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Math contest preparation

Contests
Each country typically has its own set of contests. For high school, these usually include one national Mathematics Olympiad and one or more qualifier contests intended to help select students to invite to the national Olympiad. The top six students of every country are then invited to participate in the International Mathematics Olympiad (IMO).

List of contests
In the United States:

Middle School
 * Math Superbowl - A math contest for students in 4th, 5th and 6th grade

 * MathCounts - A national middle school math contest

 * AMC 8 - The American Mathematics Contest for students in 8th grade and below

 * Purple Comet

High School

 * AMC 10 - The American Mathematics Contest for students in 10th grade and below

 * AMC 12 - The American Mathematics Contest for students in 12th grade and below

 * AIME - The American Invitational Mathematics Examination, qualified for through the AMC 10/12

 * USAMO - The United States of America Mathematics Olympiad, qualified through the AIME and the AMC  10/12

Undergraduate

 * Putnam - A contest based on high school mathematics as well as first year calculus and algebra

More Listings:

http://k12mathcontests.wikispaces.com/

http://homeschoolmathcontests.com/

Books
There are many problem solving books available for students. The list is broken up into three levels by difficulty. Most of these books can be purchased online.

Math Contest Books

Beginner
Art of Problem Solving, Volume 1, by Richard Rusczyk

To practice math facts - KENKEN squares challenge you to think spatially while practicing math facts. www.kenken.com

Intermediate
Art of Problem Solving, Volume 2, by Richard Rusczyk

The Art and Craft of Problem Solving, by Paul Zeitz

Advanced
Problem-Solving through Problems, by Loren C. Larson

Problem Solving Strategies, by Arthur Engel

Problems
http://www.mathinee.com

http://www.aplusclick.com/grade15.htm

Online Help
http://www.khanacademy.org/

http://www.edugain.com

http://www.artofproblemsolving.com

http://www.totalgadha.com

title: Math contest preparation


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Earth Station

Earth Stations are specific locales on Earth that support Space activities of many different sorts. These can be "real" or "imagined" facilities for planning real communities such as Ecovillages or fictional places that can be designed and conceptually built for learning game projects such as cisLunarFreighter.

Properties
Earth Stations exist within the range of Earth-bound facilities that inherit certain qualities which afford them unique properties: These properties are the very most basic of properties possessed by all organizational units within the entire system. They are also inherant in enemy units. In addittion to the properties, Earth Stations inherit attributes such as defined and undefined qualities, abstract and physical dimensions, finite and infinite resources, constrained and loose variabilities, and so forth. It may be safely assumed that all organizational entities are unique, thus completely and repletely "definable". For *instance*:
 * 1) Communication with space | air | land craft, mobile units
 * 2) Facilitation for services rendered, goods produced or personnel housed
 * 3) Coordination with lower and higher eschelons of organization
 * Earth Station/Alpha - the *equivalent* of the Biblical Salem (City of Righteousness). This is the most developed Earth Station located on Antarctica. It is a "city-under-glass".
 * Earth Station/Beta - a "nominal" British colony known for its ability to "pull-up-stakes" and move on short notice.
 * Earth Station/Centauri - a "nominal" American eco-unit, quite stationary and vulnerable, but during peacetime, extremly productive.
 * Earth Station/Gamma - but nearly identical to and connected intrinsically with Delta
 * Earth Station/Delta - but nearly identical to and connected intrinsically with Gamma
 * ...ES/X... add a station here
 * Earth Station/Zebra - an *outpost* at the North Pole... a VOR coordinate system transponder and its support community.

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

title: Earth Station


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Talk:Earth Station

I've set up the upper and lower constraint boundaries as a container for 24 distinct "Earth Stations". These allow for a "priming-of-the-pump" style UML Model of a practical construct for establishing a framework suitable and easily shared between and among both programmers, modders, and users of the System. Please learn immediatly that the system only works if there exists some degree (preferrably quite high) of developer/user/programmer cooperation while Collaboratively Building Concepts that are practical. See CisLunarFreighter UML Case Diagrams for the overview. Thanks --CQ 17:39, 25 February 2007 (UTC)

RfD result - keep
A record of the discussion is here:. --HappyCamper 23:00, 23 August 2007 (UTC)

OK - Good CQ (discuss • contribs) 03:00, 28 February 2017 (UTC)

Long-term relationship model
HERE

At first, we were all alone with a belief in Santa Claus on the North Pole until we found the Island of Misfit Toys. ...and there we lived happily ever after.

Posted: 02:59, 28 February 2017 (UTC) by CQ (discuss • contribs) CQ (discuss • contribs) 02:59, 28 February 2017 (UTC)

title: Talk:Earth Station


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Earth Station/Zebra

Earth Station - Zebra is a VOR placed upon the Earth's North Polar Ice cap. The station is staffed by a force of "Zebras" in Black and White striped uniforms who are specially trained and equipped to deal with the Arctic conditions. This commando unit has been conditioned to respond to the needs of high-security protocols, emergency Space and Air traffic control, Medical logistics, Material handling of every concievable kind, and are basically the "cream-of-the-crop" of enlisted personel. Only specially qualified people are allowed at Z.

Earth Station/Zebra is a "stripped-down" version of the typical Earth Station. It is prototypical in many ways in that it containsOnly the bare essentials. Conversly, its "counterpart" at the south pole, Earth Station/Alpha, is literally a "city-under-glass" with all of the creature comforts including Schools, Hospitals, Nursuries, Stores, Production facilities and a general population of thousands of souls.

title: Earth Station/Zebra


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Portal:Environmental studies

Welcome to the school of !

See also: Portal Environment (WI)

Welcome to the school of Environmental Studies, which aims to provide a multidisciplinary education that promotes and instills a sense of care and responsibility towards the natural world, exploring both scientific, social and practical subjects.

Courses

 * Introduction to sustainability
 * Environmental Studies

Active participants
If you are an active participant in this school, you can list your name here:

 * Since 22 April 2015 with Liquids/Liquid objects and 2 March 2013 with Culture. --Marshallsumter (discuss • contribs) 00:50, 21 April 2018 (UTC)

Inactive participants

 * user:eliza
 * seditionarypunk - Founder: Environmental Studies
 * SunnyIndia
 * Chocoman
 * xTHExONEx1
 * D1SGRUNTL3D
 * jolt_34500
 * KwameAmpomah

School news

 * February 25, 2007 - School founded!

Connecting Communities, Neighbourhoods and Nature
 * also interesting: Northern Arizona University: Environmental Ethics

Resources

 * Search for Environmental studies at Wikiversity
 * USC Wrigley Institute for Environmental Studies

Related news

 * May 5, 2007 - After more than 100 years, bald eagles hatch in Wisconsin...
 * March 18, 2007 - Bison again inhabit Eastern Colorado after 100+ year break.
 * March 17, 2007 - First bald eagle found nesting in Philadelphia since 200 years ago.

كلية علوم البيئة Facultad de Ciencias Ambientales fr:Faculté:Environnement

title: Portal:Environmental studies


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User:Casvilar

My name is Cynthia (Cyndi) Svilar. I am enrolled in the IST program at Indiana University. Our course work in R626 - Instructional Strategies and Tactics, has brought us to a project using Wikiversity as a delivery method. It is exciting to learn to use this tool within the structure of this course.

title: User:Casvilar


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Earth Station/Centauri

Based in the Central Time zone, Earth Station/Centauri is likely the most nominal of the Earth Stations. It lies within a Temperate zone nested in the countyside but not within or near any Urban area. It was formed on private land within a region ruled according to capitalistic standards. The owner and some associates crafted a charter that is reminiscent of the ecovillage mentallity of the late twentieth and early twenty-first centuries in America.

title: Earth Station/Centauri


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User:Kaholden

Kate Holden

title: User:Kaholden


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Pseudoscience

Welcome to the Wikiversity learning project about Pseudoscience.

A pseudoscience adopts some of the forms that are associated with science, but not the scientific method.

How can you recognize pseudoscience?
The following are asserted as signs of pseudoscience. source of this list
 * Has the subject shown progress?
 * Does the discipline use technical words such as "vibration" or "energy" without clearly defining what they mean?
 * Would accepting the tenets of a claim require you to abandon any well established physical laws?
 * Are popular articles on the subject lacking in references?
 * Is the only evidence offered anecdotal in nature?
 * Does the proponent of the subject claim that "air-tight" experiments have been performed that prove the truth of the subject matter, and that cheating would have been impossible?
 * Are the results of the aforementioned experiments successfully repeated by other researchers?
 * Does the proponent of the subject claim to be overly or unfairly criticized?
 * Is the subject taught only in non-credit institutions?
 * Are the best texts on the subject decades old?
 * Does the proponent of the claim use what one writer has called "factuals" - statements that are a largely or wholly true but unrelated to the claim?
 * When criticized, do the defenders of the claim attack the critic rather than the criticism?
 * Does the proponent make appeals to history (i.e. it has been around a long time, so it must be true)?
 * Does the subject display the "shyness effect" (sometimes it works, sometimes it doesn't)?
 * Does the proponent use the appeal to ignorance argument ("there are more things under heaven … than are dreamed of in your philosophy …")?
 * Does the proponent use alleged expertise in other areas to lend weight to the claim?
 * adapted from Lee Moller's on-line article "BCS Debates a Qi Gong Master," Rational Enquirer, Vol 6, No. 4, Apr 94 (published by the British Columbia Skeptics Society)

See, however, What is Pseudoscience, Scientific American, by Michael Shermer. Shermer, after presenting the demarcation problem, then devolves into using a social test, i.e., pseudoscience is to be recognized by how "working scientists" respond to it. This is circular, similar to the above list. How do scientists determine what is pseudoscience? And, indeed, do they care? Shermer makes the point that:
 * individual scientists (as distinct from the monolithic ‘scientific community’) designate a doctrine a ‘pseudoscience’ only when they perceive themselves to be threatened—not necessarily by the new ideas themselves, but by what those ideas represent about the authority of science, science’s access to resources, or some other broader social trend. If one is not threatened, there is no need to lash out at the perceived pseudoscience; instead, one continues with one’s work and happily ignores the cranks.

Which also applies to those sometimes called "pseudoscientists."

Then Shermer comes to the core:
 * Any "scientific" group presenting a theory as fact when there is no evidence to back up the theory can be called a "Pseudoscience".

 * Adopting a theory as true withbout [sic] factual evidence to prove the theory as fact is Pseudoscience. When a "scientist" has to "fill in the gaps" or extrapolate based on observation where there is not concrete evidence to justify or prove the theory [s/he] pursues a Pseudoscience.

Shermer is describing pseudoscientific practice, which can exist in any field of inquiry. He's talking about "adopting a theory as true," when, in fact, adoption of theories as true is not science, it's a practical heuristic, not an absolute. We adopt, as true, theories, when the evidence for them passes some threshold; however, science suggests questioning what we regard as true, and there is no end to this process; we abandon the question for practical reasons, not for absolute ones. That is, scientifically, we never actually know "truth." We generate theories and test their predictions, but a false theory can generate true and even accurate predictions, the classic example is the Ptolemaic model of planetary motion.

A deeper meaning of pseudoscience would be a set of beliefs that are held as if they were "scientific," and typically using the language and trappings of science, but that are not questioned or tested, and that are often untestable. This practice was called Cargo cult science by Richard Feynman.

Case studies
Readings. Read the Wikipedia article on pseudoscience and the List of topics characterized as pseudoscience.

List and discuss any examples of pseudosciences that you think should not be on this list.

Are there other alleged pseudosciences that should be added to the List of topics characterized as pseudoscience?

External resources about pseudoscience

 * Debunking Pseudoscience
 * "Distinguishing Science and Pseudoscience" by Rory Coker, Ph.D.
 * Science and Pseudo-Science from the Stanford Encyclopedia of Philosophy, "First published Wed Sep 3, 2008; substantive revision Mon Feb 10, 2014."

title: Pseudoscience


text: Template:Science

title: Template:Science


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Protoscience

Welcome to the Wikiversity learning project for Protoscience.

Project Goals
Protoscience is often science in search of new methods for the study of aspects of the universe that have so far avoided scientific analysis. For example, a science of astrophysics was greatly facilitated by the development of stellar spectroscopy methods. Before such experimental methods, the composition of stars was often used as an example of something beyond human knowing.

The development of some protosciences can be delayed because our existing conceptual systems make us cognitively closed to some new ideas. For example, before ocean rifts and trenches were understood, it was difficult for geologists to accept plate tectonics as meaningful science.

This project allows Wikiversity participants to explore how pre-scientific ideas can be explored by the scientific method and become new sciences. Which new areas of science are just waiting for methodological or conceptual breakthroughs? Are there some aspects of the universe that are simply beyond our technical or conceptual limitations?

Exobiology
Reading: Read some of the news articles at Astrobiology Magazine.

Discussion
One common step in the development of new sciences is the establishment of one or more scientific journals where articles can be published about the new scientific discipline. What scientific journals exist for Exobiology (Astrobiology)?

One common step in the development of new sciences is the establishment of new departments, interdisciplinary programs or courses within science faculties of universities. Which universities have courses about Exobiology (Astrobiology)? Which departments host these courses?

title: Protoscience


text: Category:Protoscience

title: Category:Protoscience


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Science

Science is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe.

According to Albert Einstein, arguably the most famous scientist, "the whole of science is nothing more than a refinement of everyday thinking" (p. 349).

Resources

 * WikiJournal of Science

title: Science


text:
User:LoopZilla

LoopZilla 21:15, 25 February 2007 (UTC)

title: User:LoopZilla


text:
User talk:LoopZilla

LoopZilla 21:16, 25 February 2007 (UTC)

 * Greetings! :-) What have you found here so far? Anything of interest? ... Cormaggio beep 23:21, 25 February 2007 (UTC)

 * No.... still looking.... Gordo (talk) 20:27, 25 June 2012 (UTC)

title: User talk:LoopZilla


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Developmental psychology/Chapter 1/What is Developmental Psychology?

Developmental psychology is a field where scientific paradigms collide. Although each of us has an intuitive understanding of the definition of development, researchers have to carefully define their field of study. For some, that definition is rooted in biology and relates to reaching sexual maturity. For others, however, the definition of development is more closely tied to the concept of change and is viewed as happening over the lifespan. Thus, something as simple as a definition is deeply tied to philosophical perspectives on the world and on research.

Although against some people's views, developmental psychology is a science. This is because it is similar to other sciences: it relies on data and analyses to discover facts and evidence to back up certain claims. An example of a developmental psychology topic that can be researched which proves that this is science is which method of discipline is best for children. Is beating your children a secure way of disciplining them or is it child abuse? Some countries take the practice as a norm, while others may take it as child abuse. Which one is backed up by scientific evidence?

Scientific Method
The scientific method is the empirical method of obtaining knowledge in the field of science. While analyzing results, we measure them through different statistical measurements.

 * Effect Size - Cohen's d. On a scale, .2 is small, .5 is moderate and .8 is large.
 * Significance - Shows whether results occurred by chance. A significance test of .05 means that in 5 times in 100 chances, those certain results would occur.
 * Cost-benefit analysis - Calculates how much an IV costs vs. how much the IV saves (good for public spendings).
 * Odds ratio - How a specific variable compares to a set of 1 (a standard).
 * Factor analysis - Basically shrinks a huge chunk of data into a smaller, more significant group of data.
 * Meta-analysis (based) - Studies previous studies, weighs the results fairly and comes to conclusions based on those results.

Scientific observation is the act of analyzing subject's behavior either in their natural habitat or in a laboratory. Observation is crucial for the scientific method as this is where we come up with our questions. For example, what is the impact of parents staying with their children for too long before their first day of pre-school? Studies showcase that parents that stay longer than 3 minutes negatively impact their child's performance in school. But is it because of the parents or is it because their child is naturally shy? This is why in observation correlation does not equal causation.

An experiment is where the hypothesis is put to the test. Here, the experimenters change the Independent Variable, the imposed alteration, and see if it affects the subjects (dependent variable). The purpose of an experiment is to see the affect of the IV on the DV. Typically, the experimental group is what is tested on while the control group receives no treatment so that a comparison can take place.

 * 1) Curiosity
 * 2) Create a Hypothesis
 * 3) Test the Hypothesis
 * 4) Collect and assess data
 * 5) Conclusion
 * 6) Replication

Nature vs. Nurture
It is not a question of "which?", but "how much?" [but even this may be misleading as it isn't like they both contribute a fixed amount, they both have their explosiveness's and both respond to each other's explosiveness when prompted]. Both play a role in a child's development and neither one takes 100% accountability. They both affect each other.
 * Nature - Person's character is based on genes
 * Nurture - Person's character is based on environment

Definitions To Remember

 * Epigenetics is a disciple that deals with how the environment [nurture] affects one's genes [nature].
 * Differential Susceptibility is the difference in peoples' sensitivity to different experiences based on their genes or past incidents. An example is listed below from a Quizlet deck.
 * Q: How might differential susceptibility apply to understanding students' varied responses to a low exam grade?
 * A: Differential susceptibility can help you understand why some students will take a low exam grade very hard and feel life a failure vs. some students who brush off a low exam grade and know better for next time.

Survey
A survey is a direct way to gain data from people often by asking them 'at the spot'. Unfortunately surveys are not accurate because of liars and/or wording (global warming vs. climate change). Some people don't want to be honest or they want to answer the way the researcher wants them too (biased website hosting polls, for example).

Studying Development over the Life Span
Developmentalists aim to observe the change in people over time (change or no change). To record these dynamics, researchers use either cross-sectional, longitudinal, or cross-sequential.
 * Cross-Sectional - This is the easiest and least expensive way out of all of the 3 methods. This is where a cohort of the one age is compared to a cohort of another age. This may seem simple, but it is very difficult to get two cohorts who are the same in every aspect except for age.
 * Longitudinal - This is tracking of the same cohort over an extended period of time. For example, due to the scientific evidence discovering the adverse effects of being obese, a cohort of people who were obese when younger may lose weight and become of normal weight when they become adults. The longitudinal observation of that cohort will only prove this hypothesis. The issue with longitudinal data is that culture changes over time (for example, smoking culture), very expensive, and participants may drop out over time. The benefit of this study is that differences that occur over time can be easily observed (we can figure out why these differences took place!).
 * Cross-Sequential - Combines both strategies above. Here, scientists study people of different ages (cross-sectional) and follow both of them for an extended period of time (longitudinal).

What is "developmental"?
Development in a human being is multidirectional, multi contextual, multicultural, multidisciplinary and plastic.

Multi-Directional
Development is multi-directional. Some traits disappear, appear, increase/decrease throughout our life. Some will stay for good, like our zygotes. Some are continuity, such as trees growing for centuries, while some are discontinuity, such as caterpillars becoming butterflies.

 * Critical periods - Periods where growth MUST occur. For example, the critical period for humans to grow limbs is 28-54 days after conception. This was found out after pregnant women took a drug, thalimode, in the 1950s and their offspring produced abnormalities in limb growth.
 * Sensitive periods - Periods where a particular development could occur, but can take place at a later time. An example is an immigrant from Iraq. The parents immigrating will speak English with an accent while their newborn children (who've arrived freshly to America) will learn English unaccented.

Multi-Contextual
Development is multi contextual. The setting matters: the environment, the events taking place during that situation, population density, etc. Social contexts are crucial to a person's decision-making.

Socioeconomic influence (SES) brings opportunities, as well as limitations: housing, health, nutrition, etc. Low income inhibits a person but can be changed through a person's education or influences. People with no college degrees are more likely to be poor (per statistics).

Ecological-systems Approach
Developed by Urie Bronfenbrenner (1917–2005), the Ecological-systems Approach method aims to analyze all different levels of influences on a person's development. They are as follows:

 * 1) Microsystems - One's immediate surroundings, including the family at home and close friends.
 * 2) Exosystems - One's larger surroundings, such as school or the football pitch (if they play football on the daily, for example).
 * 3) Macrosystems - One's largest surroundings, including political environment and ethnic culture.

Other systems are chronosystem [chrono --> time], which details the historical context (names for babies, such as "Emma" [new] and "Mary" [old]), and mesosystem, the connections between all the systems (religious values, mass media, medical institutions, transportation system).

Cohorts (people born in a similar time period and move together) play a role as well. Marijuana was popular until 1980, when the "War on drugs" took place and prohibited people to own ounces of weed. After 1990, attitudes changed and now it is popular again, including 12 US states allowing the medical use of it [2017] (and more states allowing the use of marijuana, VA being a recent state [2021]: see here).

Multi-Cultural (review)
For scientists in a scientific term, someone's "culture" is someone's "set of beliefs, traditions, practices that are in existence for a certain period". Culture is an example of a "social construction", a heap of perceptions that affect the way people act. Some people may mistakenly believe that a characteristic of themselves that is away from the norm is a "deficit", which is called difference-equals-deficit error.

Ethnic group - People whose ancestors were born in the same area. Usually share religion, language, and nationality. They are usually social contracts (Africa in the USA [Nigerian] vs. Africa in Africa [Nigerian --> Yobo]). The race is also a social contract as well.

Multidisciplinary Approach
Incorporating many approaches to a certain problem that are usually outside of the norm.

Plasticity
The real meaning of plasticity is the ability to change but still maintain something. This proves two statements:

 * Change is possible
 * A person is built off of their past events

An example of plasticity is treating autistic children. Although their autism will not leave (built off of past events), they will improve their motor skills (change).

The dynamic-systems approach supports the notion that human development is a constant pot of interactions between the human and the physical, cognitive, and psychosocial influences.

Ethical Standards
When conducting experiments, the experimenters must adhere to strict regulations. They must ensure that:

 * all participants are safe and well (example, the w:Nazi human experimentation wouldn't have passed this)
 * all participants consent to the experiment
 * all information is confidential
 * no participants are seriously harmed or injured

Most institutions have an Instructional Review Board (IRB) which assesses whether an experiment can be conducted or not.


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Template:Cat see also

(Note: The template displays an error message if given no inputs, so is hidden above)

Version-at-a-glance:
 * 3) source: Wikiversity -- Expand usage to cover SISTER and LABEL parameters (lost in /doc file? Or just never updated?) // Fra nkB 06:48, 17 August 2008 (UTC)
 * 2) source: Wikispecies/wikipedia -- Reconcile categories (Iterim) and code across sister projects // Fra nkB 05:53, 17 August 2008 (UTC)

 * 1) source: Commons -- Move forced italics from before LABEL to default only when undefined, and matching logic for stopping italics... gives user better formatting control, by specifying LABEL. No effect when not defined, so minimal impact. // Fra nkB 04:51, 17 August 2008 (UTC)

Usage

 * Usual syntax

Parameters:
 * 1) Most are pipe character separated category page names; up to 40 pages
 * 2) LABEL=Some other phrase...  → replaces defaults: "See also Category:" or "See also categories:" (prefix messages).
 * 3) That phrase is normally italicized. When defining LABEL any wikimarkup or HTML text will be accepted.
 * 4) You may assume a space before the first category link.
 * 5) The template is written in an HTML ... block, so can be used in-line as part of a sentence. Conversely, an editor must ensure a blank line or HTML "
" follows it, or the text may be run the next line into it.
 * 6) SISTER=Any valid interwiki or interproject prefix from de:, fr:, es: access to other wikipedia's to cross sister wiki's using sister projects abbreviations such as B:, Q:, S:, v: etc. and where applicable, both interlingual and cross project links can be made like
 * 7)   for linking categories on the , or
 * 8)   for linking categories on the.

 * Simple examples

 * example w/default message:
 *

 * would give (display as):

 * example w/LABEL parameter option
 *

 * would give (display as):

 * Pragmatic Example:

Bobsledding, luge, and skeleton are Olympic sports properly subcategorized under 'sledding', so shouldn't appear (strictly speaking categorically so to speak) as sub-categories of 'winter sports', but which a lay reader using categories might expect to find them. So to show their presence and guide proper selections for editors choosing categories amongst the three layers of categories, one can include the sub-sub-categories as a see also annotation on the page.

 * given by...

zh:Template:参看

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text: Template:Meta

title: Template:Meta


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title: Template:WPTSP


text: Category:Wikiproject template sharing

title: Category:Wikiproject template sharing


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Template:Tl/doc

Documentation
and Tl2 are simple macro templates used to display a template name as a link. Tl stands for Template link.

 * Tl2 differs in that it displays an arguably clearer result like, and also like takes the named parameters 'SISTER=xx' and 'LANG=ll', so that it may also be used to list and link to templates on other English and non-English language sister projects.

 * related: Tlx displays with the same enhanced presentation, and also expands several 'placeholder' parameters to generate a sample template call.

Usage
template name to display and template name to display -- local link, just like Tl. or template name to display -- displays a template on Wikiversity or template name to display -- displays a template on the French Wikisource sister project.

title: Template:Tl/doc


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Template:Tl2

 * Template Tl2 is just like Tl, :

 * 1) in that it is very simple, and so it can be subst'd cleanly ( unlike Tlx)

 * 1) but also displays a single template name like Tlx, and also like Tlx

on other wiki's. (Sister projects)
 * 1) will take a named parameter allowing it to access pages

title: Template:Tl2


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User:JWSchmidt/Blog/25 February 2007

Science, Protoscience, Pseudoscience  Continuing activity at Science and the nonphysical finally prompted my to get around to making Pseudoscience and Protoscience to complement What is science?. I'm now thinking about the possibility of starting something like Topic:Intelligent Design as a content development project within School:Doing science. If there really is a way to scientifically study anything, then it should be possible to have learning resources about how to conduct a scientific investigation into the possibility of Intelligent Design. However, my imagination only extends to a kind of expanded science of Topic:Exobiology that would involve searching for indications of an extraterrestrial intelligence that might have previously influence the course of life on Earth. This might also be a constructive direction along which to develop UFO research.

Another possibility would be to do something along the lines of Mind-Body Intervention. This could have the advantage of providing a sensible start to Complementary and Alternative Medicine within School:Medicine. Mind-Body Intervention does not even make the main page of the website for the U.S. National Center for Complementary and Alternative Medicine. Their main mind-body page lists 19 references that would be a reasonable reading list for a Wikiversity learning project.

I noticed today that the article "A community experiment with fully open and published peer review" says this, "The journal will publish 'essentially anything', even papers that receive three unanimously negative reviews, the only conditions being that three Editorial Board members agree to review (or solicit a review for) the manuscript and that the work qualifies as scientific (not pseudoscientific as is the case for intelligent design or creationism) – and, of course, that the author wants his/her paper published alongside the reviews it receives."

title: User:JWSchmidt/Blog/25 February 2007


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Template:Tracking category

Adds a Tracking category information box to the page and adds the page to Category:Tracking categories.

 * Usage:

title: Template:Tracking category


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Film Scoring/Theory of Film Scoring/Introduction:Pop Quiz

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" |  [[Image:Crystal Clear action apply.png|96px]] Please take this pop quiz! [[Image:Crystal Clear app clock.svg|96px]]

 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Music that tells a story

 * Today, you will hear music which tells a story. This is called narrative music.

 * This quiz gives you wonderful examples of narrative music.

 * When you hear certain music, you know exactly what is happening or what will happen. This music is narrative music because the music is telling the story.  The audience does not need to see anything to know what will happen in this scene.

 * On the right are eight pieces of music which tell a story or create a mood.  Listen to the music and tell me what mood you feel when you hear this music.  (1/2 point per answer.)

 * Cultural differences
 * Some of the music is based on culture. Since these pieces of music are from western Europe, they might not have much meaning in Asia or Africa.  But in Asia or Africa, there are other pieces of music which have similar meanings.

 * style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" rowspan="1"|

What mood do you feel?

 * 1. When you hear this, what will happen?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-1.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 2. When you hear this, what will happen?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-2.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 3. What does this feel like?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-3.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 4. What mood is this?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-4.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 5. What mood does this music create?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-5.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 6. When you hear this music, what is happening?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-6.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

7. What mood does this create?  (This is background music rather than narrative music.  The music does not tell a story.   It just creates a mood.)
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-7.ogg|Click here]] to listen to a short piece of music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * 8. In this scene, what will happen?
 * [[Image:Speaker Icon.svg|16px]] [[Media:Narrative Music-Pop Quiz-8.ogg|Click here]] to listen to a short piece of narrative music.
 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |  [[Image:Crystal Clear app knotify.png|96px]] Pop quiz - Part II[[Image:Crystal Clear app knotify.png|96px]]

 * style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The situation

 * You have just received a script which has a scene of kids at a birthday party.

 * The scene is short.

 * Your budget is small.

 * You must decide!
 * Look at your two options to the right and decide.

 * [[Image:Crystal Clear app xfmail.png|24px]] @undefined - 1 point

Option #1
 * style="width: 45%; background-color: #f0f0ff; 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;" |

1. Spend lots of money.
Hire a set decorator, build a fabulous movie set, get lots of extras, and spend a day shooting the scene.

This will cost lots of money so your investors (your parents, aunts and uncles and the local dentist) will be very angry.

Option #2
 * 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: 200px;" |
 * 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: 200px;" |

2. Use narrative music
Just use the principle actors on a very small set with no establishing shot.

Then use narrative music to tell the audience that this is a wonderful birthday party.

Using narrative music will save you a huge amount of money and is done very quickly.

 * }

{| 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

 * Now you get to watch a movie!

 * The next page shows you a fun movie called "George Lucas In Love" which has great music.
 * A wonderful example of narrative music [[Image:Crystal Clear action forward.png|24px]]

 * }


text:
File talk:AtomicEffects-Hiroshima.jpg

i want to know how s this site different from others... n wat new can it offer me on a global basis???

title: File talk:AtomicEffects-Hiroshima.jpg


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Talk:Introduction to Advertising

We've been doing this sort of thing in english at school. I can add some more on the weekend when I have some time! Like AIDA (Attention, Interest, Desire and Action) Bananagirl 10:07, 26 February 2007 (UTC)

title: Talk:Introduction to Advertising


text:
User:Gronau~enwikiversity

W:de:Benutzer:Gronau

title: User:Gronau~enwikiversity


text:
User:Andy Roberts

Hi

I was alerted to the "Developing Wikiversity through action research" by a friend so I've arrived to learn more and contribute if I can.

I coined the phrase 'Distributed Action Research' (DAR) to describe the application of AR methodology in the online world, firstly to demonstrate to skeptics that it is indeed both possible and valid, also to begin to investigate the distinguishing features from face-to-face AR. I'm delighted that this project seems to be continuing in a similar direction.

I blog at distributedresearch.net/blog and maintain the DARnet wiki, amongst others.

I live in London at present but hope to become a nomad on a narrowboat working for PajamaNation UK, part of the global marketplace for micropreneurs.

title: User:Andy Roberts


text:
User talk:Andy Roberts

Developing Wikiversity through action research
Hi Andy, I've been picking up from your addition to my wiki all day it seems! Have left comments in various places, including your blog. Also emailed Bob Dick about hopefully taking part in his course on AR. I notice you mentioned IRC - do you use it often? I'm reasonably often on the #wikiversity-en channel on freenode.irc - see Chat for more details. Talk to you soon for sure - I'm delighted to meet another person interested in this project.. Cormaggio beep 19:54, 26 February 2007 (UTC)

title: User talk:Andy Roberts


text:
Boundary Value Problems/Examples

A few examples of physical problems that can be posed as Boundary Value problems listed below.
 * Hanging Cable
 * Temperature in a Rod
 * Vibrating String

Readings

 * Examples of boundary value problems at Wikipedia
 * Boundary value problem at Wikipedia

title: Boundary Value Problems/Examples


text:
Hanging cable

A cable is suspended between two towers like a power line between two towers. Assume that the towers are on a level parcel of ground but the heights of the towers maybe different. Using the following notation

$$ u(x) $$ - height of cable center

$$ L $$ - distance between two towers

$$ u_{0} $$ - height of cable at tower 1

$$ u_{L} $$ - height of cable at tower 2.

$$ T $$ - horizontal component of tension.

$$ w $$ units of weight per unit length of cable.

and the forces acting on the cable, it can be shown that the cable height $$ u(x) $$ is the solution of the differential equation

$$ {d^{2} u(x) \over {dx^{2}}} = {w \over T} \sqrt{1 + ( {du \over {dx}} ) ^ {2} } $$

with the end conditions $$ u(0)= u_{0} $$ and $$ u(L)=u_{L} $$.

title: Hanging cable


text: User:Maizcul

title: User:Maizcul


text:
CisLunarFreighter/Implementation suggestions for extreme programming

Story 1
 * A splashscreen showing a hyster loading a pallet, a takeoff, dodging a few asteroids or meteors, and a lunar landing.

Story 2
 * Given x number of dollars to start with, purchase a ship or upgrade.

Story 3
 * Select a cargo or mission.

Story 4
 * Develop a load plan for the cargo. Poorly loaded cargo affects the handling of the ship itself.

Story 5
 * After receiving clearance from control. See STC (Space Traffic Control).  Take off using less than half your feul to achieve high orbit.

Story 6
 * Dodge asteroids, pirates, meteor showers etc. on the way to destination.

Story 7
 * Receive clearance from Space Traffic Control to Land. Land at Lunar Spaceport. Receive credit for mission or cargo delivered.

Story7A Subgame
 * Deliver high value cargo via rover over lunar surface to various homesteads as per minimap.

Story 8
 * Same as story 3 but with lunar background.

Story 9
 * Captured by pirates. Sneak into ship, fight pirates, steal their ship, eliminate them, arrest them, or blast for civilization. Perhaps ship is empty, perhaps it has treasure with large reward for return to Space Patrol. Maybe they're is a bounty for their arrest.

Story 10
 * Damaged by pirates. Wait for rendezvous with Space Patrol. Resume mission after repairs.

Story 11
 * Rendezvous/dock on large asteroid, stabilize it. Erect robominer. Hereafter when you dock the robominer will fill cargo hold with valuable minerals. Watch your feul levels!

Story 12
 * Rendezvous with large comet, stabilize it, erect a fuel facility. Hereafter when you dock the robo feuler will fill up your feul tanks. When others dock you will receive a fee for the feul.

Story 13
 * Land assault force on pirate base while under attack. Fly either fighters trying to take out pill boxes or assault shuttle trying to get to ground intact.


text:
User:Amd122

Student in Faculty of Computers and Information Technology

title: User:Amd122


title: File:747AIR.png


text: User:Aldaron

title: User:Aldaron


text:
Data Structures and Algorithms/Hash Tables

A hash table is a data structure. A hash table has a corresponding hash function that it used to access the data in the hash table. Analogous to how you can access and array value if you know its key (i.e. array index), even hash tables have keys. These keys are passed to the hash function, which then returns the address of the corresponding value. The key to a hash table's performance lies in its hash function. Unlike arrays which always have only 1 value per key, hash values allow a many-to-one relation between keys and values, i.e. each key points to a bucket, which can store multiple values using data structures like linked lists. Hash tables can thus provide for nearly fixed average time for insertion, deletion and accessing data, even for large amounts of data.


text:
Introductory algorithm quiz questions

These questions are best used in the context of a group game, such as a quiz show, where people are divided into small groups and questions are divided into 3 rounds. If you want to mix up questions, you might also want to check out the HTML exam questions and the CSS exam questions. You can of course use them just on your own too, as a self-check of your understanding!

Beginner

 * Describe a variable
 * Identify three things you need to be careful of when naming a variable.
 * Name two tools you can use to describe the solution to a problem (ie to describe an algorithm),
 * True or false: Computers are dumb. (Explain why/why not)
 * Fill in the blanks: the three most useful tools to solve a problem are Sequence, ........., ......... . (Explain what each one means in plain old English.)
 * Identify and draw three symbols used when creating flowcharts.

Intermediate

 * Draw a picture of an Array
 * Objects and events

title: Introductory algorithm quiz questions


text:
Data Structures and Algorithms/Sorting Data

The wish for order is pretty old and there are as many reasons as there are things that could be sorted. But the main reason for sorting is the fact that finding can be much faster when one can rely on an order. Sorting is the main condition for effective searching. This is true for stores as well as dictionaries.

In this chapter sorting is restricted to the sorting of data records. Since the times are long gone when tapes were used as data storage, we restrict to the sorting of data where we have random access. It does not matter whether the records are stored in the fast RAM or on disc; the functionality of the algorithms stays the same.

Additionally we require that the data records have all the same length and structure and that they are stored as a list; hence this chapter is called „Sorting of Arrays“. The structure of the data records is of no importance for us; we only have a look at the key, which is that part of the data record, by which the records are sorted.

At the times when storage was very expensive, the memory needs of an algorithm were of importance and algorithms that could work "in place" were favored (the array with the data was given to the routine doing the sorting and the sorted data was returned in the same array). Nowadays it is much more interesting to have the possibility to select the behavior depending on the wish to later use the data again in their original order.

When checking the usability of an algorithm the following criteria are of importance:
 * is the algorithm able to handle the sorting key
 * is there sufficient memory available
 * is the algorithm faster than alternative ones
 * is it possible to implement the algorithm in the wanted programming language

In this chapter we will have a look at some selected sorting algorithms in order to explain the basic strategies; after studying this chapter one should be able to select a suitable algorithm for a given problem and to understand the principles and characteristics of algorithms not explained here.

Introduction
Simplified one could say that sorting is based on these elementary operations:
 * selecting and inserting
 * interchange
 * spreading and collecting
 * distributing

Sorting in applications

In the mayority of all applications sorting is an important operation and is responsable for a big amount of processing time when there are more than a few hundred data records. There are estimates that 20% to 30% of the runtime of professional programs is used for sorting. Sorting we find in very different fields.

 * words in a dictionary (alphabetical order)
 * statement of account (ordered by date)
 * student records (name, social security number, subject, ...)
 * addresses (zip-code, name of town/city, street, ....)

Definition of the Problem
When a child sorts its toys all blue things go into one box, all yellow ones into another and all red ones into a third box and all others into box number four. We see that the criteria for sorting must not be numerical, they must only be distinguishable.

Therefore we have to introduce another restriction: when comparing the elements of a list, it must be possible to tell whether element A is smaller, of same value, or bigger than element B. When sorting colored toys we have to number the colors -making a numbered list- or we could use the wavelength of the colors.

When comparing numerical values, we normally work with build in functions; the compiler will automaticly know how to treat

if(A > B)

depending on the definition of the variables. If somebody writes a program in assembler for an old 8-bit processor, he will have to check the definition of how the bits of a 32-bit float have to be interpreted so that a meaningful sorting routine can be programed.

For alphabetical order we need to have a list with two columns. In the first column we have the number of the row and in the other column we have the interpretation. One of the most commonly used list of this type is the ASCII-table. What the computer does is not really an alphabetical sort, the sort is by position numbers.

All the algorithms discussed in this chapter work with numerical representations where a smaller-, bigger-, same-relation is defined.

Indirect sort
The time necessary for swapping data records can be reduced drastically when it is possible to maintain a list with references to the records and just to swap these references.

After the sorting the array with the data records is still untouched; but in the array with the references we have the numbers of the data records in such a way that when rearranging the data records following these numbers, the data records will be sorted. The time necessary for this rearrangement increases in linear fashion $$\mathcal O(n)$$ with the number of data records.

Working with indirect sort is indicated when the costs for swapping are high (the length of the data record is much longer than the 4 bytes for an index) and there is no problem to provide the additional memory (since it is just 4 bytes per record this problem should occur seldom).

Stability
In applications it happens frequently that data records have to be sorted by more than one criteria. For example we have a list with addresses and we want to sort it by second name and within the second name by first name.

A sorting algorithm is called stable when such a list is sorted first by first name and then by second name, and every block with identical second name is still sorted by first name. A stable sorting algorithm does not destroy the results of previous sorts.

With algorithms that are not stable there is much more effort involved for getting the same result. First the list has to be sorted by second name and then all the blocks with identical second name have to be detected and sorted by first name.

For sorting an address list by zip-code, within zip-code by street name, within street name by second name, within second name by first name, the program code will become a bit complicated when using an unstable algorithm. With a stable algorithm the four sorts are done in reverse order and everything is done.

Runtime-Analysis
Sorting algorithms are playing an important role in computer science and during the years a lot of algorithms were developed. A classical way to make up groups of algorithms is to distinguish whether they are comparison-based or not. Since most algorithms of the last type were very limited concerning their use this meant "usable" or "exotic".

We will show here that it is a much better idea to distinguish dividing and non-dividing algorithms in order to explain the different speeds. With dividing is meant making subgroups from groups. In this chapter we only give a very brief description of the algorithms; a detailed description can be found further down.

First we have a look at an algorithm of the non-dividing type.

SelectionSort
If there are only two data records, the algorithms of this type are reduced to the question whether the two records have to be swapped or not. In this special case these algorithms are faster than all the others.

Now we have a look at some algorithms which follow the motto "divide and conquer".

Automatic Division vs Fixed Division
It is conspicuous that for QuickSort we work with the logarithm of n and for the other algorithms with N; we have a closer look at the why.

There is an unlimited number of different real numbers and it is possible to proof that there is even an unlimited number of real numbers in any given interval. QuickSort and algorithms alike work with the assumption, that it is impossible to know beforehand, how many times the domains have to be subdivided. Therefor the number of division levels is evaluated during the sort.

The other algorithms work with the assumption, that on a computer the number of different values is limited and countable. Even when working with floats of double precision the maximum number of different values is known beforehand and this number is 264. When the dividing factor stays constant -same number of buckets or domains on any level- it is possible to tell the number of division levels that make sense; from there on only records with identical key values will be found in a bucket.

How to compare algorithms
If we have 4 data records, QuickSort has finished its job after two recursion levels (on any recursion level all the records have to be handled once). If working with RadixSort and numbers from 00.000 up to 99.999, all the data records have to be handled five times. We have a real advantage for QuickSort.

This changes instantly when we have to sort 200.000 data records. RadixSort still has to handle all the records only five times but QuickSort now generates 18 recursion levels (218 = 262 144) and handles all the records on any level.

When looking for the fastest algorithm for a task we can use the equations in order to estimate the relation between them. If one wants to know from which number of records onwards ExtraDix will be faster than QuickSort when sorting 64-bit integers, one gets

Under the assumption that C and F have the same value, F / C becomes 1 and the result is that for more than 256 data records ExtraDix will be faster than QuickSort.

dividing algorithms
The algorithms of this category follow the motto "divide and conquer".

Why the motto "divide and conquer" brings a benefit when sorting you can learn here.

As already shown in the runtime-analysis these algorithms can be subdivided into those which calculate the number of recursion levels dynamically and those which work with a fixed number of repetitions.

dynamic division
The algorithms of this type do the division into sub-domains based on the number of data records. Most of these algorithms do not work stable.

fixed division
Before starting the sort it is known how many different key values are possible. If sorting by an 4 byte unsigned integer the values can be between 0 and a bit more than 4 billions. When using RadixSort it is clear that the numbers in decimal notation can have up to ten digits so we need ten sorting sequences. When using ExtraDix four are enough.


text:
Open web publishing

Concepts

 * Open Source
 * World Wide Web
 * Publishing

A medium like web publishing has practically no barriers to entry and anybody can publish anything. There's a multitude of tools, platforms and networks which support open web publishing. Many free web hosted services have come to be known as Web 2.0 technologies, a second generation of web applications that enable any person to publish online with relative ease, form social networks and participate in open web environments with people all over the world. It's largely due to the success of free and easy to use tools that has led to wide adoption of open web publishing including but not limited to literary works, musical works, software and other works dealing with information, including electronic media.

Copyright
Works published on the open web are protected by national and international copyright laws. Works are usually owned by the author or publisher. Open web publishing has empowered people to publish their own works, and it is common for the author to be the publisher. With many people wanting to share their creativity and allow their work to be reused, remixed and built upon, there is a choice of copyright licenses.

Widely used copyright licenses for publishing on the open web:

 * Creative commons
 * GNU Licenses
 * Public domain

Examples of open web publishing services

 * Wikipedia - free encyclopedia that anyone can edit
 * YouTube - video sharing website
 * Blogger - blog creation and hosting service
 * Del.icio.us - social bookmarking web service
 * Digg - non-hierarchical, democratic editorial control

Examples of web based publishing FOSS
Some popular examples of web based publishing tools available as free web hosted services and available as FOSS for download to run on your own server.
 * WordPress - Blogging platform
 * MediaWiki - Wiki platform
 * Plone - Content managment system
 * Moodle - learning managment system

Related news

 * April 11, 2007 - PLoS calls for volunteers...
 * July 31, 2008 - Open Access Doesn’t Drive Citations

title: Open web publishing


text:
User talk:Elaineaqs

The copyright for WWW.jpg seems to be owned by Microsoft. Microsoft's clip art site has no specific notices pertaining to ownership or lisensing of the images, so use of this image may be illegal. At least, it is not open content. --BigChicken 22:48, 26 February 2007 (UTC)

 * "The Microsoft Clip Art Gallery provides a compilation of artwork for your personal use. Microsoft licenses some of the artwork from third parties and therefore cannot grant permission for you to redistribute the artwork." (source) --[[User:JWSchmidt|JWSchmidt] 23:04, 26 February 2007 (UTC)

title: User talk:Elaineaqs


text:
User:Imsleepy

justYna Spanish 1

title: User:Imsleepy


text:
Template:Portal Header/Concept

 * Education
 * Engineering and Technology
 * Humanities

 * Interdisciplinary Studies
 * Learning Materials
 * Learning Projects

 * Life Sciences
 * Mathematics
 * Media

 * Social Sciences
 * Physical Sciences
 * Practical Arts and Sciences

 * Professions
 * Writing Center
 * Other portals

title: Template:Portal Header/Concept


text: Wikiversity:Browse/Concept

title: Wikiversity:Browse/Concept


text:
Template:Learning projects header/Concept

 * cisLunarFreighter
 * Community service projects

 * Wikiversity the Movie
 * Wiki as a tool for learning

 * Outreach
 * Translate community discussions

 * War Seminar


text:
Template:Research projects header/Concept

A STRONOMY P ROJECT  · L EARNING THE W IKI W AY  · B LOOM C LOCK P ROJECT  · H UMAN G ENETIC U NIQUENESS P ROJECT  · N ERD P ROJECT  · AMWADS


text: Template:Major departments header/Concept


text:
Wikiversity talk:Browse/Concept

The goal of this page is to make the browse section of Wikiversity more navigable and useful. --Remi 00:16, 27 February 2007 (UTC)

time to move to the actual browse page?
Is it time to start thinking about moving it to the browse page as the concept is currently (6 April 2008)? --Remi 07:52, 7 April 2008 (UTC)
 * Seems redundant; why do we need a general "Departments" and then "Topical Departments" both? We should have one or the other.  The Jade Knight (d'viser) 05:45, 21 September 2008 (UTC)

title: Wikiversity talk:Browse/Concept


text:
Jazz harmony

< Jazz

Jazz harmony makes use of intervals and dissonances that are not generally utilised by the 'classical' tradition, except for by modernists such as Stravinsky. Of particular significance is the use of the 'blue notes', so designated because in 'proper' harmony the interval created by them is regarded as unnacceptably dissonant, mistaken, or 'blue'.

The blue notes are largely derived from overlaying 'the blues scale', a simple minor pentatonic scale, across the top of the regular diatonic 7th chords that are generated by harmonising the major or minor scale in four voices.

This practice gives rise to the '7th Sharp Nine Flat Five'-type chords which are so characteristic of the cadence in mainstream jazz. (In fact the 'flattened fifth' is the most recognisable sound in any blues or jazz form of harmony.) Jazz soloists then further accentuate the particular characteristics of these kinds of chords by the use of the 'jazz melodic minor scale' which is derived from the classical melodic minor scale, as well as by the use of the various Greek modes (that is, 7-note diatonic scales commencing from notes other than the root of the major scale) and the Diminished and Whole Tone Scales, to mention a few. (Advanced jazz players have an armory of many subtly different scales and modes to play against any chord.)

Folk, rock and traditional or classical tunes tend to use simple triadic chords (three notes) with the addition of 7th, diminished and augmented intervals where required. Jazz harmonization makes much more use of major and minor seventh chords for even the most basic passages within a song.

Another important characteristic of jazz harmony derives from 'stacking thirds', that is the addition of further notes above the 8th note of the root of the chord, the 8th note being one octave higher than the root. These notes include the 9th, 11th and 13th notes, all of which lend different qualities to the root chord. Depending on the quality of the root chord being played, other intervals may also be added, such as the Sharp 11th.

From the viewpoint of classical theory, many of the chords so formed are in effect 'polychords', that is, notes derived from two different triads played together. Modern jazz has also made extensive use of the interval of the Fourth, which is tonally quite ambiguous and can be used amorphously in a wide range of harmonic contexts (rather like an harmonic form of putty.)

Experienced jazz players also make extensive use of the idea of 'chord substitution' whereby an alternative chord to the one written or implied by the score is played. Depending on the knowledge, skill and 'ear' of the player, there are a practically infinite number of substitutions that may be employed in a tune, giving rise to 'reharmonisation' which will place the melody note of a tune in a completely new harmonic context. Aside from a few standard substitution methods, such as the 'tri-tone substitution', it is difficult to generalise about substitution techniques as a skilled player can draw on a very wide tonal pallette for this purpose.

However despite the enormous range of possibilities inherent in these techniques, it is also important to note that 'it don't mean a thing if it ain't got that swing', as Duke Ellington put it. While 'free jazz' forms and certain schools of (particularly European) abstract modernism have attempted to extend the range of jazz harmony through an almost infinite spectrum, the 'mainstream' schools emphasise a recognizable, through broad, selection of harmonic, melodic and rythmic possibilities, firmly rooted in, among other things, the blues scale, the Gershwin songs ('I Got Rhythm' in particular), the chord voicings of Bill Evans in the Miles Davis 'Kind of Blue' era, and, above all, from the 'canon' of 'jazz standards', many drawn from the 'Great American Songbook', as interpreted by the great jazz artists of yore, and drawn from the Broadway show rather than from the 'Top 40' of the last 30 years.

title: Jazz harmony


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title: File:Narrative Music-Pop Quiz-8.ogg


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User:JWSchmidt/Blog/27 February 2007

Main Page  What should be on the Wikiversity main page? Do most visitors to Wikiversity come and go without even thinking about editing a page? Should the number one "lesson" at Wikiversity be "How to edit a wiki"?

I previously suggested that one way to attract the interest of new visitors would be to provide them with a neat little video introduction to Wikiversity (see Supporting Wikiversity participants). However, what is really needed is an efficient way to make clear to new visitors the idea that they are invited to hit the "edit" button and become a member of the Wikiversity community. If we really believe in "learn by doing" then the way to get people to understand that they can edit is to have them start editing. I proposed that we change the Main Page into a page that attempts to force new visitors to make a page edit. The new main page could have a prominent link to the current main page: this link would be for those visitors who already know how to participate at a wiki website. One immediately available option is to use Introduction as the basis for a new main page.

I think the world is still in the middle of the Web 2.0 revolution. Some people, "early adopters" have already discovered that they can participate on the internet as creators of web content and as members of "virtual communities". Most people who go to Wikipedia just want information and they never participate. Many people may judge that they have nothing useful to add to an encyclopedia. What do such people think when they happen to notice the link from Wikipedia's main page to Wikiversity? "Free learning materials and activities".....hmmmm. Why not greet such visitors with an explicit statement about the idea of wiki website editing as a way to learn? Why not explicitly invite visitors to become editors? Shouldn't Wikiversity specialize in making it easy and exciting for people to become wiki editors?

The current Wikiversity Main Page totally fails to serve the vast majority of Wikiversity visitors. The current page might be appropriate for Wikipedia where it is expected that most people will just look around and find the information they are looking for, but that is not going to happen at Wikiversity. Wikiversity is just starting and has very little content. We should be doing whatever it takes to entice new visitors to think about how to make wiki technology work for them as a tool that they can use to explore their personal learning goals. Wikiversity should be teaching people how to join the Web 2.0 revolution.

title: User:JWSchmidt/Blog/27 February 2007


text:
Disability Services

Although Wikiversity does not provide specific services for participants with disabilities, there are a number of adaptations that people can make that will assist them in their learning. These include the following. Participants are encouraged to add to the list as they find new strategies that are helpful.

Visual impairments

 * Enlarged font
 * Audiobooks
 * VoiceOver utilities

Reading comprehension difficulties

 * Identifying key point in each paragraph rather than trying to retain everything

Working Memory difficulties

 * Use of notebook or PDA
 * Breaking down large tasks into smaller tasks
 * Mastering the first step before moving on to the next
 * Use of laminated check lists
 * Mnemonic strategies
 * Reading for understanding rather than memorizing

Performance anxiety

 * Relaxation strategies

Pain Problems

 * Ergonomic work stations
 * Dvorak keyboard layout
 * Voice dictation software

Student Discussion
Students with disabilities are also encouraged to form discussion/support groups with other students. Further, it will be helpful to discuss the impact of the disability on the learning experience with instructors and other students, as this may enhance the learning of everyone.

title: Disability Services


text:
Template talk:ABCD

Hi User:RayC -- Great template! I had been hoping for OER Grapevine to stabilize so I could contact you on "neutral" ground ... however ... User:Cormaggio suggested I contact you about some problems we are having with the implementation of the ABCD template on wikieducator.org. Brent Simpson on WikiEducator copied the ABCD Template and sub-templates to Wikieducator. Unfortunately, the answers render and there is no Expand/Collapse feature. This is also the case if the Expand/Collapse code is tested outside the template. Another minor point is that WikiEducator seems to be finishing the open  tag before ColBreak is executed which leaves several   tags to be rendered as text. Any wiki settings, tricks, etc. that you needed to execute to get the ABCD template to work on Wikiversity? I am hoping that once we have some common ground we can break some new ground on the pedagogical templates. Cheers Rob

kruhly 06:42, 27 February 2007 (UTC)

Waiting for finished version
I would like to use this fine tool in German WV. Unless the a.m. bug makes it useless.--Kölscher Pitter 08:03, 27 August 2007 (UTC)

title: Template talk:ABCD


text:
Film editing/Analyzing film dailies/The Assignment

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"The Assignment"

 * This is a long and complex scene. This is like a final exam for dialog editing.

 * Background information

 * This scene is from a television show about an FBI agent who worries about aliens.

 * One of the evil characters in the series is called "The Smoking Man". He is so evil, he does not even have a name.

 * In this episode, we go back in time to when the Smoking Man was recruited for his first assignment. Long ago, the Smoking Man was an idealistic soldier in the military.  And he never smoked.

 * The location

 * Washington DC, in a darkened government building so no one can see.

 * The characters

 * In this scene, the Smoking Man is interviewed by a bunch of obviously insane people in a top secret and illegal branch of the government.

 * The story

 * Everyone is nerviously waiting for the arrival of the Smoking Man.

 * Once he arrives and sits down, the Smoking Man's entire history is read to him which he completely denies. Then the Smoking Man is reminded that his father was a murderer and a Communist.

 * When the introduction is over, the general explains their philosophy and why their murderous actions are so beneficial to the country and why the Smoking Man is being asked to join the organization and what his first assignment will be.

 * Finally, the Smoking Man agrees but the Smoking Man asks if there is a cover story (a fake story that is told to the public.) One person jokes that they will use "aliens from outer space" as a cover story.  The Smoking Man is told that they have a "patsy" which means they have found that they will put all the blame on.  (See the scene called "Curtain Rods" about Lee Harvey Oswald.)

 * The challenge

 * This television shows is known for being a bit "over the top". This scene is the maximum.  Look at the overview movie for this scene (which is in a different folder than the film dailies.)  The coverage is very dark and the footage is extremely long for a single scene. (about 40 minutes.)

 * The overview movie is very important. If you had to figure out what is going on just by looking at the dailies, you would be really confused.  This is why the editing assistant create the overview movie by putting all the footage in chronological order.  From the overview movie, the editor can begin making the decisions for this movie.

 * Follow the rules of editing a conversation

 * Remember that even for a long scene, you still must follow this rules of editing a conversation. To edit a conversation, you first select the best audio.  Once the audio is edited so it sounds natural then you worry about the picture. To adjust the picture, some of the picture edits in a conversation must be rolled edit forward or backward to find the best visual transition.  After that is done, you might need to add cut away shots... specially of the Fat Man smoking.

 * There is no correct answer

 * "The Assignment" scene can be edited in a million different ways. One way is to never emphasize the person who is talking.  Once the person who is talking gets about half way through the sentence, you cut to the people who are listening (by rolling the picture edits or by adding insert shots.)

 * And, of course, you should always cut to the cigarette being tapped in the ash tray when the dialog gets weird. This creates a theme of "smoking".

 * You can spend months trying to find the best possible edit for this scene. Try it!

 * style="width: 50%; background-color: BlanchedAlmond; 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="1" |

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import all the clips into your editing program.

 * Edit the scene

 * Start by selecting the best audio. Once the audio (along with the picture) is edited and lock the audio.  For this scene, in addition to rolling the picture edits to create "L-Cuts", you you must add other shots of the people in the room (from the other takes) while still keeping perfect lip sync.

 * No music needed

 * The dialog is so extremely melodic, no music is needed except perhaps at the end to show extreme joy or to show the insanity of the story. Your choice!

 * Submit your finished scene
 * This scene is worth 30 points. (Note: The first person to edit this scene gets a total of 100 points.) @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; 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: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Mistakes with difficult dialog

 * During the filming of the scene, the General makes a mistake in his dialog. He corrects the mistake by going back and starting the line again.  He does this without going out of character, without moving, and without changing his pose.  This is OK and the director accepted this as a good take.

 * When you plan to film a movie with amateur actors, you must explain to the actors what they can do and what they cannot do when they make a mistake. They must never go out of character or make any special movements.

Watch the overview movie

 * "Frame!"
 * The first thing you hear is the camera person yelling "Frame!". Prior to this, the director has yelled, "Roll camera".  When the camera is rolling and in focus and aimed at the proper location (the camera was not because it was filming the slate), the camera person yells "frame" to let the director know that the actors can begin acting.

 * As you can see, the actor started before the director yelled "action". This was good because you will need that little bit of extra footage when you edit this scene.  Never throw anything away.  You never know when you will need it.

 * Scene 6T - the opening shot

 * Also, notice that the opening shot of the scene was not filmed until shot "T" which is a long way from shot "A". All filming is done out of order to speed up production (which is slow enough as it is.)

 * Off-line edit
 * With an expensive television drama, the film dailies shown to the crew and used for the rough edit is NOT the finished footage. That will be color corrected directly from the original film footage.  Therefore, this footage is a bit darker than it should be.  Don't worry about it.

 * But also realize that for some of the shots which are too dark, the director never intended you to use the actual footage from this shot. Look for another shot which is more interesting (such as a reation shot of the General sitting in his chair.)  Remember that you are creating a mood, not just showing people talking.

 * This is a test
 * If you can watch the overview movie (which is only 26 minutes and not the full 40 minutes of dailies) and not fall asleep or get bored, you will become a filmmaker. Otherwise, take up hockey!

 * After you have edited this scene, you will understand why editing a motion picture can take years. This scene is as complicated as it gets... for a simple conversation.

 * }

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The next scene

 * "The Assignment" is such a complex scene, you should first try editing other scenes which are much simplier. Therefore, you should look at the scene called "Ice Cream".  This scene is long but it is a simple scene (actually two scenes in one) which is easy to edit.  That is why "Ice Cream" is a great scene to practice with.

 * "Ice Cream" on the disk "24 Unedited Scenes" DVD-Data disk [[Image:Crystal Clear action forward.png|24px]]

Contact your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text: Category:Data Structures and Algorithms

title: Category:Data Structures and Algorithms


text: File:45 Creativity-Methods.png

title: File:45 Creativity-Methods.png


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title: File:70 Presentation.png


text:
Project management/Creativity Methods I

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

title: Project management/Creativity Methods I


text:
Film editing/Analyzing film dailies/Ice cream

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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: 50%; 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;" rowspan="2" |
 * style="width: 50%; 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;" rowspan="2" |

"Ice Cream"

 * This is a simple but long scene. That is why "Ice Cream" is a good scene to practice with.

 * The location
 * This is a mythical university in Vancoover, British Columbia, Canada

 * The characters
 * These are kids who try to save the world each week. The girl goes to school and eventually she will become a school teacher).  The taller boy works as a helper in a florist shop where he is in love with a beatiful girl.

 * The story

 * In this scene, the beautiful young woman has just finished a class at the univeristy. Her two friends come to cheer her up because she is worried about a special animal that looks like an elephant.

 * The tall boy suggests that they get some ice cream because that always cheers him up.

 * Later, the girl feels good eating ice cream. But then the tall boy needs to leave.  The boy pretends that he must go water his flowers but he actually is going to visit a pretty girl at a flower shop but he does not want to admit that.

 * The other boy plays a joke on him. The tall boy borrows the girls bicycle and the other boy loads him down with books so that he crashes.  (This joke is supposed to be funny.  This show is designed for kids.)

 * The challenge

 * This scene is not important. It is just filler.  This scene sets up the action for the next two scenes.

 * Your job is to make this scene fun and entertaining. You need to keep the audiences from becoming bored.  Therefore, the film score will be very important to keep the audience in the correct mood.

 * As an example, the bicycle crash at the end of the scene is not funny without music. You must use music to explain to the audience that this is supposed to be funny.  There is nothing else which seems funny about this ending so all of the humor must come from the music and sound effects.

 * Also, music can help tell the story. As an example, when the boy beings to explain why he must leave, the music can explain the real reasons (which is the boy is in love with a beautiful flower girl.)

 * When you begin to create the film score for this scene, remember that musical effects are all that are needed. You do not need a full film score.  If you have GarageBand and Jam Pack: Symphony Orchestra (or a similar program which makes the sound of a symphony orchestra), you just need to find sounds that give you the correct mood.  Nothing more is needed.   See the course on film scoring for filmmakers.

 * Background sound is also important. The bicycle crash was filmed MOS which means it was filmed without sound (because the film was shot faster than normal.  Therefore, you need to add "room tone" which, in this case, is the sound of the people at the school.   Then you must add sound effects for the crash.  To make the crash seem funny, the sound effects should not be realistic but rather funny crash sounds that the audience will find funny.

 * style="width: 50%; background-color: BlanchedAlmond; 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="1" |

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.  This makes editing the scene much easier.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit the scene

 * Start by looking for the best audio. Once the audio (along with the picture) is edited and lock the audio.  Then simply roll the picture edits to find the best visual transition.

 * Music needed

 * The mood must come from the music. There is not much in the dialog to help explain their fascination with ice cream or why Danny is really upset about being late or that the bicycle joke is funny.

 * Submit your finished scene

 * This scene is worth 10 points without music and 20 points additional for the music. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; 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: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Rehearse, rehearse, rehearse

 * This is very simple dialog. Each shot is very short.  Therefore, amateur filmmakers feel that they do not need to rehearse.  These actors make it look so easy.  But remember, they have been doing this day after day for months.  And before they begin filming every scene, they have the dialog completely memorized so they never have to think about it.  This gives them the freedom to act natural.

 * Sound quality

 * As you listen to the sound quality, you will be amazed how bad it is. Actually, the dialog in the close up shots sounds perfect but all the rest of the sound is horrible.  This is normal!!!

 * The only purpose of recording sound on an exterior movie set is to record the dialog. Everything else must ALWAYS be replaced.  If you are lucky, you will get some sounds such as the chair being moved back when the boy has to leave.  But all other sounds need to be added in editing.

 * The movie set?

 * When you watch the overview movie, try to judge what part of the location is real and what is added. Obviously, in the opening shot when you see the sign for the university, the university is real but the sign was added by the production designer for the TV series.  The same for the ice cream stand.  This is not part of the normal university.

 * How many actors?

 * When you film a movie, EVERYONE is an actor. No civilians allowed.  When there are people walking around in the background, they are ALL extras.  There are no real people in ANY of these scenes.

 * Never go out of character

 * When you film a scene, you must tell your actors never to stop being their character until the director says, "Cut". In Scene 5C, the beautiful and charming young woman forgets.  Then she remembers and says, "Sorry" and the director laughs.  Sometimes, the editor will need the extra footage.  You never know.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Pop Quiz

 * Here is a quick way to earn extra points. Tell me how many extras are in this movie?  2 points.

 * To email me with your answer, @undefined. [[Image:Crystal Clear app xfmail.png|32px]]

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; 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 scene

 * After you edit "Ice Cream", you can edit a series of simple scenes from a motion picture made for television.

 * Start with "Taking Notes" on the disk "24 Unedited Scenes" DVD-Data disk. [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Talk:Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 6

Joelenne Revak CQ #2 Brown vs. Board of Education

My question comes from the “Legal Criticism” at the end of the Brown vs. Board of Education through the Wikipedia website. A law clerk for Robert Jackson in 1952, William Rehnquist, states in a memo, “I realize that it is an unpopular and unhumanitarian position, for which I have been excoriated by 'liberal' colleagues but I think Plessy v. Ferguson was right and should be reaffirmed." Rehnquist continued, "To the argument ... that a majority may not deprive a minority of its constitutional right, the answer must be made that while this is sound in theory, in the long run it is the majority who will determine what the constitutional rights of the minorities are.” I think Rehnquist is trying to say is more emphasized in the latter of the paragraph, that there is not a voice of representation for minority groups at the higher levels of the Government. Take in just our system of which someone can be elected to an office in the Legislature or Executive Branch; they have stipulations such as being a natural born citizen, age requirements, education requirements, family ties, ect. I think Rehnquist is pointing out at the time of Plessy Vs. Ferguson there was no chance of the Black community being elected into office based on the stipulations, and therefore there was a need to give the minorities that were not represented a voice in Congress. The statement still does not sit well with me, as I agree completely with the decision of the Warren case, that “separate educational facilities are adherently unequal.” It is easier to prove education vs. a train car as stated in class, however it seems that the U.S. law upholds the idea of intent. A person is not liable of a trial for murder if he or she killed someone after the person attacked them first. It is considered self-defense. Same with a person that did not see someone else run in front of their car, and the runner was killed on site. The driver is not tried for murder; it is called an “accident.” In both cases the intent was not set out to harm the injured person. In the case of Plessy v. Ferguson, there seems to be a wave of intent to keep the Black population separate from society. If they could not ride in the same cars, they could not walk on the same street, they could not eat in the same places, and they could not learn the same things or have the same experiences. If election of office was based on education and other stipulations, the intent seems to overflow in the idea of never giving the Black population representation or the means to change their circumstances. I agree that the minority needs to be represented in office and at the Federal Level of the government, and the tragedy of certain populations not being represented is apparent in our society today; i.e. the poor class, Native Americans ect. However, I do not agree that Plessy v. Ferguson created an environment of representation. The ruling of the case only created further barriers for the Black communities to be seen as a population that should be given undeniable human rights.

Joelenne Revak Phi of Law CQ #4

Slaughter House Cases

My question comes from the decision on the Slaughter House Case where there was zoning restrictions on slaughter houses to regulate waste and trafficking of livestock. I agree with the notion that the Federal system also upholds the State system and the State Police who have an end to protect public health. I agree with the State giving the slaughter houses the privileges to set up their market, and the ability of the State to also take away the privileges. It is also sound to say that one company must be held responsible when dealing with a concern such as public health, in turn other companies must pay a fee to the first company that is held responsible. It becomes a flawed system however, when “public health” is determined to be more important in certain parts of the state. My question is what did the State do to protect the health of the public where these Slaughter Houses were established, especially with the knowledge that these zoning districts were restricted to poorer communities? By setting up zoning restrictions, the state is also resonating with segregated neighborhoods. The concept is still in play today where poorer communities usually are made up of minority groups that are only able to receive lower paying jobs because of education level or language barriers. The problem grows when there are no protection laws for these poorer communities. Big corporations follow the zoning districts that have been assigned in the past, and these poorer communities are not only subject to slaughter house waste, but land fills, toxic waste dumps, smoke stacks, and human research. Where is the protection of the public health when these communities end up with infertility, cancers, tumors, asthma, kidney failure, circulatory problems, and leukemia? The fact is that all of these things have happened, and the only promise is suing the corporations. A multibillion dollar company that generated 100,000 million dollars in three months time is fined 2 million dollars and we call it justice. How much is a personal freedom or personal health that is supposedly an inalienable right really worth?