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Wikiversity talk:Course titles

This is the discussion page for the Course Names and Course Numbers of the Wikiversity. Please discuss everything necessary! Gabriel Spiro 05:53, 12 December 2006 (UTC)
 * Wikiversity is not limited to college-level or traditional content. It includes group discussions, research projects, etc., and course materials that could range from pre-school to post-graduate levels.  If any numbering system is going to be Wikiversity-wide, it would have to take all of this into account.  It may be extraordinarily difficult to convince all of the different Schools to adopt a uniform numbering system, however, and things get much more complicated by the existance of cross-subject studies.  The Jade Knight 11:25, 21 January 2007 (UTC)

 * I can't follow this policy at all. I don't understand which phrases are meant to be the course names and which are descriptions of the course. How does the course number indicate Russia, are there codes for countries? How does this relate to the actual page name of a lesson? I'm new here and this is just confusing. Are there any concrete examples out there based on this policy that I could use as a template? Jonathan Webley 17:53, 15 April 2007 (UTC)

 * The examples in this page are confusing as they include numbers as codes and also as dates (eg. 1917 is the year of the Russian revolution, rather than a code for this material). I think it is always better to be descriptive, rather than codify page titles - hence, use "Introduction to Klingon", as opposed to "Klingon 101". I also agree in that I don't think this policy page is particularly useful. Cormaggio talk 18:33, 15 April 2007 (UTC)

I believe this idea has some merit, at least from a hierarchical standpoint. Personally, I feel that the segregation of studies is counter-productive to actual learning. However, for the purposes of navigation throughout the wiki, the idea seems useful. The addition of an alphabetic prefix denoting the general subject may help differentiate the subject from the course level, and the incorporation of the unused "0" course level to designate pre-college level classes. for example:

pre-college level mathematics

MAT 0100 - MAT 0900

college level mathematics

MAT 1000 - MAT 9000 Peter D.talk 19:26, 5 June 2007 (UTC)

 * Pre-college level mathematics includes 12 years worth of mathematics! Are you going to lump it all in one number?  The Jade Knight 05:00, 10 July 2007 (UTC)
 * I think Peter means that there could be several pre-college courses: MAT0100, MAT0200, MAT0300, etc. I can see problems with deciding what counts as pre-college. In my part of the world a college could be a school or it could be a university or something in between. Jonathan Webley 13:12, 10 July 2007 (UTC)
 * I don't think that Peter is trying to lump 12 years into one big number, those who are going to use this site will be of reading levels and unless they don't teach math along with english, then we must assume they have some math foundations. However, there can be classes that are not just 0900 level, that could be the Algebra section and there might be three classes under that title (0901, 0950, 0999). Therefore, instead of just a couple of classes, there is 999 possible classes. Just a thought. The G 17:10, 11 July 2007 (UTC)
 * Yes, I know, but why is the current scheme so time-disproportionate? The Jade Knight 16:58, 20 July 2007 (UTC)
 * I say we drop all numbering systems discussed in this portion and create something more usable as being discussed below in the "Class Structuring Proposal" section. The G 17:37, 20 July 2007 (UTC)
 * Support The Jade Knight 04:41, 3 September 2008 (UTC)

title: Wikiversity talk:Course titles


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Narrative dialog editing/Follow Dave:Disk Contents

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" Contents of "Follow Dave?" Editing Workshop CD disk
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |
 * style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Getting started - Quick overview

 * Watch the educational movie
 * Start by watching the movie called "Start Here". This movie is slow for the first two minutes.  Then it gets more interesting.  The movie explains the entire processes of editing a conversation for a dramatic scene in just 11 minutes.

 * This movie is designed for high school students so it can be a bit obnoxious.

 * Watch me second
 * Then immediately watch the movies in the folder called, "Watch me second". These movie violate the rules you just learned.

 * Particularly, watch the movie with the musical film score. Notice the huge gaps between the dialog which are filled by music or by sound effects. All three of these movies are long edits of the scene.  Without music or sound effects, these extra gaps would be ridiculously long.

 * There are no gaps in the dialog of the dailies, right? So where did the gaps come from?  Hum!!!

 * Skim the editing instructions.
 * Skim through the instructions for editing the movie. These instructions are step-by-step editing instructions which go through the entire edit of the scene.

 * Convert the dailies
 * Finally, look at the film dailies which is the actual raw film footage for the scene. Depending on your editing program, you must convert the dailies into the format that your editing program prefers.

 * Edit the scene
 * Edit the scene. If you have problems, @undefined

 * style="width: 45%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" |

Edit the scene

 * Even though this scene is long and not very interesting, there are lots of instuctions. Therefore, it is a good to edit the scene for two reason:

 * 1. Looking at all the decisions for editing a conversation is good practice.  Because there are instructions (a PDF file), this is not overly difficult.

Submit your completed edit

 * When you are ready for the next disk
 * To submit your edit for this scene, burn it onto a CD-R or DVD-R disk. Then mail the disk to me when you return the copy of the "Follow Dave" disk.  For my complete USPS mailing address, email me directly.

 * The next disk is a DVD-Data disk containing 24 unedited scenes. Once you have sent me the edit of the scene called "Follow Dave?", I will send you the next disk.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

"Follow Dave?" Editing Workshop CD
The "Follow Dave?" Editing Workshop disk from the Star Movie Shop is the best way to get started learning about film editing for motion pictures and television dramas.

The "Start Here" movie

 * Animated and educational
 * The most important element of the "Follow Dave?" Editing Workshop disk from the Star Movie Shop is the "Start Here" movie which explains the entire process of dialog editing for a dramatic scene.

 * This MPEG-1 movie is only 11 minute long so it is very short. The first two minutes are spent looking at one of the master shots of the film dailies so that you understand the story. Then the Start Here movie picks up speed and explains all the steps of editing narrative dialog from scripted dramas:
 * Editing to get the best dialog
 * Locking the audio and rolling the picture edits to get the best visual transition
 * Adding cut away shots (or in this case, it might be called a "cut-in shot".)
 * Replace dialog (which is rarely done but, in this movie, dialog replacement is the ideal way to improve the dialog in one tiny spot.)
 * Add music to enhance the mood of the scene.
 * Add sound effects to explain what is happening off screen.

Animated example of film editing

 * Educational but fun
 * This animated movie is fun to watch. It has its own film score and no talking heads.  You will not fall asleep watching this movie.

 * Above, you see the timeline of an editing program. As the clips are selected, you see them placed into the timeline.  Later sound effects and music are added visually.  Therefore, this is a very good way to for you to visualize the entire process of film editing and film scoring.

 * Just six film clips
 * This scene (scene 17) has just six film clips or film dailies. So even though the scene is long, it can be edited easily in just a few hours.  The most time is spent making decisions and adding the musical score.  Complete written instructions (pdf) are included on the disk.

 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

GNU Open Source Documents
All of the document files on this disk are covered by a GNU Open Source License. You can share the documents with your friends.

History
The "Follow Dave?" Editing Workshop CD is the first editing workshop created by Star Movie Shop. This CD-ROM appears to have been developed about ten years ago so the content works on very old computer. Even though the movie images are only half size and the video quality is very poor, the disk is very educational, specially since none of the other disks from the Star Movie Shop have written instructions.

Pictorial Storyboard
Print this pdf file before you start. It will help you follow along with the story.

The "Star Here" movie
This is an educational animated MPG movie so it should play on Windows computers, Mac computers and Linux computers. This should play on all computers manufactured in the last ten years.

The Film Dailies
The original film dailies came from a promotional tape released by the production company as a publicity stunt. The quality is extremely poor so you cannot use this for your demo reel.

Also, because the size of the only 320 by 240 pixels, few editing programs can edit these clips. Only Final Cut Pro or Adobe Premiere can edit the dailies directly.

The editing instructions
Print this PDF file to see how to edit this scene.

The scoring instruction
Print this PDF file to see how to create the film score for this movie.

The film dailies
The film dailies are ready for editing with any QuickTime enabled editing program which can edit clips that are 320 by 240 at 24 frames per second.

 * style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Publicity
An editing workshop disk is good publicity for a motion picture. Generate this kind of publicity for your motion picture by creating your own editing workshop disk.

So when you complete your motion picture, remember the "Follow Dave?" Editing Workshop disk. This disk will be used by film schools for the next 50 years (which is how long the "Gunsmoke" footage was used.)

That is a lot of publicity for your movie.
 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * The next page looks at the film dailies on the "Follow Dave?" Editing Workshop CD.
 * Page 2 - Analyze the dailies [[Image:Crystal Clear action forward.png|24px]]

 * }

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


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User talk:RacheRay

Hi, RacheRay, Welcome. Let me know a bit about you, please. --Ian Kennedy 06:34, 12 December 2006 (UTC)

title: User talk:RacheRay


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User:MichaelBillington/proxyspam

{ { openproxy}}

title: User:MichaelBillington/proxyspam


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Template:Openproxy

Usage: {{openproxy|host=proxy.example.com (optional)}}

This template adds pages to Category:Open proxies blocked on Wikiversity

title: Template:Openproxy


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User:MichaelBillington/monobook.js

// document.write('<'+'script type="text/javascript" src="' + 'http://en.wikiversity.org/w/index.php?title=User:MichaelBillington/ircform.js' + '&action=raw&ctype=text/javascript"><'+'/script>');

if(wgIsArticle) { addOnloadHook(function {		var tbs = document.getElementById('p-cactions').getElementsByTagName('ul')[0];		addlilink(tbs, "javascript:fix_links", "highlight", 'ca-taglinks', 'Highlight all links on this page that will activate a script when clicked.');	}); }

if(location.href.indexOf('action=edit') != -1 && location.href.indexOf('autotag=proxy') != -1) { addOnloadHook(function {               document.forms[0].wpTextbox1.value = "{" + "{subst:User:MichaelBillington/proxyspam}}";                document.forms[0].wpSummary.value = "Marking IP as open proxy";                document.forms[0].wpMinoredit.checked = true;                document.forms[0].wpWatchthis.checked = true;                document.forms[0].submit;	}); }

if(location.href.indexOf('autotag=submit') != -1) { addOnloadHook(function {               document.forms[0].submit;	}); }

if(location.href.indexOf('&action=success') != -1) { addOnloadHook(function {               location.href="about:blank";	}); }

function fix_links { var links = document.getElementById('bodyContent').getElementsByTagName('a'); for(var i=0; i<links.length; i++) { var link = links[i]; var cha = (link.href.indexOf('?') != -1) ? '&' : '?';		if(link.href.indexOf('autotag=') != -1) { link.style.color = "green"; link.onmouseup = function { this.style.color = 'orange'; }; }

} }

//parse paramName out of query string //stolen from Lupin's popups function _GET(paramName) { var cmdRe=RegExp('[&?]'+paramName+'=([^&]*)'); var h=document.location; var m; if (m=cmdRe.exec(h)) { try { return unescape(m[1]); } catch (someError) {} } return null; }; //

//   --- ADD VARIOUS LINKS function addToolboxLink(url, name, id){ var tb = document.getElementById('p-tb').getElementsByTagName('ul')[0]; addlilink(tb, url, name, id); } // function addTopLink(url, name, id){ var personal = document.getElementById('p-personal').getElementsByTagName('ul')[0]; addlilink(personal, url, name, id); } // function addNavLink(url, name, id){ var navigation = document.getElementById('p-navigation').getElementsByTagName('ul')[0]; addlilink(navigation, url, name, id); } //

function addTab(url, name, id, title, key){ var tabs = document.getElementById('p-cactions').getElementsByTagName('ul')[0]; return addlilink(tabs, url, name, id, title, key); }

//

//     -- MORE MAJOR LINKAGE - function addLink(where, url, name, id, title, key, after){ //* where is the id of the toolbar where the button should be added; //  i.e. one of "p-cactions", "p-personal", "p-navigation", or "p-tb". //   //* url is the URL which will be called when the button is clicked. //  javascript: urls can be used to do more complex things. //   //* name is what will appear as the name of the button. //   //* id is the id of the button; it's best to define one. //  Use a prefix to make sure its unique. Optional. //   //* title is the tooltip title that gives a longer description //  of the button; if you define a accesskey, mention it here. Optional. //   //* key is the char you want for the accesskey. Optional. //   //* after is the id of the button you want to follow this one. Optional. //   var na = document.createElement('a'); na.href = url; na.appendChild(document.createTextNode(name)); var li = document.createElement('li'); if(id) li.id = id; li.appendChild(na); var tabs = document.getElementById(where).getElementsByTagName('ul')[0]; if(after) { tabs.insertBefore(li,document.getElementById(after)); } else { tabs.appendChild(li); }   if(id) { if(key && title) { ta[id] = [key, title]; } else if(key) { ta[id] = [key, '']; } else if(title) { ta[id] = ['', title];} }   // re-render the title and accesskeys from existing code in wikibits.js    akeytt; return li; } //

// - LINKAGE

function addlilink(tabs, url, name, id, title, key){ var na = document.createElement('a'); na.href = url; na.appendChild(document.createTextNode(name)); var li = document.createElement('li'); if(id) li.id = id; li.appendChild(na); tabs.appendChild(li); if(id) {       if(key && title) {           ta[id] = [key, title]; }       else if(key) {           ta[id] = [key, '']; }       else if(title) {           ta[id] = ['', title]; }   }    // re-render the title and accesskeys from existing code in wikibits.js    akeytt; return li; }

title: User:MichaelBillington/monobook.js


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Category:Open proxies blocked on Wikiversity

This category is to categorise open proxies that have been blocked indefinitely on wikiversity. Custodians may add to it by tagging an IP's talk page with openproxy and blocking the IP. To request that a custodian do this, post on WV:OP. __EXPECTUNUSEDCATEGORY__


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Talk:CisLunarFreighter/Scripts and case studies

What rating does this game need to be? Can it be M.. E? ??? (M would be more fun.) --Remi0o 10:35, 12 December 2006 (UTC)

 * I am not familar with this rating scale. I assume M means mature.  Since we have no way to verify or enforce age groups or maturity levels I would advocate content and gameplay appropriate for general audiences.   I was hoping to keep the violence down and within appropriate contexts.  For example.  The freighter's objective is to deliver cargo, not blow up as many other spacecraft or asteroids as possible.   There are plenty of other games around which address the violence and sexual cravings of players.  I have some ideas about introducing educational content by allowing various levels of loading to affecting the operation of the freighter sprite due to load balance and mass layout interacting with the thruster layout.  Obviously others may have other ideas .... so let's hear them!!  Mirwin 03:40, 18 January 2007 (UTC)


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Wikiversity talk:Open Proxies

Proxy blocking <-- how is this related to all of the manual blocking that is going on here at Wikiversity? How does all this relate to w:Wikipedia:Requests for adminship/TawkerbotTorA? --JWSchmidt 07:11, 6 January 2007 (UTC)

Online NMAP

 * Copied from m:Meta talk:WikiProject on open proxies:

Well, since no one else has offered, I went ahead and set one up. I've just finished configuring it for OP scanning (though I'm open to suggestions as to how to further fine-tune it), and I'm trying to keep it as utterly secure as possible. It will be running with root access; however, I've disabled loopback/localhost scans and every other dangerous exploit I could think of, and I'm going to be restricting access only to OP verified users of the MetaWikiProject and its sister projects. To request a password, please e-mail me. Details can be found here. I'll post this to enwiki too. AmiDaniel 00:51, 24 April 2007 (UTC)

Infinite blocking on IP addresses
See here for some discussion related to dealing with open proxies. Adambro 15:11, 25 March 2010 (UTC)

 * I wonder if individual wikimedia projects even need to do this any more. I would imagine since blocking open proxies is suppose to be a global policy that Meta admins would simply globally block open proxies. -- dark lama  15:15, 25 March 2010 (UTC)
 * Yes, I'm wondering about this.
 * My understanding is that the TorBlock will now block all Tor nodes so those don't need to be blocked locally any more. It is difficult to say how many of those IPs currently blocked are or were Tor nodes but I assume a good few are. In addition to Tor nodes, there will of course be other open proxies. However, seeing thousands of IPs blocked indefinitely gives me concerns about collateral damage. Some date back to 2006 and so it is likely many will no longer be used by open proxies.
 * As you note, in addition to the TorBlock extension, we now have global blocks and so that shrinks the number of open proxies we'll need to block locally even further.
 * I don't see an obvious way of dealing with this though. We could unblock all on the assumption that many will be inactive, block globally, or blocked by TorBlock, but it is difficult to judge how many open proxies we'd be unblocking in the process. Adambro 15:29, 25 March 2010 (UTC)

See also: Notices_for_custodians -- Jtneill - Talk - c 22:36, 25 March 2010 (UTC)

title: Wikiversity talk:Open Proxies


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Template:Unblock

User discussion pages are placed in Category:Requests for unblock.

title: Template:Unblock


text: Category:User talk header templates

title: Category:User talk header templates


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Category:Requests for unblock

Blocked users who use unblock are listed in this category.

title: Category:Requests for unblock


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User talk:ShannonPiersall

Welcome to Wikiversity! Hope you enjoy the place and stick around :-) --HappyCamper 15:48, 12 December 2006 (UTC)

title: User talk:ShannonPiersall


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Talk:Historical Introduction to Philosophy/Compatibilism

Please feel free to post all assigments here and any questions you may have. Thanks and have a great trip in reality!

To add an assignment or a discussion you must create an account and click 'edit' at the top of this page and then post whatever you have.

This is my first time in this discussion.... so let's see what happens. I am very much at peace with determinism, and I see the opportunity for free will comes when we affirm, freely, knowing that we can do otherwise, the determinism's ultimate power and ultimate say in our lives. This affirming or negation has great power in our lives.--Oxroxyox (talk) 19:53, 4 September 2012 (UTC)


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User talk:Teemu

Welcome to Wikiversity. --JWSchmidt 16:44, 12 December 2006 (UTC)

 * Are you Teemu Leinonen from the University of Helsinki, by any chance? In any case, welcome also! Cormaggio talk 16:56, 12 December 2006 (UTC)

 * Great to have you here, Teemu - I know you through your blog, but mainly through MobilEd - I'm also very excited to learn about how to evolve a system of learning like this (Wikiversity), and how we can best provide for the diverse range of people, activities and contexts we are set up to address. I hope to further this conversation with as many participants as possible, both as a participant of this project, and also as part of my PhD research. I'm keeping track of this through my own blog, as well as a personal wiki - much more to come.. :-) Cheers. Cormaggio talk 19:23, 15 December 2006 (UTC)

Skills, Knowledge, Competencies
I decided to go ahead and implement part of what you were saying... How about this?

http://en.wikiversity.org/wiki/Template:User_knowledge-agri-0

I'm still in the process of fleshing it out, but I figured I'd message you anyways. TheJF 00:38, 23 February 2007 (UTC)

Oh, to create a new "Knowledge" userbox is very simple, if you want to add a new level 0 knowledge for Foobar:

 * I'll try to make a better interface for it later, but for now, you can search for students of music for example, by going to "Category:Students of Music". You can also click on the links at the bottom of your user site, that say things like "User knowledge-musc-0" to see all the other students with that level of knowledge in that subject.

FLNW2
Looking forward to hearing from you FLNW2

Virtual Wikimania
Hi, Teemu. It indicates here that you may have interest and skill that would be valuable in developing Internet Audio and Video. Some of us are trying to get Wikiversity involved in producing a "Virtual Wikimania" from Taipei via a "Wikiversity kiosk" located at the main event. I thought you, in particular, might be interested in following along at Topic:Wikimania, Wikimania and Wikimania 2007. If you know of people, companies or groups that could help out, please let us know. It appears the main discussion will be at Talk:Wikimania 2007. Thanks in advance for your input! CQ 17:04, 22 April 2007 (UTC)

Mobile phone software
Hi Teemu, I've been meaning to contact you for a while, at the suggestion of User:Cormaggio. I'm working on some mobile phone software for downloading and running wikiversity quizzes. The next release (fairly soon) adds the ability to add questions offline and upload them back to the wiki. So there are areas of overlap with MobilEd, and I hope we can collaborate :) Cheers, --Joe Gittings 19:22, 13 August 2007 (UTC)

Error
Sorry to nitpick, but I just wanted to make you aware.... You have two userboxes reffering to your knowledge of history when you should have only one. --Luai lashire 21:55, 13 August 2007 (UTC)

Error fixed
Thank you User:Luai lashire - it's fixed now. --89.27.30.111 06:53, 20 November 2007 (UTC)

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (UTC)

blog + feed
Hello Hanz and Teemu would you please inform me why I can't find my name among the Wikiversity participants blogs. And please inform me how I can make my feed. thanks—Noura 16:57, 15 March 2008 (UTC)noura-raslan

Ecology of education
Greets Teemu Ive been chipping away at this on rethinking how education is constructed. http://en.wikiversity.org/wiki/Education_and_collaboration http://en.wikiversity.org/w/index.php?title=Schools_and_FLOSS/Australian_schools_and_FLOSS it might have some references which could be useful for your education/globalisation

[Lucychili?]

Open educational resources and globalization
Hi Teemu. Thank you for adding the resource Open educational resources and globalization. Do you think that now this event is over, you could add a summary or report of the event to Open educational resources and globalization so that those of us who could not attend could benefit from the ideas produced? Thanks. --McCormack 12:24, 4 August 2008 (UTC)

Invite To Human Legacy Course
Hello! I saw that you have a strong interest in history from your profile and different courses that you teach. Based on that, I just wanted to give you a small invite to a course that I made called the Human Legacy Course. This course is basically the broad subject of world history rolled up into one specific course. There is still a lot of work to be done on it, but students can enroll at anytime. If you have any questions regarding the course or anything at all, please do not hesitate to send me a message and I will get back to you as soon as possible. Thank you very much for your time and cooperation.--MrABlair23 14:41, 24 June 2010 (UTC)

Default editorial board images
Although I don't think there;'s great harm in having default images on WikiJournal_of_Humanities/Editorial_board, I think something lighter and in landscape aspect ratio would be less overwhelming. Otherwise the default images dominate over the images of editors. What do you reckon? T.Shafee(Evo﹠Evo)talk 23:43, 3 May 2019 (UTC)

 * Hi. The reason to add those images was just to improve the readability of the page. The layout was very broken and this was a way to fix it. Feel free to edit it, to replace the images or to take them away. Teemu (discuss • contribs) 17:51, 4 May 2019 (UTC)
 * Thanks,. I agree that having everything aligned is ideal if possible. After the CoC vote is done, I'll send an email around reminding people to upload their photos (ideally in portrait) if they've not already. T.Shafee(Evo﹠Evo)talk 09:53, 5 May 2019 (UTC)

title: User talk:Teemu


text: File:SpanishSymbols.png

title: File:SpanishSymbols.png


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Pineapple production

Pineapple comes from the tropics of South America, from the region which is nowadays covered by Brazil and Paraguay. Wild is not known in this region, but it grows there wilded. The distribution of pineapple is pantropical. It means that it is cultivated worldwide in tropics.

Taxonomy
Pineapple (Ananas comosus) Bromeliaceae Taxonomicaly pineaple belongs to the family Bromeliaceae. The most important species is Ananas comosus.

Common names
Due to its worldwide distribution, pineapple has several names:´
 * piña - Spanish
 * ananás - Portuguese
 * ananas - French

Morphology
The plant is a short herbaceous perennial with 30-80 trough-shaped and pointed leaves 30–100 cm long, surrounding a thick stem. This shape of the plant has to drive water onto the stem. This water might be absorbed by axil. The eary inflorescences has about 100-200 flowers. Flowers are spirally placed and each is supported by bracteas. Each flower consist of 3 calyxes, 3 bluish corollas, 6 fillaments and a carpel with tree parts of stigma. Inflorescense goes to bloom about 3 weeks and it blooms from down to up. Pineapples are autosterile and fruits are developed partenocarpicly. From these inflorescenses aggregate fruits are developed. They weights from 0.3-4 kg. If the plants flowers hits pollens, seeds may develop.

Uses
Uses of Ananas comosus:
 * fruit - source of vitamin B1 and bromelin

Cultivars
Ananas comosus as one of the most cultivated crop worldwide has several cultivars and other subspecies taxa. Here they are pomologicaly (by fruit characteristics) sorted into 3 groupes:
 * Spanish group - is a group which can be recognized by white flesh and leaves with spines on the edge
 * Red Spanish
 * Singapur Spanish
 * Sugar Loaf
 * Queen group - they can be recognized by yellow and/or goldenyellow flesh and leaves with spines on the border
 * Abacachi
 * Cabazoni
 * Pernambuca
 * Queen
 * Victoria
 * Cayenne group - can by recognized by yellow flesh and leaves without spines on the borders
 * Baronne Rothschild
 * Cayenne
 * Hilo
 * Monte Lirio

Environmental conditions
The pineapple use to grow in continental tropical mountains up to 250 m above sea level. It needs short period of draft during the ripening. The avarage varies from 25-30 OC (   OF)during the day and 15-17 OC (  OF) during the night. Especially the night avarage temperature influences the colective blooming, which is later on important for mechanical or semimechanical harvest. Root system not dense, thats why it needs fertaile drainy leaky soils. The optimal pH is 5.5-6.2.

Propagation
pineapple are vegetatively propagated by shoot rising from the base of the fruit(slip) or the base of the plant(suckers).

Post harvest management
the pineapple fruits twice,and is planted again.There are one or two diffrent things you can plant to grow a pinaple plant,"suckers" or "slips" (little plant lets taken of a mature pineapple plant)or the leaves off the top of the last plant.

Theme Discussion
If you are interested in a theme streaming from this lesson and would like to discuss it with the community add a subparagraph:

TITLE
Part of the Department of Pomology, Tropical and Subtropical Pomology I.
 * Last lesson: Banana production
 * Next lesson: Papaya production

title: Pineapple production


text: File:Screen Shot Time Line FD.jpg

title: File:Screen Shot Time Line FD.jpg


text: File:Screen Shot Follow Dave Start Here movie2.jpg


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Russian Revolution/Further Reading

The Romanov Family

 * Bergamini, John D. The Tragic Dynasty: A History of the Romanovs. Putnam, 1969.
 * Van der Kiste, John. The Romanovs, 1818-1959: Alexander II of Russia and His Family. Sutton Publishing, 1998.
 * Lincoln, Bruce. "The Romanovs".
 * Lincoln, Bruce. "Nicholas I: Emperor and Autocrat of All the Russias".
 * Massie, Robert K. "Peter The Great".
 * Massie, Robert K. "Nicholas and Alexandra".
 * Troyat, Henri "Catherine the Great".
 * Troyat, Henri "Alexander I".
 * Radzinsky, Edvard "Alexander II: The Last Great Tsar".
 * Radzinsky, Edvard "The life and death of Nicholas II".

title: Russian Revolution/Further Reading


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Talk:Russian Revolution

Material from Wikipedia
I've just reverted several edits by an anonymous user (User:160.253.0.7) - the material added was a direct copy and paste from Wikipedia. Material should be created on Wikiversity which is appropriate to our needs - it is unnecessary to duplicate the content of both sites to this extent - even if they will overlap somewhat. Besides, it is a violation of the GFDL. Cormaggio talk 21:35, 12 December 2006 (UTC)

Book content?
It seems much of the content in the material section would be more appropriate for a book at Wikibooks, and students could be directed to go read such content. Does anyone know if there are firm policies on this matter? --Remi 01:00, 19 March 2007 (UTC)
 * There are loose guidelines, but no firm rules. The Jade Knight 01:56, 19 March 2007 (UTC)
 * It could be a book, but I would then link the class to the book and then make a class out of it. Many great (and in no way am I calling my stuff great, it marginal) lectures have been edited into books that become succesful... just a though. The G 02:42, 19 March 2007 (UTC)
 * That might be better, for the parts that are text-book worthy. It would also serve as a good example of how to integrate Wikibooks and Wikiversity (I think we could use some good examples here).  The Jade Knight 06:24, 19 March 2007 (UTC)

title: Talk:Russian Revolution


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User talk:MaryCordova

Cormaggio talk 22:24, 12 December 2006 (UTC)

JWSchmidt 21:42, 16 December 2006 (UTC)

SB_Johnny | talk 11:47, 2 January 2007 (UTC)

Wikimedia Commons

Scratch pages
Hi Mary I'm not sure if it was you who created a set of scratch pages for studying various philosophers but I think these are an excellent idea. If these pages are yours I hope you don't mind me making a suggestion. I'd like to suggest that you move them to subpages of your User page. The reason for this suggestion is that it makes it clear that these are pages you're using for your own study. Anything in the main name space might be assumed to be public property and either edited or deleted by other users. You can move the pages by clicking the move tab and typing in an address of the type User:MaryCordova/nietzsche and User:MaryCordova/kant this will create subpages off your User page. You can create as many of these subpages as you need. You can then link to these page from say your Usesr page with User:MaryCordova/nietzsche. You can even include the subpages in other pages by adding  . Mystictim 18:53, 7 February 2007 (UTC)
 * Hi Mary, I think this is a common problem for many Wikiversity projects were to put work in progress and learners notes. I don't think any of us have worked out an optimum solution to this. One possibility is if the class are going to create pages on each philosopher you could make the scratch pages subpages of the main page. So you'd have say a page called Nietzsche with a note on it explaining that it is underdevelopment as part of a class project and a link to the scratch page at Nietzsche/scratchpage using Nietzsche/scratchpage. I'm interested in what ever solutions you and the class come up with as these will be useful for the projects I'm involved with. Mystictim 20:48, 8 February 2007 (UTC)

Moving the introduction to philosophy down a bit on the school of philosophy page
Hello, I am trying to bring some order into the material on the School of Philosophy page. I think it would be a good idea to move the Introduction to philosophy that you are looking after into the Divisions and departments section, under the heading Introductory material. Is that OK? (Alex beta 18:17, 9 February 2007 (UTC))
 * Hello again. Thank you very much for your answer. I agree with you about the School of Philosophy page. It should probably look more like the school of mathematics main page. I also agree about having the link to your course in a place where it is visible on the main page. I will try to come up with something and I will let you know as soon as it is finished, so you can give me your opinion. (Alex beta 19:27, 22 February 2007 (UTC))

Historical Introduction to Philosophy
Hi Mary, what do you want to do exactly? The page was made a redirect - apparently per your earlier request. If you simply want to use this page, you can just delete the redirect code and put anything you like there - just like with any page. If it's something more complicated just let me know (though I can of course help with any part of this). Good to hear from you again! Cormaggio beep 23:02, 19 February 2007 (UTC)

Oh, and by the way, did you know that you can sign your posts by typing " ~ " (without the quotation marks) - or use the button above the box when you're in edit mode that looks vaguely like a signature (It's to the right of the W with the red line through it - and it will also say "signature with date stamp" when you hover over it.) Cormaggio beep 23:09, 19 February 2007 (UTC)

 * Hi! Well, a redirect page does what it says it does - it redirects you. :-) What you can do though is when you have put in a pagename that is a redirect, and you are redirected to the other page, you will have a small text under the page title that says: "Redirected from ". If you click on the link to that pagename you will be brought to the actual page which does the redirecting, if you know what I mean. But you probably already figured all this out because it's all done. :-) (Oh, and minor comment, on that, it's probably good to put something else in your edit summary than "Removing all content from page" - perhaps something like "removing redirect in order to place content" - otherwise someone looking through recent changes might think this is someone out to cause damage, and revert your edit. Minor comment.) Oh, and the title page (and the course itself) looks good now! One more thing that you can do for a set of linked pages is to have a navigational template placed on the title page and all other pages that go along with it, so that people can jump from one part of the course to another without getting lost or forgetting where they began. You've done something like this already with "forward" and "back" buttons, but if you want to look into templates, you could see Template:School of Music TOC, Template:Wikiversity, or Template:Film School:Table of Contents:Thumbnail Storyboard Examples. These are all templates that can be added to any page in order to link that page to a series of other pages. Let me know what you think, and if you'd need any help in implementing them, if that's what you wish... Cormaggio beep 12:03, 20 February 2007 (UTC)

Image:Philquiz.jpg
Please provide a license template and source on the image description page. – Mike.lifeguard | @en.wb 23:06, 13 February 2008 (UTC)

title: User talk:MaryCordova


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User:Sir James Paul~enwikiversity

 * Check out my portaportal
 * I am most interested in religion but am also interested in politics. Here at wikiversity I will be mainly work on lessons on subjects relating to religion, politics, will be making some courses meant to make people better wiki editors, and also some courses on making your wiki a sucess. Other than here I edit wikipedia, meta wiki, wikipedia simple english, and a few other wiki's. I made this account on November 18, 2006 and made my first edit here on December 12, 2006.

User pages

 * http://simple.wikipedia.org/wiki/User:Sir_James_Paul
 * http://en.wikipedia.org/wiki/User:Sir_james_paul
 * http://meta.wikimedia.org/wiki/User:Sir_James_Paul

EDIT COUNT
http://cohepso.com/mike/edit/?name=Sir+James+Paul&wiki=en.wikiversity&count=count

Articles Edited

 * Vandal Fighting(Created)
 * Church of Scientology(Created)
 * Baha'i Faith(created)

title: User:Sir James Paul~enwikiversity


text:
User:TeamZissou~enwikiversity

Welcome to The Bellafonte!
Hello and welcome to my user page. I'm TeamZissou, a twenty-something beatnik living in Brookings, South Dakota, United States.

Feel free to request my e-mail (though you may not get it!).

Go Team Z!

Wikiversity Projects I'm Interested In
Research Assistants, plus Citation & Summary Tree per topic.

title: User:TeamZissou~enwikiversity


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User talk:TeamZissou~enwikiversity

Welcome to Wikiversity. Feel free to ask on my user talk page if you have any questions. --JWSchmidt 00:38, 13 December 2006 (UTC)
 * Do not be too worried about "doing things the right way". Are you totally new to the wiki user interface? If so, start at Introduction. --JWSchmidt 01:26, 14 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:TeamZissou~enwikiversity


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User talk:Pgbridge2000

Welcome to Wikiversity. Cryptography can be linked to from Topic:Cryptography. Pages in the "Topic:" Namespaces can be used as content development projects, pages where editors can plan the educational content that goes into the main namespace (pages that have names with no prefix). Hopefully there will be many pages related to cryptography, all linked to from Topic:Cryptography....you might want to use a more specific page name than just "Cryptography"? --JWSchmidt 02:59, 13 December 2006 (UTC)

 * Yes, I was just going to clarify this too. As far as I can make out, the lessons you've linked to on Cryptography should probably instead be organised on Topic:Cryptography, which is the organiser page for all cryptography-related material on Wikiversity. Then a page like "Cryptography" can actually be about the subject itself (some of which is actually on Topic:Cryptography. ;-)) Do you see what I'm getting at? Cormaggio talk 11:12, 13 December 2006 (UTC)

title: User talk:Pgbridge2000


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Historical introduction to philosophy/Notes (introductory course)

IMPORTANT: Before you begin--- Please take a moment to write down in a journal or notebook what your perception of personal identity is. How do you see yourself? Keep this in the back of your mind as you go through this page. Think about the things that frustrate you, excite you, confuse you etc. as you go through the information on the page. If you need to, write it down so you don't forget. You will return to it when you have finished this aspect of the course.

"A human person is most fundamentally a person...just as a bronze statue is most fundamentally a statue, not a piece of bronze. Two separate human persons that exist at the same time are individuated by their bodies. A human person's body at a time distinguishes her from all other separate persons at that time...A human person and the body that constitutes her are a unity, in the same way that a bronze statue and the piece of bronze that constitutes it are a unity...Have a first person relation to my body (i.e. I have the property of being left-handed and of having brown eyes derivative; the non-derivative bearer of these properties is my body. When I attribute to myself such properties, I am thinking of myself-as-my-body . on the other hand, I have the property of being employed or of having asked a question non-derivatively; my body is the derivative bearer of these properties. When I attribute to my body properties that I have non-derivatively, I am thinking of my-body-as-myself ." http://host.uniroma3.it/progetti/kant/field/bakersymp.htm   "The unexamined life is not worth living."—Socrates So…GET GOING WITH A: GROUND BREAKING DISCOVERY!!! YOU & WHAT MAKES YOU WHO YOU ARE! I NTRIGUED ? For further inquiry and speculation…read on. >> Generally when a person poses the question, "what am I?" They are seeking to decipher what specific attributes or qualities set them apart from others. These are the elements that describe how you see or define yourself; how you understand your individuality. So…who are you? What do you believe and what “clicks” with you? ( Pssst !! That’s the great part of this particular study of philosophy…it will add to your “journey.” My guess is that your studying philosophy as a means to answer a question. That question probably relates to you in some way. Here is where you get to experiment with putting words to that. It’s wild, it can be circular, confusing and frustrating, BUT regardless of what you decide when you have finished you will have discovered some new element to yourself (perhaps an element that links to an aspect of your personal identity??) all based on how you react and come to understand the material that is sketched out below. REMEMBER : none of this is set in stone and widely open to interpretation. This is largely due to the fact that all this information is just a glimpse into the identities of those that came before you and tried to articulate what it is that makes a person who they are… Therefore: ENJOY and happy hunting…   One of the components of the mind-body problem is the part that encompasses one's understanding of personal identity. This is particularly important because it deals with the personal aspect of a person. Addressing this problem seeks to ask and answer the kinds of questions that motivate people down different paths to uncover things like what they are, who they are, when they began, and what will happen when they die. It seems important to establish a concept of what all defines the concept of personal identity and the different aspects that the question of personal identity addresses. Personal identity is such a fluid concept that to give a precise definition of what it is would only serve to limit the discussion of personal identity. Therefore the first part of this study will seek to establish the concept of personal identity and what it is understood to mean in the context of today (or at least more recent understandings of it) and will then move into how earlier philosophical study went about looking at and questioning what comprised personal identity. Here are some important ideas to look for/keep in mind while going through this process of uncovering what personal identity may be and how it affects you, can relate to you, and how it makes you react…

Understanding the Concept of Personal Identity in relation to:

Personal Identity discussed in relation to time Personal Identity discussed in relation to consciousness Personal Identity discussed in relation to language Early Discussions of Personal Identity Surprisingly there is a distinction made between personal identity and identity. So…What is a person? In brief to get us started: >>"Many philosophers define 'person' as something that has certain mental features." Locke was a key figure, one of the forerunner’s in this discussion on personal identity. To him, "a person is a thinking intelligent being that has reason and reflection, and can consider itself as itself the same thinking thing, in different times and places” (1975). On to identity then… Identity is usually discussed qualitatively and quantitatively and though in some discussions it contains many of the same ideas and discussions relating to personal identity; identity itself is a much more general and technical way of positioning something/someone/an idea. Personal Identity on the other hand is usually discussed and understood in terms of "personhood" or what it is to be a person. It seems to be less generic and technical than the discussions usually relating to identity by itself. Personal Identity in Relation to Time “For every period of time when you exist, short or long, there is a temporal part of you that exists only then. And for any temporal parts of any objects whatsoever, there is a larger object made up of just those parts.” >Persistence Question --- You over time: Generally when we try to explain or comprehend personal identity in relation to time it is referred to as the persistence question The relevant questions include: Is it possible to remain always the same person? What changes? What does stay the same? In what way do you relate to yourself now that makes you, you ? This suggests that some element that makes a person a person must remain steady and consistent throughout time in order for a person to retain the identity that makes them a person in relation to everything else. There are a variety of ways to talk about this: Numerical identity: what is necessary and sufficient for a past or future being to be you (i.e. if something is numerically identical—it is one and the same: one thing rather than two . A past/future person doesn't have to be exactly the same as you are now (in terms of action, thought, opinion etc) to be numerically identical with you, however at the same time, someone who is exactly similar to you may not be numerically identical to you. "As long as I continue to exist at all I necessarily remain numerically the same." Based on this idea of numerical identity nothing can become something different than what it already is. One thing cannot become two separate things it is just the “logic of identity.”( Stanford Encyclopedia of Philosophy ) Qualitative identity : they are exactly similar (i.e. identical twins—cannot tell them apart, but they not numerically identical because there is two of them.) Qualitatively a person may change over time- size, shape, appearance. This way of looking at identity is not “guaranteed” in the same way that numerical identity is. Numerically you are always one regardless of what changes internally. ~necessary conditions : x= (is identical to) y only if x y.(i.e. if x has the same body as y)—something specific ~sufficient conditions : X=Y if X Y – more open-ended (We will refer back to the idea of necessary and sufficient conditions when we discuss the psychological approach as well so keep these definitions in mind). -- Memory is one proposition offered as evidence for the ideas consistent with persistence and personal identity over time. Let’s take a look at how this works…-- >Memory Criterion : A past/future person is distinguishable as you based on their ability to remember an experience you are having now. According to this line of thought if a person, ‘A’ cannot remember the experience currently being held and has no recollection of past experiences that related specifically to them then they would no longer be distinguishable as person ‘A’. For example, if you were to lapse into a vegetative state, the resulting vegetable wouldn't be you because it wouldn't contain the ability to remember the experience currently being had. ( Stanford Encyclopedia of Philosophy ) >>> The Memory Criterion is a way of making a distinction between a person and thing: Philosophers tend to assume that every person is a person essentially. Thus, the ability to describe past or future experiences describes the kind of person you are not the thing that you were. As in the vegetable example as a thing you would be distinguishable as a vegetable however there is no relationship between that and the kind of person you were before the vegetative state. The argument seems to be that the person prior to the vegetative state is no longer present. "Whatever is a person at one time must be a person at every other time when he/she exists." ( Stanford Encyclopedia of Philosophy ) So long as we understand what a person is in relation to a thing and where the person fits. Does this then suggest that if you could transfer the “person” from the body of a human into the body of an animal, but retaining their “personhood” the person could remember past experiences in the body of the human as well as their current experience as a dog that the “person” is still existing simply in a different state?? This seems to be a plausible argument. It also seems to be an argument that could lead to the immortality of the soul. If the soul and the person are synonymous with one another, two different ways of identifying the same thing, and the soul gets “lifted” from the body then as long as it retains its “personhood” through the experiences it has had, then it will continue to exist even outside the body in whatever form it happens to take. In Reflections on Philosophy Gary Full addresses many of the ideas that we have been discussing thus far. He connects many of the ideas of identity over time with psychological continuity as well. He also provides some examples to help explain the idea of necessary and sufficient conditions in relation to a person’s identity. The example with President Washington is particularly helpful in this endeavor: --Washington the boy and Washington the president were one and the same although dissimilar in many respects (If x is identical to y= 1 person; if not= 2 people). In other words even as one’s personality changes they still may be the same person just dissimilar in many respects from a previous state (as we seen in our example of the development of Washington as a boy to Washington as a man). We main remain in the same body, but our experiences over time change us from what we are, think, feel, believe at one point in time and what we are at a later point in time. This is part of one’s personal identity’s ability to remain the same and yet be in a constant state of flux as well. This again, is also why it is so difficult to concretely nail down a definition or one single understanding of personal identity; hence the reason that one of the most common ways of understanding it is as a process. In an essay on identity by Julian Wolfrey’s a cultural and literary theorist called “I/Dentity” she explains this concept in some detail emphasizing the importance of recognizing how we talk about ourselves, what the “I” we seek to establish refers to and how it is impacted, altered and in the process of constant change based on an individuals relationship to events and experiences. She quotes Richard Dyer in order to help establish some of these claims. --"Every time I enunciate 'I', even in my thought, an identity is assumed, and this identity is itself not simple, but a figure for a complex gathering of personal and impersonal histories, texts, discourses, beliefs, cultural assumptions, and ideological interpellations...it is not an artifact but a process." "When 'I' is spoken, a focal or suturing point within a discursive, psychic, historical, national, gendered and ideological network constituting an identity is implied in even this apparently simplest of words: how one thinks and feels is at once lived as intensely personal, yet made up of matters that in themselves are not unique to one...crucial to such affirmation is the construction of a sense of oneness with a social grouping." -- Richard Dyer (1997) In the reverse Wolfrey also takes note of the Irvin Cemil Schick’s suggestion that though our identity is in constant flux there is also a sense of sameness and stability that is retained. This again refers back to the idea of personal identity in relation to time and the persistence question. --"Though identity is a permanent process of construction and reconstruction, this fluid or mutable nature does not mean that it never enjoys any stability."-- Irvin Cemil schick (1999) Based on some of these things something to keep in mind is the possible connection here between these elements and our ability to develop, use, and understand morals- punishment, commitment, fairness. These will continue to develop over time in relation to the experiences that we have where these things are involved. This is one of the most prominent discussions that appears when someone begins the search to understand personal identity. Despite all the material that this discussion has to offer, as with any theory, there are some problems with it as well… 2 Problems: 1.) Identity is transitive; memory continuity is not . In other word identity is only definable in relation to other things. It is very difficult to discuss identity in relation to itself without relating it to what it is based on what it can and can’t be related to. Memory is not definable based on the same criteria. Memory is only definable based on a persons ability to recollect and that is somewhat self-reflexive. Therefore the difficulty that using memory continuity presents is based on the fact that in some respects you end up comparing apples to oranges rather than apples to apples which is generally preferred. 2.) You can only remember your own experiences - this one is fairly self-explanatory. The fact that an individual can only remember the way in which they experienced something opens up the can of worms that deal with human fallibility and the uncertainty of memory. As we change our perspective of our memories may change and thus things become altered. This is how myths are developed so does this mean that if we rely on memory as a means of distinguishing our identity that we are relying on a myth to believe we exist? Some would say yes. One example of the problem of the Memory Criterion in action is the logical assumption that--- You didn't exist (weren't the same person sleeping in bed) when you were sleeping because you can't remember anything. Now, that seems rather ridiculous but according to the confines of logical reasoning this is what we potentially end up with when we strictly adhere to the theory of the memory criterion for evidence of existence. Psychological approach: This approach deals with the need for necessary or sufficient (or both) conditions to exist in order for one to persist over time. --versions of the psychological approach include the bridge between the psychological approach and the somatic where you need both mental and physical continuity in order to survive. Most western people drawn to this approach—They want to believe that identity goes with the brain--this theory assumes that the brain and mind aren't distinct. According to this there is a future being that inherits mental features (personality, belief, memory) from you and a past being whose mental features you've inherited. Gary Full goes into some detail about this in Reflections on Philosophy : “The person I was yesterday and the person I am today are psychologically connected…I have retained most of the beliefs, memories and skills that I had yesterday.”-- He describes this as a high degree of connectedness, whereas, the connectedness that a person experiences with say a younger version of themselves may not be as great because they are further removed from those beliefs, memories and experiences by virtue have having new ones in relation to the events they have been through most recently. Tiger Woods example: This theory implies: “that the person who ends up in Tiger Woods body is identical to me, because he is psychologically continuous-because he is psychologically connected to a high degree with me.” -- Therefore, psychological connectedness is plausible as a necessary condition of personal identity. Somatic approach: deals with being a part of a future being. Has nothing to do with psychological facts, it is grounded in bodily identity. Another term that has been used to discuss similar principles is the… Body Theory: The idea is that a person is the same even if they add/lose parts. There are essentially no necessary or sufficient conditions BOTH these views relate to the assumption that our identity comes from something other than itself. It takes something else outside of our identity that enables us to persist. The third view denies this assumption. Simple view: No sort of continuity is necessary for a person to persist. There are no conditions required in order to explain a person’s persistence. The simple view seems to be concerned with the now and it uses that to explain the past. Mental and physical continuity are evidence for identity, but don't guarantee it, again, they are not required---"a person here, now is identical with a past/future being if and only if they are identical." What is important is determining the degree to which something is identical with something else. "In the constitution of any identity, therefore, there is always an oscillation between determinants that are 'external' or which pre-exist the subject's identity: identity ...comes to be through enactment, through performance, that is through practices that construct it using a host of discursive instruments which might be called 'technologies of identity.'-- Irvin Cemil Schick (1999) Ultimately, what it takes for an individual to persist through time is one thing. How we find out if you have is another. Some arguments will use fingerprints as an example to determine whether or not a person has persisted through time, however as we saw with examples and discussions of personhood as being something that is contained within an individual then what happens if, theoretically, a person was lifted from one body with a certain set of fingerprints and that same person was implanted into another body with a different set of fingerprints. There is a new distinction being made here where it is logical then to argue that the person has persisted through time, but they are not persisting in the same body. This throws into question the fingerprint argument. There is also an important mind/body distinction being drawn upon here which relates itself back to ethics and the question of responsibility in relation to the individual and an individual’s actions. What about someone with a split personality? Are there two, three, more people in one body? Puceeti 1973 argues for two different people within the skin of every "normal person" ( Stanford Encyclopedia of Philosophy ). This continues to add to the complexity of the nature of personal identity. If Puceeti is right, how do we reconcile something like that? The Language element "We are born into language, we are born into patriarchal language, into being identified by a patronym, by a paternal proper name...we are subject to names, even if we wish to ignore or disown them." "What is at stake in this logic of being subject to language is a conception of language as not simply instrumental: language is not simply something that we use. Language governs what we (can) say as much as we govern or use language. Language is not simply an instrument: we are, unavoidably, agents of language. The idea of the 'I' or 'me', in other words, is not unchanging and unchangeable." Language and the way in which we communicate with one another plays a key role in the way we understand one another, the world we inhabit and ourselves in relation to it. Language has long been considered a marker of identity because it is our means of expression. Language is a means of ordering and making sense of things. Language is a structure by which things are established, defined and differentiated. So, how we use language to discuss our conception of personal identity is very applicable because if we are not functioning from the same definitions or structures we are going to come out with different perspectives. This defines us in relation to others, establishes our conception of self, and marks us as unique. People have been trying to establish a standard for language in order to lessen the miscommunications that take place but the nature of language is so much a process consistent with those currently using it that like philosophy or personal identity it is difficult to nail to a definitive concept. It is just important to recognize that how we describe our personal identity with language is in response to a unique element of us as an individual and may not be consistent with those around us. However, rather than throwing out someone else’s description of something, learning to understand the context of the language they are using and the meaning that is associated with that will only further help develop our overall conceptions. "Only persons can be moral agents or rational agents. Persons have many cognitive and practical abilities that beings lacking first-person perspectives lack. Only beings with first-person perspectives can know that they are going to die; only such beings can envisage alternative possibilities for their own futures, or seek self-understanding. Only beings with the first-person perspectives can have ideals or can try to change themselves to conform better to their ideals." And perspective has a great deal to do with language, based on the manner that we discuss things. " 'Identity' is, however, problematic because the one thing which can be said for certain is that no one definition for identity as a conceptual term will suffice:...so often conceived as a thing to be unearthed..." --Denise Riley (2000)-- Metaphysics: Metaphysics deals with the material vs. the immaterial. It looks at substances, attributes, events, matter or thoughts and experiences. It is under this approach that the mind/body and to some degree the mind/brain problem/distinction becomes particularly apparent. >>Some general metaphysical views: There are no unique right answers for what it takes to persist---identity is relative to a kind-- "Qua people, perhaps we exist by virtue of some sort of psychological continuity; qua animals we persist by virtue of brute physical continuity” ( Stanford Encyclopedia of Philosophy ). Here are some of the more common metaphysical views that have been discussed in relation to personal identity: > Swinburne : 1984 : He liked the idea of personal identity being consistent with compound things where the things combined included an “immaterial soul and a material body." > Hume : Like Swinburne, there was this idea of combination or compilation a a means of collecting/understanding one’s personal identity. Hume described it as, "A bundle/collection of different perceptions which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement." -1888 > Paradoxical view : We don't exist at all-- we're a metaphysical illusion > Essential vs. accidental/contingent parts__ : These deal with the “what if's” (things had turned out different). i.e. what if you had ended up with a different body would you be a different person or would your person be essentially the same? Or, what if you had stayed single instead of getting married would you be a different person than you are today? Or what if you had lost your leg in a traffic accident when you were younger? How would you be different? One of the problems that I see with the Essential vs. Accidental/contingent parts is that if so much of identity is based on the perspective with the what is important here and now then is asking the “what if’s” really relevant to unearthing what makes you who you are today and helping you establish your identity? Granted, in order to sufficiently follow the idea of persistence it may be important to collect and combine the information of the past that added to your identity, but why collected data of what could have been in the past? How will theoretical past experience help to establish your identity other than to affirm what you are based on what you are not? Soul Theory: Those that ascribe to the soul theory make an association between one’s personal identity and one’s soul. In other words, one’s soul is the well from which a persons identity draws from. The soul is what distinguishes one’s identity and makes them who they are. “Survival of the soul means survival of the person” (Fuller). This connects up with the idea of persistence in relation to identity that we have been discussing. The challenge in associating personal identity and the soul is that neither one has a really tangible element with which to make comparisons. They are both fairly “unstable” or at least unclear ideas-there are no easy boundaries to draw. (But, this should not come as a surprise to you otherwise you would not have read this far!) Way back in the day Pythagoras was one of the first to discuss the nature of personal identity in relation to the soul. He believed in the transmigration (the ability for a soul that was immortal to be reborn in an animal). This implied that the soul is what defines a persons identity. Thus, the two are one and the same. More recently, Gary Fuller makes it a point to try to clarify the idea of the soul. He breaks it down into two general features that make up the soul. 1. Souls must have psychological features - i.e. beliefs, desires, intentions etc. 2. Souls must be nonphysical. Something that is nonphysical is capable of existing separate from the brain and the body, making it distinct from both, an independent entity. a. Descartes: souls have no spatial features, there are no distinct boundaries that help us to distinguish them. This also means they have no spatial position making it incredibly difficult (ok in literal understanding it pretty much makes it impossible) to locate the soul. The reason this is so controversial is that all of this makes the soul incredibly difficult to comprehend. (Perhaps in the future a way to put it in comprehensible terms is to discuss the soul as being an important or animating aspect of the body, but an aspect of the body that is in fact dependent on the body in order to give it boundaries and spatial positioning.) Fuller also talks about a third feature of the soul that is not as commonly recognized. This idea states that: - Souls are simple. By simple he suggests that a soul cannot be divided into parts. One soul will not become two souls. This view becomes controversial because it is incredibly limiting. Often we find that so may of our ideas are split, divided or that there are multiple parts that make us who we are and define the way we think. If a soul is indivisible this takes away from the commonly accepted views that approaches like the psychological approach take and eliminate certain elements of the brain that we have taken for granted. This is a valid concern, but again perhaps there is another way of conceiving of the soul. If personal identity is the kind of thing where we can assume that “the whole (of our identity) is equal to the sum of its parts (all the things that are involved in making up our personal identity as it is in the current moment),” then why can’t we conceive of the soul as something that is more flexible and divisible as well. If it has no boundaries and no spatial positioning isn’t it also possible that it could branch as well? *Again, I must remind you not to simply accept what is being stated here. Whether we are talking what is being re-stated as previously gathered information or speculation of the current author; I encourage you to continue questioning and challenging each and every statement made in order to continuing uncovering defining features of your own personal identity rather than fully accepting any one else’s definition of personal identity since their definition is really just a response to what the are reacting to as their own identity in the first place. * For further ideas and explanations relating to the soul... on the soul,faith and reason</a>,<a class="wiki_link" href="/Arguments+for+God">arguments for God's existence</a>,<a class="wiki_link" href="/FreeWill">determinism & free will</a> "Identity...depends upon repetition...and every signifying element must be identifiable as such in order for it to signify- every signifier or 'mark' must be recognizable, repeatable. It never can present itself simply once." --Samuel Weber (1996) "In order to be cognizable, an element must be recognizable as the same, which in turn presupposes a process of com-parison and repetition. It must be compared with earlier instances of itself in order to be recognizable as a self, as an identity. This process of repetitive comparison, out of which self-sameness emerges and which it therefore must pass through, introduces an element of heterogeneity, of otherness, into the constitution of the same."-- Samuel Weber (1996) Thus, the repetition of others perspectives and ideas on personal identity is key. Each time it reveals itself through a new person with a new perspective (with a different personal identity) but one that relates to the collective and it is through this repetition that new concepts/ideas are revealed and elements are established. Collectively through comparison and repetition each individual becomes better equipped to complete the puzzle that has presented itself and see the picture as a whole rather than simply one part. Learning and discovery can be fairly circular processes, but each time you cross the same point of the circle you are different because you’ve never been through that point with the experiences you accumulated in the process of getting there. >>I cannot conclude this portion of our search without mentioning John Locke and the perspectives that he brought to the study of personal identity.<< LOCKE <a class="wiki_link_ext" href="http://andromeda.rutgers.edu/~jlynch/Texts/locke227.html" rel="nofollow">http://andromeda.rutgers.edu/~jlynch/Texts/locke227.html</a> John Locke was a crucial figure in the development of personal identity. He established some of the first definitions that dealt directly with this concept. Locke related the idea of consciousness to personal identity. For him it was something that was essential to being able to understand oneself. Consciousness was also something that could not be separated from thought. If you can think about yourself then you are in a state of consciousness; if you are in a state of consciousness then you can think about yourself. "What person stands for;- which, I think, is a thinking intelligent being, that has reason and reflection, and consider itself as itself, the same thinking thing, in different times and places…it being impossible for any one to perceive without perceiving that he does perceive. When we see, hear, smell, taste, feel, meditate, or will anything, we know that we do so.” In this sense Locke could be described as being an advocate for the “now.” It is what we are conscious of, in relation to the perceptions we are experiencing now, which we are aware of, that distinguishes us as a person. And, in being distinguished as a person we have in that moment established some aspect of our personal identity. Locke also talked about what happens if for some reason we lose consciousness and in that lose “sight of our past selves.” When this happens and we are no longer able to identify with something that has previously been part of our identity we begin to question the nature of our identity and how stable/constant it is. The fear of chaos creeps in and with that doubt as to who we are. In this moment we are not so much concerned with whether or not we are inhabiting the same body, or space. We are not so concerned with the substance of our identity as we are with whether or not, in this momentary loss of consciousness, we are living the same life that we were previously. Has the continuity of that life been broken up? If so where do we go from here? Locke points out that whether or not something is the same substance has no bearing on personal identity. "For it is by the consciousness it has of its present thoughts and actions, that it is self to itself now, and so will be the same self, as far as the same consciousness can extend to actions past or to come...the same consciousness uniting those distant actions into the same person, whatever substances contributed to their production.” Locke may have been drawing some on a previous idea laid out by Heraclitus when he stated, "Men forget where the way leads...And they are at odds with that with which they most constantly associate. And what they meet with every day seems strange to them...We should not act and speak like men asleep." Based on this idea that substance (i.e. the body) has no direct bearing on a persons identity Locke states: "Thus, the limbs of his body are to every one a part of Himself; he sympathizes and is concerned for them. Cut off a hand, and thereby separate it from that consciousness he had of its heat, cold, and other affections, and it is then no longer a part of that which is himself, any more than the remotest part of matter. Thus, we see the substance whereof personal self consisted at one time may be varied at another, without the change of personal identity; there being no question about the same person, though the limbs which but now were a part of it, be cut off.” Though a person may lose consciousness of the feeling in a hand or other limb they have only lost consciousness of an attachment of themselves rather than having lost consciousness of the actual self. In contrast when he talks about the “separation of the little finger” he acknowledges that if the self and the consciousness associated with that are residing in the little finger and the little finger gets removed from the body…that’s a different story altogether. In that instance the self has been altered. "Self depends on consciousness, not on substance. Self is that conscious thinking thing,--whatever substance made up of--which is sensible or conscious of pleasure and pain, capable of happiness or misery, and so is concerned for itself, as far as that consciousness extends...upon separation of this little finger, should this consciousness go along with the little finger, and leave the rest of the body, it is evident the little finger would be the person, the same person; and self then would have nothing to do with the rest of the body." So...How did we get here anyway??? The question of personal identity is not something that people just started questioning recently. It has been around probably as long as people have been able to use language to verbalize the questions related to personal identity. They may have just used different words to discuss the same sorts of themes in the past. Thales was the first philosopher. In order to distinguish the way in which everything was made he developed the concept of the arche. An arche is the stuff out of which everything is made. It is the source. For Thales his arche was water. He was looking for the "core" the "essential" element that made things what they were and in the end he decided that water was the most reasonable "essential element." He stated that "There must be some nature-either one or more than one-from which the other things come into being, it being preserved." It began with Thales, but this is a pattern that has carried through the history of philosophy. Ever since the beginning of philosophy those that practiced philosophy have been asking questions, searching for answers, trying to unlock the secrets and unknowns prevalent in the world in which they existed. In hard times people have always sought for something they could rely on. If you can't rely on your identity and your sense of self then what are you suppose to fall back on? Whether it was water, air, the idea that the elements were split into a pair or even chaos that was the foundation and source of creation, each of these philosophers had something, one core idea from which the rest of their philosophy took its foundations. There seemed to be a sense that everything had to have an origin; there had to be some sort of fundamental thing. By the time we reach Plato, he very clearly advocates for one core thing to which everything came and towards which everything should strive. For him, it was the Good. Plato established the hierarchy that determined a moral order. How does personal identity relate to this? Well...the idea here is that we identify ourselves in relation to this moral order, in relation to the Good. Comparing and contrasting ourselves to the Good is how we establish/define who we are as an individual. The Good is a Form, something that is boundless and hard to spacially locate, ironic...does that sound like personal identity? The Forms for Plato were the closest things to reality. The Forms established everything else. Everything participated in the Forms, things contained the Forms and that was the way that they were able to exist. The same seems to be true of personal identity. If personal identity is what makes us who we are then anything we do and act on is an act of participating in the truest form of ourself. At least perhaps this is the argument we could make if we are going to try to use Plato's line of reasoning. Aristotle talked about "essences." For Aristotle essences are what made a person what they were and those were contained within the person or the object. It was a things essence that determined its outcome. However, rather than saying that the development of a person or object was as a result of that person striving to achieve the truest Form of something Aristotle felt that the way in which a persons essence was able to interact with/experience the objective world it was existing in determined how that entity came to be distinguished. There were many others in-between that all seemed to be searching for something (well obviously...why else would they be practicing philosophy?!) By the time we reach the Christian Philosophers (Augustine, Anselm, Aquinas) a great portion of a person's personal identity was associated with the relationship of the soul. We all need a way in which to define and distinguish ourselves from others, from objects, from the experiences we have in the world. We want to ground ourselves in something definitive as a way of establishing a sense of strength, security and order in a world that is full of chaos. It is a need that seems to be inescapable. However, establishing something definitive may not be possible. Well, at least it does not seem possible to establish one thing and determine: that's it! There's nothing more to know or discover. Personal identity is something that like language and philosophy will continue to change and evolve based on the people and the events that interact with it. It is not a stable thing, but it is constant in its instability and it provides us with a wealth of opportunities to continue learning. Each page that you will go through/have gone through in the process of taking this Introduction to Philosophy course is an example of a little piece of one classes attempt to identify their own personal identities in relation to a topic that they were given. They have tried to establish some of the facts (or at least the ideas that have gained some stability and have been most often repeated) but they have also included themselves in their page, interacting with the text and whether it was conscious or not identifying with it (regardless of how much or how little they agreed with the topic). And now, you are in the process of doing the same. Good Luck with your endeavor. It is gauranteed to be bumpy, it is gauranteed to be frustrating, exhausting and overwhelming, but you have no choice but to get something out of it if you are even the least bit open to it. It's everywhere and I encourage you to enjoy finding bits and pieces of it in all the things you do. Let's Review!! For the journal: 1.) Remember the very first thing you did on this page? Go back to your definition/description of personal identity and how you see yourself. Write down the ways in which that has changed, stayed the same etc. Also be sure to note the things that confused you, frustrated you and excited you about what you read. Anything to add? 2.) Personal identity is an incredibly expansive topic. To start list out the things that struck you as being most important or relevant. Write these down on a separate piece of paper or in a journal. 3.) Watch the one or both of the following movie trailers. Without even seeing the movie can you identify areas where the idea of personal identity may be being addressed? How do you see people attempting to identify themselves? What role to you think control is going to play? How can you identify with just this little clip from a movie trailer?
 * The definition of persist is: to continue steadfastly, remain. To place, to standstill.

V for Vendeta trailer or [What the bleep do we know

For Discussion: This is purely a recommendation. I HIGHLY recommend that you take the things that you discovered in 1,2,3 from above and use them to invite a discussion with someone you are close to. The best way to get anything out of any of the stuff that you have read is to share it with someone and bounce those ideas as well as ones that you have come up with off of them and vice versa. It is also the best way to help you further establish your own concept of personal identity in relation to you. A little more academic: --Write a brief essay on one of the quotes that were highlighted and italicized throughout the text. These quotes did not come directly from philosophers. They came from other literature. Try to include in your essay: a further interpretation of the quote (as much as this is possible), how this is relevant to personal identity (or if you don't think it is, why isn't it), and how personal identity/philosophy relates to other disciplines. (you would be surprised how connected so many of these ideas are...branch out a little and see if you can make those connections). Finally: Try to answer the following questions. 1. What is it to be a person? 2.What is a necessary condition? Give an example. 3. What is a sufficient condition? Give an example. 4.How do necessary and sufficient conditions distinguish between a person and a non-person? 5.What would it take for a chimp, martian, computer to become a person? 6. What are two things that Locke identified that are crucial to the understanding of personal identity? 7.In 1-2 sentences describe the role of persistence (i.e. how does personal identity relate to time). 8.In 1-2 sentences explain the psychological approach, memory criterion, somatic approach, simple view, metaphysical elements, role of language and the soul and their relationship to helping establish a criteria for personal identity. 9.Can identity ever be addressed separately from the influences of gender, class, or sexuality, or independent of space, place or time? >>Keep in Mind>> All of these questions are answerable largely based on trying to establish identity for yourself. For the few that require more direct answers simply referring back to the text should enable you to determine whether or not you have gotten the right answer. Again, this is more for you just so you have a better foundation and can summarize these aspects well enough to use them to distinguish for yourself and others in conversation. Good luck with your further endeavors and...Congratulations! << If you haven't already check out other pages from this course closely related to the concept of personal identity(well it all is but specifically...) <a class="wiki_link" href="/MindBody">mind/body</a>, <a class="wiki_link" href="/Mind">theories of the mind</a> References and Helpful Links <img src="http://www.canddvisionaryinc.com/images/logos/764.jpg" alt="external image 764.jpg" title="external image 764.jpg" /> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/identity/" rel="nofollow">http://plato.stanford.edu/entries/identity/</a> <a class="wiki_link_ext" href="http://mbdefault.org/8_identity/default.asp" rel="nofollow">http://mbdefault.org/8_identity/default.asp</a> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/locke/supplement.html" rel="nofollow">http://plato.stanford.edu/entries/locke/supplement.html</a> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/identity-personal/" rel="nofollow">http://plato.stanford.edu/entries/identity-personal/</a> McHenry, Leemon and Yagisawa, Takashi. Reflections on Philosophy: Introductory Essays. Pearson Education Inc.: New York, 2003. Kolak, David and Thomson Garret. The Longman Standard History of Philosophy. Pearson Education Inc: New York, 2006. Essays: Wolfreys, Julian. I/Dentity. Bennet, Andrew. Me


text:
Narrative dialog editing/Follow Dave:Analyze the dailies

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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What to look for

 * When you watch the dailies, this is what you will discover.

 * Excellent memeory
 * As you watch the film dalies, you will be amazed that this scene is so well rehearsed. Both actors have memorized their lines almost perfectly... before they begin filming.

 * Actors must be relaxed
 * There is a reason why actors memorize their lines BEFORE the camera begins to roll. Once the actors have memorize their lines, the actors can begin to relax.  This allows them to get inside their role and to perfect their performance.

 * If the actor has not memorized his lines, the actor cannot relax and will never be in character.

 * Compare
 * Now look at the dailies from your own movies. Do they compare?  Did your actors memorize their lines?  Are your actors relaxed and comfortable with their roles?

 * Superb but simple camera movement
 * Another thing to watch in the dailies is the movement of the camera. The director for this scene is also a cinematographer so he knows the tricks of moving a camera.

 * Notice how the camera moves only slightly in this scene but this tiny movement has a huge impact on the look and feel of the scene.

 * As an example, the opening shot starts as a "two shot" (a shot of two people.) Then it changes to an over-the-shoulder shot simply by moving the camera back slightly.

 * Another example is when Buffy puts the books on the book cart.  With just a slight movement of the camera, the over-the-shoulder shot turns into a two shot again.  Very tricky!  Very cool!

 * Dare to compare
 * Now look at the dailies from your own movies. Do you move the camera as well?

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Comparing shots
When you look at the individual dailies, it is very difficult to decide which take is best. By the time you have watched an entire shot, you have forgotten just how good a particular piece of dialog is.

But then look at the "Start Here" movie and notice how easy it is to decide. When each piece of dialog is directly compared for each sentence, it is very easy to decide.

Therefore, you need to create an overview movie of scenes before you begin editing. (Note: All of the scenes from the Star Movie Shop have overview movies.)
 * Overview movies

When you are editing a real motion picture, you will hire and assistant to prepare the dailies for you, cutting the clips apart and putting them back together in chronological order.

Note: You will learn much more about overview movies with the next disk.

 * }

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The next page

 * Let's pause for a quick pop quiz. How many times did they film this scene?  Take a guess
 * Pop Quiz [[Image:Crystal Clear action forward.png|24px]]

 * }