 3 Font size 4 Font size 5 Font size 6 Font size 7

This shows you the 7 font sizes:

Font size 1

Font size 2

Font size 3

Font size 4

Font size 5

Font size 6

Font size 7

So as you can see, the font can go from very small to very big. You may also want to check out the  tag for making large text, and the   tag for making small text: Small text, Normal text, Oversized text Produces:
 * Small text, Normal text, Oversized text

You can also use use:
 * 1) xx-small
 * 2) x-small
 * 3) small
 * 4) medium
 * 5) large
 * 6) x-large
 * 7) xx-large

Changing font appearance
You can change the font that text is written in using the  attribute, as in this example:

Courier new Verdana Arial

Gives us this:

Courier new Verdana Arial

You should wherever possible use common fonts that can be found in all operating systems, otherwise many people will not be able to use your website. Also note that excessively fancy fonts can be hard to read.

To avoid these problems, it is widely supported to use the following generic styles which are designed to render using the most appropriate available font, or a users preference.

The three most supported types of font are: Sans Serif Serif Monospace Less common but also available are: Fantasy Cursive

In your browser these are shown as: Sans Serif (This is a smooth font designed for on screen) Serif (This is not smooth and looks best on paper) Monospace (This is a fixed-width font designed for computer code) Fantasy (This is a happy font used for less serious pages) Cursive (This is a handwriting font again just for more interest)

title: HTML/Fonts and colours


text:
User talk:Bduke

Bduke, my response today to your query on the computational chemistry introduction page:
 * My suggestion is work with the other science, computing, information technology and engineering areas to establish a Wikiversity Distributed Virtual Supercomputer.  Such a grid like beast should be developed to support large and small projects on some appropriate job scheduling algorythms.  Much potential research areas of interest to computer scientists, engineers and sociologists or business pychologists in running our own resources efficiently to keep most people somewhat satisfied.  Mirwin 17:45, 5 November 2006 (UTC)
 * p.s. If a person of your qualifications were to found a wikiversity.org team at a computational chemistry project and endorse the idea of a longterm project to build Wikiversity's distributed supercomputing resources it would give it quite a boost.

Hello BDuke, I am also a retired quantum chemist and I have begun to put my old molecular modelling and mathematics notes on wikibooks, it is accessible from the computational chemistry pages. I am thinking about a small educational modelling project involving modelling of wood, lignite and coal, initially just to get display pictures..... MartinY 11:38, 7 November 2006 (UTC)

 * Glad to see you over here. Just to say hi! :-) --HappyCamper 21:59, 14 November 2006 (UTC)

Hola! You should help me fight vandalism! -- drini 22:02, 14 November 2006 (UTC)

Hello this is Martin Grayson here - I tried to EMail you but without success. (E-mail addresses deleted as requested. --Bduke 23:03, 19 November 2006 (UTC)). Please delete this after you have read it, though the university EMails are now so infected with spam that it makes little difference who gets to know them.

Chemisty web stuff
I saw your note on the Sandbox Server page, and I was wondering how we could help. Please feel free to drop me a note on my User Talk:Historybuff page to discuss this. Thanks. Historybuff 16:09, 30 June 2007 (UTC)

 * Apologies for the slow response, I've been doing off-wiki WV work. Do you ever drop into IRC, or is e-mail/talk pages the best way to chat? Historybuff 14:51, 23 July 2007 (UTC)
 * e-mail is probably the best way. I have e-mail authenticated here. Talk pages are OK, but sometimes it is a few days between me checking my watchlist here (as you see from this response!). --Bduke 00:22, 31 July 2007 (UTC)

Image deletion request
Hi, I deleted your image as requested, treating akin to a copyright violation (as you stated it is probably not PD). Thanks Historybuff 04:57, 1 February 2008 (UTC)
 * Thanks. It was just a mistake. The photo may be so old that it is in the PD. If I want to bring it back, I will research it properly. --Bduke 09:49, 1 February 2008 (UTC)

Mentorship, etc.
Hi Bduke. I (and a couple others) are hoping to address the mentorship issues once we're settled on the structure of the debate. Personally I'd rather not see it chucked entirely, but I don't think we should start any new mentorships until we have that discussion. We badly need fresh opinions and approaches, so please consider chipping in rather than waiting for the more entrenched among us to leave the trenches (it's a bit of a chicken and egg problem). --SB_Johnny talk 12:49, 13 February 2011 (UTC)

Regarding en:WP block of Thekohser
Bduke, you made a comment here that strikes me as antagonistic. Could you please spell out for me which specific policies and guidelines User:Thekohser did not follow on the English Wikipedia to earn a block there? I have found that most people are ill-informed about the actual political reasons why that account was blocked (and unblocked, and reblocked, and banned, and unbanned, and rebanned, etc.). --Thekohser 14:14, 20 September 2011 (UTC)
 * No, I am not going to argue it out here. You were well and truly blocked on wikipedia, and I would not support you here as a custodian. --Bduke 12:12, 22 September 2011 (UTC)
 * I will thus interpret your refusal to support your claim as an absence of any evidence to support your claim. Thank you. -- Thekohser 17:28, 14 November 2011 (UTC)

Abd's nomination for full custodianship
Discussion re-opened on this nomination, November 16. You commented in the original discussion, but have not commented in the current one, which might close on November 21. The current discussion is at Candidates for Custodianship/Abd (full custodian). --Abd 20:28, 20 November 2011 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Orb1.gif

MaintenanceBot (discuss • contribs) 15:19, 16 April 2016 (UTC)

title: User talk:Bduke


text:
User talk:Nicorivas~enwikiversity

Your account will be renamed
Hello,

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

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title: User talk:Nicorivas~enwikiversity


text: User talk:Electrokid

title: User talk:Electrokid


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Template:HTMLfooter

This template is for the bottom of pages in Category:HTML to aid in navigation between them.

Usage
It will only link to a page that exists, so if there is no next page, set that parameter to "(none)" or something, and it wont put a link there.

title: Template:HTMLfooter


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Strategic simulations

Part of Strategic Studies

Introduction
The Strategic Simulations page contains a number of games, each one with a particular learning objective.

Complete

 * Mercantilism: A simulation of proxy competition between Superpowers through economics.
 * Cold War: A Mercantilism variant with combat, for the illustration of proxy war in the Cold War Era.

 * Forbidden Kingdom: A simulation of Chinese Communist Party decision making.

Incomplete (help the author complete them!)

 * Liberal Diplomacy (variant of Diplomacy): What would Diplomacy be like if Liberal IR theorists had invented it?

Links to Other Simulations
It is recommended that these links only contain games that are available free and online. This means that the link should include rules, illustrations of pieces, and boards. If it is a computer game, it should at least be shareware, if not freeware.

Diplomacy
Diplomacy is a strategic game that has stood the test of time. It is not only popular amongst gamers, but is used as a project in Strategic Studies classes at some institutions. Play is available online.
 * Diplomacy Archive - Contains lots of information on how to play, variants, rules, maps.
 * Diplomacy (board game) - Wikipedia link.

Dune
Not to be scoffed as a piece of fan paraphernalia, Dune includes a strong Diplomatic component.
 * Dune - This site includes all rules and published variants.
 * Dune (board game) - Wikipedia link.

Lunar Boom Town
Free form learning simulation. Budding venture team members of all ages with a bent towards R&E&D&I (research,exploitation,development,investment) can practice synergistic free form collaboration with and on each other while creating and managing transparent engineering data sets. Data products are expected under a variety of licensing modes. Legal integration and distribution is one of the targeted key skillsets. We are developing the guidelines at Lunar Boom Town. Safe fair play is expected at all times to the extent feasible. Peer enforcement is under development. When in doubt seek assistance via concensus with other participants. Mirwin 14:17, 25 November 2007 (UTC)

Active Contributors

 * dnjkirk
 * mirwin

Rule and Strategic Game Development Resources

 * The Journal of Boardgame Design - an intelligent look at game development from a long-time game afficionado.
 * Mike Doyle's Art Play - a look at artistic design in games and their pieces

title: Strategic simulations


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Introduction to psychology/Definition and History

Definition and Purpose
Psychology is the scientific study of behavior and cognitive processes. The purpose of psychology is to describe thinking and behavior and look at the relationships between them and try to explain the causes for them. When a psychologist describes behavior or thought he does so to understand, predict, modify, or improve.
 * 1) Understanding and Prediction: Occur when psychologist anticipates events, either in a natural situation or a contrived one
 * 2) Modification and Improvement: Occurs when the psychologist manipulates the situation and observes an expected result

Areas of Study

 * Humans and Animals: Psychology being the study of behavior and cognitive processes also includes studying animals. Most of the time animals are studied if it is unethical, the study would take to long, or cost prohibitive to study humans.

 * Hereditary and Environmental: Studying the influence of the environment, what the people learn from their sorroundings, and hereditary, what people know when they are born.

 * Conscious and Unconscious: Behavior is often the product of a conscious choice. Some behaviors, however, may result from motives that are below a level of awareness.  Many theorists refer to these motives as unconscious.  Both conscious and unconscious motives may lead to responses, and psychology therefore studies them both.  Frued was a pioneer of this field.

 * Normal and Abnormal: Normal psychology studies normal behavior and cognition. Abnormal studies people with mental-illnesses, though it is hard to define what constitutes a mental-illness.

 * Age Range: Because behavior depends on hereditary charactaristicsas well as things learned throughout life psychologists are interested in with individuals from conception until death.

 * Theory or Applied: Theoretical is learning more about psychology, and applied is the use of psychology to fix a certain problem.

History
The usual date selected for the begining of psychology is 1879, when Wilhelm Wundt (1832-1920) Started a formal psychology research laboratory at the University of Leipzig, Germany. Psychology has been around since antiquity, some say that the Kama Sutra speaks of psychology. Other studies preceded psychology that are either concerned with the same subject, just go about a different method of solving their problem, or contributed to the method of solving the problem. These include philosophy, the natural sciences, and medicine.

 * Philosophy: Wanted to solve the same hypotheses but didn't use the same method as psychology

 * The Sciences: Physics, chemistry, biology, and phisiology were all important contributers to the methods that are used by psychologists. Chemistry offers new drugs to treat behavioral problems, while the biological theory of evolution gave strong support for comparative psychology.  Biology also offers much information on genetics, heredity, and physiological structures and processes which have been used by psychologists in considering the effects of these factors on behavior and thought processes.

 * Medicine: In the 1800s people who exibited behavioral problems where thought to be possesed by the devil. In the early 1880s, medical interest brought the treatment for physical illnesses that were thought to cause abnormal patterns of behavior or thingking.  By the late 1880s the abnormal patterns were classified as mental illnesses, and treatment changed accordingly.  This led to the development of what is now called psychiatry, and had important effects on psychology.

The Early Development of Psychology
Early psychology was a period of systems of psychology. They were attempts to explain all behavior by using a single set of principles. Although none continues to be of major importance, all contributed significantly to modern psychology.

 * Structuralism
 * Functionalism
 * Behaviorism
 * Gestalt Psychology
 * Psychodynamic Psychology

Current Outlooks in Psychology
Attempts to explain all behavior by reference to only one systematic position have been abondened. The modern trend is to limit areas of study to particular aspects of behavior. These areas are called specialties and can be grouped into several broad approaches to the study of behavior.

Different perspectives
Many psychologists take an eclectic position.

 * Psychodynamic: Emphasizes unconscious drives and the resolution of conflicts.
 * Behavioral: Emphases the acquisition and alteration of observable responses.
 * Humanistic: Achieve or maximize human potential, also called self-actualization.
 * Biological: Based on physiological explanations of behavior. Close to neuroscience.
 * Evolutionary: Is based on genes, evolution and natural selection.

Some more recent perspectives are:
 * Cognitive: This examines internal mental processes such as problem solving, memory, and language.
 * Sociocultural: Compares idfferent ethnic or cultural groups.

Fields of Psychology
The hundreds of specialties in psychology are usually grouped into one of the following fields.

Applied Psychology

 * Clinical and Counseling Psychology: Over half of all psychologists work in this field. Clinical psychologists are more likely to treat or conduct research into the causes of abnormal behaviors, while counseling psychologists more often work with mild social or emotional problems.  Typically people seeking the help of a counselor are not classified as abnormal or mentally ill.
 * Educational and School Psychology: Educational psychologists are concerned with the use of psycholgy to increase the effectiveness of the learning esperience, including facilities, curricula, teaching techniques, and student problems. A school psychologist assess, counsel or guide students who have emotional or academic problems.
 * Industrial/Organizational PsychologyIndustrial and organizational psychology (also known as I/O psychology, work psychology, occupational psychology, or personnel psychology) is the study of the behavior of people in the workplace. Industrial and organizational psychology applies psychological knowledge and methods to aid workers and organizations. I/O psychologists who work for an organization are most likely to work in the HR (human resources) department.
 * Consumer Psychology:Consumer behaviour is the study of how people buy, what they buy, when they buy and why they buy.
 * Engineering Psychology: See link
 * Forensic Psychology: Forensic psychology is the application of psychological priniciples and knowledge to various legal activities involving child custody disputes, child abuse of an emotional, physical and sexual nature, assessing one's personal capacity to manage one's affairs, matters of competency to stand trial, criminal responsibility & personal injury and advising judges in matters relating to sentencing regarding various mitigants and the actuarial assessment of future risk.
 * Sport Psychology: Sport psychology is a specialization within psychology that seeks to understand psychological/mental factors that affect performance in sports, physical activity and exercise and apply these to enhance individual and team performance.
 * Environmental Psychology: Environmental psychology is an interdisciplinary field focused on the interplay between humans and their surroundings. Areas of study include pollution effects, recycling efforts, and the study of stress generated by different physical settings.

Scientific Investigations in Psychology
Certian areas in psychology use scientific investigations primarily to explore fundamental questions of behavior or cognition. The experimental psychologists may study processes such as sensation, perception, learning, motivation, and memory, as well as the neurological or biological bases of these processes. Experimental studies are usually cunducted using the special approaches of the scientific method. Both human and animal subjects have been used in the wide variety of problems that have been investigated. Many studies look at the principles of behavior, without regard to practical application.

 * Cognitive Psychology: Cognitive psychology is the school of psychology that examines internal mental processes such as problem solving, memory, and language.
 * Developmental psychology: Developmental psychology, also known as Human Development, is the scientific study of progressive psychological changes that occur in human beings as they age. Originally concerned with infants and children, and later other periods of great change such as adolescence and aging, it now encompasses the entire life span. This field examines change across a broad range of topics including motor skills and other psycho-physiological processes, problem solving abilities, conceptual understanding, acquisition of language, moral understanding, and identity formation.
 * Social Psychology: Social psychology is the study of how individuals perceive, influence, and relate to others. According to Gordon Allport's classic definition, social psychology is an attempt to understand and explain how the thought, feeling, and behavior of individuals is influenced by the actual, imagined, or implied presence of others. By imagined or implied presence, Allport suggests that the effects of social influence are felt even when there are no other people about.

Lecture_two:_Methodology_and_Statistics


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Mercantilism (strategic simulation)

Part of The School of Strategic Studies>Strategic Simulations Project

Object
The two large groups are considered “Superpowers” and are competing against each other for victory. The Superpowers win by having the most “satellites” on their side throughout the game. Being voted for by Satellites gives them points. The individual players play for points that are sold or given to them by superpowers.

Pieces
No pieces are really required for this game, a piece of paper or blackboard would suffice. However, for those who like pieces, the following are necessary:
 * Resource Cards or Tokens (Sporks, Cheese, and Pants)
 * Point Cards (1, 3, 5, 7, 10 point increments)
 * Scorecards
 * A Board is not necessary, but a simple ledger can be drawn of all the Satellites, their names, and their products. For those who feel a board is essential, one can be drawn.

Teams
Two teams of multiple players are formed. These two teams are called the SUPERPOWERS, and should have an equal number of players on each. All other players play for themselves. These are called the SATELLITES. Alternatively, in especially huge games, Satellites can comprise two players. Teams choose names for themselves for ease in identification.

Choosing Teams
In the ideal game, a class size of 10 is supposed. The two Superpowers, in this case, would each have two players, and there would be six Satellites. More or less players should be assigned by dividing the group by five. Two groups become Superpowers, and the rest become Satellites. Alternatively, consult this chart for a more even distribution: (bolded numbers represent the most even games)

The Purpose behind having more players on a Superpower team is that the Superpowers require more negotiators in the bargaining round to talk to all the satellites. Note that in most even games, the number of negotiators on any one superpower team should not be over half of the number of satellites.

Game Mechanic
Satellites produce any of three basic types of resource. Those resources are CHEESE, SPORKS, and PANTS. Each Satellite produces two different kinds of resources. These are assigned to each player before play begins. Superpowers only produce points cards. Points cards come in one of five varieties: 1 point, 3 points, 5 points, 7 points, and 10 points. They do this by buying resources from Satellites, and converting them into points. Superpowers each begin with 20 dollars.

How to Play
There are three parts to each turn.

1) Primary Resource Phase
 * a) Bargaining Round (5 minutes)
 * b) Trading Round

2) Secondary Resource Phase
 * a) Bargaining Round
 * b) Trading Round

3) Voting Phase

Primary Resource Phase
In the Primary Resource Phase, give each Satellite player a Spork, Pants, or Cheese as determined by their production. What a Satellite produces is set from the start of the game and never changes. For five minutes, there is a Bargaining Round, during which the Superpowers may discuss with the Satellites about how much money they will offer for each of the Satellites’ products. Once five minutes is up, the Trading Round begins, and deals are made (or broken) with all players around the table, openly and visibly. Any agreement you make does not have to be honoured. However, when a transaction is finished, there is no going back. Satellites can horde resources if they wish. Money may only change hands during the Trading Round.

Bargaining Round
How this period works is simple. For five minutes, the Superpowers go around to negotiate with Satellites. Satellites can negotiate with each other, and they can even make deals with one another. Anyone can talk to anyone. At this period of the game, it’s important for the Superpowers to understand what kind of strategy they intend to follow. Will they give each member of their team a certain amount of cash and allow them to bargain autonomously? Will they try to find the best deals independently and then try to frustrate the negotiations of the other superpower? Will they try to carve out a region, or spread themselves wide? Will they negotiate with everyone, or just a few? Satellites also have to make strategic decisions. Will they cooperate or compete with other Satellites? Will they try to form a trading bloc and control the supply of their resources? Will a Satellite buy up the resources of other Satellites to create scarcity? All these decisions must be made in the short negotiating time allotted. The negotiating time can be extended if the group is large, or if the game is to be played out over many days. Five minutes is not an absolute value.

Trading Round
The procedure for making deals during the Trading Round is quite straightforward. It is most useful if the players can all sit at one table, preferably with the Superpowers at each end and the Satellites at the sides. Each Satellite in turn makes one offer and one offer only for each of their resources. If they have resources left over from last round, they may make offers for those, too. The formula for making an offer is “resource, price, buyer.” For example, “I offer one Cheese at two dollars to Superpower A.” Offers may be made in any way, so a Satellite can say “I offer one Cheese and one Spork at five dollars to Satellite C.” The buyer may then accept or reject the offer. Since offers are made after negotiation, it is normal that Satellites will honour the bargains made beforehand – but they don’t have to. A person who, during the Bargaining Round agreed to sell one Spork to Superpower A does not have to do so. Maybe Superpower B came around after Superpower A and made a better offer. Perhaps other Satellites convinced the Satellite to join a trading bloc and horde resources. If a deal is rejected, that resource (or those resources) will not be sold this turn. If the Satellite has another resource that has not yet been offered, the Satellite may offer that resource, but no resource may be offered twice in the same Trading Round. A Satellite may refuse to sell anything if the Satellite so wishes, and pass to the next Satellite.

Secondary Resource Phase
In the Secondary Resource Phase, Superpowers trade their resources for points cards as follows: For every point a Superpower produces, they get two dollars at the start of the next turn. The Secondary Resource Phase is then just like the first, only in the Bargaining Round, Superpowers offer to sell (or give!) their points cards to the Satellites. In the Trading Round, there is one difference: the points values on the cards being sold are not revealed. The Superpower simply says “I offer one card at the price of one dollar to Satellite A.” Whether the Satellite got a 10-point card or a 1-point card is known only to the Superpower and the Satellite. Remember, Satellites can ONLY win through accumulation of points, dollars don’t matter to them at all in the endgame. At the end of the Phase, just like the first, the deals are done and finalized. Superpowers are allowed to keep points cards that don’t sell (or that they don’t want to sell).
 * One resource: one point card
 * Two different resources: three point card
 * Two of a kind: five point card
 * Three different resources: seven point card
 * Three of a kind: ten point card

Voting Phase
In the Voting Phase, Satellites MUST vote for which Superpower they prefer. There can be no neutrals or abstainers. The criteria for picking the favoured Superpower can be as intelligent as choosing whose economic strategy fits best with one’s own, or a simple as who has the best shoes. Each in turn must declare the Superpower that they like best. Record the number of votes each Superpower gets each turn on a score sheet. In the early phases of the game it allows the Superpowers to see who is in whose good books, and alter their strategies accordingly.

In a large class, Neutrals could be allowed to spice up game play.

Endgame
At the end of the game, the Satellite with the most points is declared winner of the Satellites. The Superpower with more votes is the winner of the Superpowers. In order to have a singular winner, add up the final points of all the Satellites. Divide this number by the number of Satellites. Divide this number by the number of turns played in the game. This number is the relative “value” of a vote throughout the game. Therefore, for each Superpower, multiply the number of votes by the “value” of the votes, and compare their scores to the scores of the Satellites. The player(s) with the highest points total is (are) the overall winner(s).

title: Mercantilism (strategic simulation)


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Strategic Studies/Universal Operational Simulation

Part of Strategic Studies

Introduction
The Operational Simulations page contains a number of games, as well as the proposed Universal Operational Simulation, and the discussion on theory and how its rules should be developed.

The Universal Operational Simulation

 * /Universal Operational Simulation/: A discussion of the fundamental primciples that should be observed in the Operational Simulation.
 * Universal Operational Simulation: Rules: The raw rules of the Operational Simulation.

Active Contributors

 * dnjkirk

Rule and Strategic Game Development Resources

 * The Journal of Boardgame Design - an intelligent look at game development from a long-time game afficionado.
 * Mike Doyle's Art Play - a look at artistic design in games and their pieces


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Strategic Studies/Universal Tactical Simulation

Part of Strategic Studies

Introduction
The Tactical Simulations page contains a number of games, as well as the proposed Universal Tactical Simulation, and the discussion on theory and how its rules should be developed.

The Universal Tactical Simulation

 * /Universal Tactical Simulation/: A discussion of the fundamental principles that should be observed in the Tactical Simulation.
 * Universal Tactical Simulation: Rules: The raw rules of the Tactical Simulation.

Other User-Developed Simulations

 * /Landsknecht/ - A simple tactical wargame that can be played (of all places) on a chessboard. Introduces ideas of morale, frontage, flanking, and set-piece battle in the early Renaissance/Late Middle Ages.

Links to Other Extant Simulations

 * Mark IV is an open source 3D Battlefield vehicle simulation, currently being developed.

Active Contributors

 * dnjkirk

Rule and Strategic Game Development Resources

 * The Journal of Boardgame Design - an intelligent look at game development from a long-time game afficionado.
 * Mike Doyle's Art Play - a look at artistic design in games and their pieces


text: File:Spannerlogo.jpg

title: File:Spannerlogo.jpg


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User:Dream mind/Gears

Gears are toothed wheels which are used to transmit motion or power to other gears or toothed parts by meshing without any slip.When two gears are meshed together the smaller gear is called a pinion and the bigger one is called a gear irrespective of which is driving the other.

When pinion is the driver, it results in step down drive in which the output speed decreases and the torque increases. On the other hand, when the gear is the driver, it results in step up drive in which the output speed increases and the torque decreases

History
Types

Gear tooth system Its very necessary to study gear tooth system when designing a gear.A gear tooth system is defined by its unique tooth proportions,pressure angles etc.

Law of gearing
Before we take a look at the actual gearing systems let us see what is the fundamental law that governs the gearing system.The law of gearing states that the angular velocity ratio of all gears of a meshed gear system must remain constant i.e if $$\omega\ _1$$ and $$\omega\ _2$$ are the angular velocities and $$D_1$$ and $$D_2$$ are the diameters of two gears meshed together then $${\omega _1\over \omega _2}={D_1\over D_2}$$

Gear profiles
Gear profiles should satisfy the law of gearing.

The profiles best suited for this law are:

 * 1) Involute
 * 2) Cyloidal
 * 3) Circular arc or Novikov

Gear Nomenclature
Various nomenclatures related to a gear are sown in the figure

 * Let us consider a spur gear and define the following terms-
 * Pitch circle:It is defined as the circle having radius as the mean of the maximum radius(to the tip of the gear teeth) to the radius of the base of a gear teeth.
 * Addendum:It is the distance between the top of a gear teeth and the pitch circle.
 * Dedendum:It is defined as the distance between the pitch circle and the root of a teeth.
 * Flank:It is the face of a gear teeth which comes in contact with the teeth of another gear.So,a flank is an important part of a gear.
 * Fillet:Fillets in the root regiion are of less important since they don't actually come in contact with other gear tooth.
 * Circular pitch:Circular pitch is the sum of width of a teeth and a space betweent the tooth of a gear.Circular pitch is an important parameter as it indicates the size of the tooth of a gear.If $$P_c$$is the circular pitch,Z is the number of teeth on a gear and D is the pitch diameter then,$$P_c={\pi D\over Z}$$

So the size of a teeth is given by $$m={D\over Z}$$ where m is the unit of size called module.And hence for two meshed gears we must have the same size of tooth,then we can have the following relations, $$m={D_1\over Z_1}={D_2\over Z_2}={P_c\over \pi}$$---(1)

In case of a rack the diameter and the number of tooth tend to infinity but still the module remain finite.
 * Cuircular thickness or tooth thickness: It is the thickness of the tooth measured on the pitch circle.It should be noted that this thickness is measured as the arc along the pitch circle and should not be taken as the displacement
 * Diametrical Pitch: It is defined as the number of tooth per inch of the diameter of the pitch circle of a gear.It is incicated by the letter P.Therefore, $$P={Z\over D}$$---(2)

So using equation (1) and (2), we can have $$P_c P= \pi$$

title: User:Dream mind/Gears


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User:Snorky~enwikiversity

de:User:Snorky

title: User:Snorky~enwikiversity


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Filmmaking Basics/Thumbnail Storyboard/Step by Step/c

Excellent Decision!
You have decided to start the movie with this frame:

$$\Rightarrow$$ Fade In $$\Rightarrow$$

The Script
EXTERIOR - The local movie theater - NIGHT

 * Now Show The Poster
 * You decided that the first shot is of the poster which also includes the introductory music for the poster. You can hold this shot while the music plays or you can dolly in while the music plays.  If you just hold the shot, then decide which is your next shot.

Next Frame?

 * Option A
 * You can then dolly in to show the poster.

 * Option B
 * You can cut to the Young Person and the Old Person.

 * Option C
 * You can cut to the Young Person.

 * Option D
 * You can cut to a side view the Young Person and the Old Person.

 * Option E
 * You can cut to a side view the Young Person and the Old Person.

Now Decide!

 * Select either option A or B or C or D or E?

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


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Filmmaking Basics/Thumbnail Storyboard/Step by Step/d

Excellent Decision!
You have decided to start the movie with this frame:

$$\Rightarrow$$ Fade In $$\Rightarrow$$

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

 * Now Show The Poster
 * Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

Next Frame?

 * Option A
 * You can then cut to the poster.

 * Option B
 * You can cut to the poster over the shoulder of the Young Person and the Old Person.

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/e

Excellent Decision!
You have decided to start the movie with this frame:

$$\Rightarrow$$ Fade In $$\Rightarrow$$

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

 * Now Show The Poster
 * Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

Next Frame?

 * Option A
 * You can then cut to the poster.

 * Option B
 * You can cut to the poster over the shoulder of the Young Person and the Old Person.

 * Option c
 * You can dolly out to the Young Person and the Old Person.

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/f

Excellent Decision!
You have decided to start the movie with this frame:

$$\Rightarrow$$ Fade In $$\Rightarrow$$

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

 * Now Show The Poster
 * Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

Next Frame?

 * Option A
 * You can then cut to the poster.

 * Option B
 * You can cut to the poster over the shoulder of the Young Person and the Old Person.

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aac

Excellent Decision!
Now the first three frames are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Cut To $$\Rightarrow$$    $$\Rightarrow$$ Dolly To $$\Rightarrow$$   $$\Rightarrow$$  $$\Rightarrow$$

Special Note:
You did NOT cross the line!!! You did not dolly out and so you did NOT cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie.

The Script
EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

(5) Young Person: "How can anyone be seduced by the Dark Side?"

Next Frame?

 * Option A
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option B
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

 * Option C
 * The Young Person says, "How can anyone be seduced by the Dark Side?"

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/fa

Excellent Decision!
Now the first two frames are:

$$\Rightarrow$$ Fade In $$\Rightarrow$$  $$\Rightarrow$$ Cut To  $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

Next Frame?

 * Option A
 * You can dolly dolly back (out) to show the back side of the Young Person and the Old Person while the theme of Star Wars plays.

 * Option B
 * After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person and the Old Person.

 * Option C
 * After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person.

Now Decide!

 * Select either option A or B or C

 * If you change your mind, you can go back to the previous page

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].