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Drawing

Lesson 0: About Drawing
Drawing is arguably one of the most ancient creative acts. Drawings on cave walls date back 32,000 years. Though unprovable, these drawings probably arose from a human will to depict if not record the world and its various forms. These cave drawings are decidedly representational in nature. However, representational drawing is only one of many ways to draw from the world. The artist places these bits of experience on paper, a cave wall or any other substrate. The complexity to which someone can interpret and then produce from experiences of the world are limitless. There is no right way to draw. There is only what the world is and then what one wants to say about it. Drawing is a way of making sense of what we see. It is also a way of communicating. Drawing can be private, to be seen only by one's self. It can also be a method of illustrating a feeling or an idea or an experience to someone else or to an audience.

The act of drawing is often very immediate. It can be a way of taking notes to be revisited or refined into a painting, an architectural blueprint or a sequence to be used in a short film. It is for many the first step to any project.

Drawing is an extreme art that can convey to the viewer a clear idea about the scene and subject (scene is the situation in the drawing and subject is the main part or action of drawing). Drawing requires more flexibility of finger joints and also the palm. An artist with tremendous ideas can have good creative drawings in his account.

In the simplest form, drawing is seeing and replicating this as accurately as possible on some medium. This works because the eye works as a pin-hole camera, capturing the view in the retina plane at the back of the eye. The task of the brain is to put together an understanding of the three-dimensional world and all objects within from the two-dimensional retinal image. If you want to draw the view, you just have to draw what you see, while ignoring what the brain tells and knows about the three-dimensional world, because that knowledge will not work in the two-dimensional drawing.

First, one has to learn to see. This requires some practice, because the brain interprets a lot of things and this makes it harder to see what there actually is. For instance, when you see a face, you categorize it and parts of it a face with eyes, a nose and a mouth. In your mind, you have some simple idea of the basic, symbolic shape of the eye. You can try this by drawing an eye. You probably draw it as a line drawing, with a circle inside an oval, not as a photo-realistic drawing. You possibly draw it like it would be in a face directly looking at you. You might also know how to draw a symbolic eye directly from the side. The problem is that every eye is different and you should be able to draw what you see without your brain telling you what things should look like. You should see and draw what things look like.

There are some exercises that you can try to make your brain ignore what things should look like. It is possible if you draw something that your brain does not know how to categorize, name or symbolize.
 * Draw the wrinkles on some part of your your hand. Do not look at your drawing. Just very slowly follow the lines in your hand and draw the same lines. This is an exercise to make you see the little details, the drawing itself probably is just a bunch of lines and does not need to be accurate.
 * Find a line drawing of some subject that does not have too much detail. Turn it upside down and draw it. Occlude parts of the original drawing so that you do not see the whole picture at any time. While you draw, compare the angles of the lines and the different shapes they make. When you are finished, turn them over and compare. You may be surprised how accurate your copy is.

Lesson 1: Materials Required
Drawing requires few supplies. Pencil(charcoal or ink can be used for shading), clean paper, cloth, eraser.

Pencil :- Pencil is used to make an outline sketch of the subject. Pencil of variant grades are used for different purposes. 2B can be used for sketching, 3B is used for light shading, 4B or 5B are used for dark shading and HB or 1B can be used to create sharp and fine lines.

The H - 6H pencils are harder and leave a lighter line. These will also work well for lightly sketching in your composition. A 2H pencil with a light hand leaves a barely visible mark. This allows you to map everything out without having to go back and erase and construction lines. Working from light to dark will help you avoid erasing and leave you with a more cohesive drawing.

(charcoal and ink can be used for shading) :- It gives much darker impression than a pencil shading.

Clean paper :- Remember to look for the right kind of paper for the medium you are using.

If you are planning to use graphite, then a harder, smooth paper works best (Bristol is a good sturdy paper). Inks require different paper depending on the tool that you use. If you are using a nib tipped pen or a ball point you will need a smooth hard paper (again Bristol is a good choice). If you plan on using just a brush a sized paper will work best. Water color paper is good choice. If you want to use both nib and brush a Hot Press Water Color paper will work well for both tools. Charcoal requires some tooth. Unlike pencils, charcoal has little (in the case of compressed charcoal) to no (vine charcoal) binder so it will not stick as well to a smooth surface. There is a huge array of charcoal/pastel papers to choose from. Finding the kind that you like will take some searching. To begin practicing, a pad of Rough Newsprint will work until you are ready to move on to the nicer (and more expensive) fine art paper.

Cloth :- A cloth wrapped on a finger can be used for broader shading and to smudge lines and curves.

Eraser :- An eraser can be used for lightening any point on a drawing, so as to make it brighter than surrounding part. There are a few different kinds of eraser and it is important to get the proper eraser for the medium. The Pink eraser is the same kind that is found on a standard yellow pencil. They work well for erasing light marks, but be aware that as they age they will harden and leave pink smudges on the paper. The Plastic or White eraser is a good all purpose eraser. It can easily and cleanly remove light and dark marks. It removes both graphite and charcoal. It is flexible and with an a sharp knife or razor blade you can carve the eraser into a delicate point. The Kneaded eraser will work on graphite but works best with charcoal. This self-cleaning eraser will allow you to delicately lighten areas of your drawing. By kneading the putty to a soft consistency you can then press it gently against the surface of your drawing and remove small amounts of material. Erasers easily become a crutch for the novice. It is important to think of the eraser as another drawing tool and not a correction device.

Lesson 2 : Warmup & Sketching
Many people consider sketching to be even more rough and fundamental than drawing. They are essentially the same thing, but perhaps a finished drawing has more validity to be displayed than a sketch. This is arguable.

Sketching a form in nature should begin loosely. Artists often warm up the same way an athlete, a writer or pianist does. They get loose. Get yourself in character. Mood is half of what will sustain a healthy drawing habit. The second thing is an order of operations, like in math. To draw well you need both the emotion but also the skill. Artists have a set of rituals that they perform before beginning any serious study. Drawing is a process like any other and the tradition of drawing has refined certain methods that can be learned and practiced. Over time these methods become second nature. It is surprising how quickly this happens and should not be feared.

Use 2B (or 1B) for sketching.

When sketching, try to sketch whole figures without losing their proportion. That is, if you are drawing a man, try keep the same ratio and position of his body parts. This gets easier in time.

Draw and shade a sphere, cone, cylinder, and cube. These are the main forms which make up the basics of most other 3-dimensional objects. Then try drawing some natural 3-dimensional objects:

(Try to make drawings of some photographs, so that you can improve sketching skill.)

A sketch is the skeleton of a drawing, so try to have a good sketch by practicing more.

Seeing and Practical Tips
It is less important that you make a good drawing than learn to experience and practice a love of using one's eyes. A common way of teaching drawing is to avoid looking at one's paper at all in the beginning. The reward of drawing is not the drawing itself, it is the memory of the experience of seeing the real thing. A true master of drawing is one that practices this integration. Copying is a great way to develop technique. It is also a way of avoiding the more difficult job of being original. Be careful when finding this balance. When in doubt err on the side of observation.

To have your hands flexible, to draw any shape with out using a scale or any other things, do the following exercises:

Draw a long straight line, then try to draw parallel lines of same length. -By doing this repeatedly (both horizontally and vertically) you can draw straight lines easily.

Draw a small circle without releasing pencil from paper, then try to draw concentric circles around it as you did before. -By doing this repeatedly you can draw complicated curves easily.

Try to draw more free hand designs, to improve your sketching skill.

The above exercises can be done on a rough paper with a smooth pencil.

These exercises can be done any time to maintain your finger flexibility.

Proportion
To practice proportion, get a picture you are interested in drawing and draw a grid on it.

Once you have done that, draw the same grid on a blank piece of paper. Cover everything up except for one grid space.

Look at where the eye ends in relationship to where the halfway mark is on the piece from the grid. The right corner of her eye ends at right about the half way mark, the bottom of her eye ends a bit above the mark. Draw that on the grid. Do this for each square until you are finished. The grid will only help with features like the eyes, nose, mouth, eyebrows, hair, and shape of head. The grid does not actually help with anything that does not have an outline. Shading is needed for space without shapes.

Portraiture
-Study how Picasso divided the face into halves. Find a center line for a face in 3/4 view as well as tilted back and down. Avoid drawing heads facing front and looking into the camera. -Try to think of the head as a 3D form and not as a recognizable face. The further you get from being able to recognize them in a crowd the closer you will be to capturing their individual personality.

Shading
-Try covering your paper with a middle tone. Use an eraser to remove the light areas and charcoal to fill in the dark. This play of light and dark is called Chiaroscuro. Your first try may seem to be messy, but just go along the lines, and shade in one direction. Keep practicing!

Exercises

 * Challenge. Create some "cover art" or "poster art" for Wikiversity the Movie.

Resources

 * anatomy for artists
 * material comparisons
 * Andrew Loomis books are freely available on the internet.

Student Gallery
This is a simple exercise for you who want to learn to draw. Draw the tube first, then the body, and at last the clothes.

--Esbjorn 07:51, 11 January 2007 (UTC)

title: Drawing


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User:Esbjorn

Esbjorn Jorsater. I work as a comic art school teacher in Stockholm, Sweden.

My blog with drawing exercises and samples.

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

title: User:Esbjorn


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User talk:Esbjorn

Image copyright problem with Image:Esbjorn1teckninskolan.jpg
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title: User talk:Esbjorn


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Programming Logic/Conditionals and Logic

Conditionals and logic

Let's take the robot idea. You have a set of commands for him. If you tell him anything else other than the commands he knows, he does his "do the locomotion dance"

The commands available are Options 1-4 *Option 1 - the robot follows you and has a light that fills the area right in front of you *Option 2 - the robot follows you and plays your favorite theme song ("Bright side of Life" from Monty Python's Life of Brian) *Option 3 - he writes down everything you say into a file that can be uploaded to your computer using his USB port *Option 4 - He goes to his power base and parks in order to recharge his batteries.

Remember - if you say anything other than 1, 2, 3, or 4, he will do the locomotion dance.

This means you actually have 5 options: The 4 commands and the "anything else" for a total of 5 options. Each one of these options contains a conditional expression, and an action based upon the result.

An IF statement allows you to program the robot to think about the command, and make the correct decision. Verbally, this might be expressed as "If I say 1, the robot will follow and shine his light. If I say 2, the robot will follow me and play my song.  If I say 3, the robot will write down everything I say and store it.  If I say 4, the robot will recharge.  Otherwise, the robot dances the locomotion."

Each of these expressions can be answered with a TRUE or a FALSE (A Boolean value) if rephrased as "IF it's TRUE that I said 1"... IF it's TRUE that I said 2"... If it's TRUE I said something else..."

Now, each expression has a condition - they MUST evaluate to TRUE or FALSE. Now the robot can be taught to make decisions.

As for the mysterious option 5, we'll just refer to that as an "ELSE" ....

input user (voice recognition command+case_num) ( for (case_num); ( if case 1 then do lighting routine if case 2 then play  if case 3 then run note taking program if case 4 then move home connect to power enter sleep mode else do    ) ) return 0;

___________________________________________________ now scrappy has a definite action to take for any "case" command given to him

assuming his "do the locomotion routine" has a do until condition

and scrappy has voice recognition where he has specific values recorded for those allowed


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User:Pizza1512

wikipedia:User:pizza1512

title: User:Pizza1512


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User:L 0 0 P

Hi I am new to Wikiversity, but been long on Wikipedia. I am student of philosophy on University of Philosophy in Sarajevo, Bosnia and Herzegovina and I hope to learn something new in here and help others do the same. This is my UP on Wikipedia. --L 0 0 P 12:22, 11 January 2007 (UTC)

title: User:L 0 0 P


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Pre-Socratic philosophy

< Back to Ancient Greek Philosophy

Pre-Socratic philosophers are those whose studies are about subjects before Socrates. Usually those subjects are mostly about nature or cosmos, so very often this period is wrongly identified with cosmological period of Greek philosophy. This identification is wrong because Sophists are considered Pre-Socratic Philosophers, but their studies are not about cosmos nor nature. This term originates with Herman Diels and his book The Fragments of the Pre-Socratics. You can find similar grouping in the works of Friedrich Nietzsche much earlier, but his grouping is used in other sense. Socrates was born around 469 BC, and most of Pre-Socrates are older than Socrates but not all of them. Don't be confused with this because this grouping has nothing to do with time but with subjects.

Essential Reading

 * Presocratic Philosophers

title: Pre-Socratic philosophy


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User talk:L 0 0 P

Hi there! Welcome to Wikiversity! You seem to have found your way around a bit - but if there's anything I can help you with, please don't hesitate to ask. Cheers! Cormaggio talk 15:41, 11 January 2007 (UTC)

 * thnx mate I'll keep that in mind. --L 0 0 P 16:15, 11 January 2007 (UTC)

title: User talk:L 0 0 P


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User talk:Ajaysharma69

hi

title: User talk:Ajaysharma69


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Talk:Web Design/JavaScript Challenges

// you only need the following line if you don't already // have a variable for your quantity field. var email = document.getElementById("email");

// First, create a variable to remember the position of the "@" symbol var atPos = email.value.indexOf("@");

if (atPos == ??) // you need to replace the question marks with {   // Then there wasn't any @ symbol within the email address! // Let the user know that they need to correct the error! // Add your code below:

// Lastly, return false so that the form won't be submitted. return false; }

you need to replace the question marks with... With what? Stuck here.

We should also invest in some syntax highlighting. --64.129.128.2 21:01, 11 January 2007 (UTC)

onsubmit or onSubmit
Hi 72.49.106.105 (whover that IP maps to!)

Thanks for getting in and editing the Javascript challenges! Just a note, onsubmit should actually be all lower case for XHTML... but you're right, in HTML 4 it was onSubmit (I think?). I've changed it back for the moment... hope that's ok!
 * Sorry, yeah that IP is me, I'm totally new to JScipt but have been studying web design for 5 years. I'm looking at the javascript cheat sheet from ilovejackdaniels.com ans it has onSubmit. I know that JS is pretty sketchy when it somes to case sensitivity. When i ran it with onSubmit on my home server it worked... It really makes no difference to me I'm trying to learn it and am not a prof by any means. -- Koolaidman  Talk Contribs 02:45, 11 February 2007 (UTC)

 * Great! I hope you find the resources here useful... and please continue to update and improve them as you go :) Yeah, I noticed the Jack Daniels cheat sheet uses onSubmit form for events. The main thing is (1) that you're consistent, then your JS code will work either way. But to get your XHTML files to validate you'll need to use lower case. Hope that helps Michaelnelson 00:48, 12 February 2007 (UTC)

 * Thanks, I'll have to take a look at the standards for event handlers, I haven't really paid much attention to them prior to now. -- Koolaidman  Talk Contribs 01:51, 12 February 2007 (UTC)

Challenge 5
"For example, isNaN(1.5) will return true, whereas isNaN("hi there") will return false." I'm learning so I don't really want to edit this myself, but I'm pretty sure this can't be right. Atleast not according to the W3 demo that is referred to...

 * Thanks annon!! Fixed up now. Michaelnelson 03:06, 30 July 2007 (UTC)

W3Schools.com Down?
Is it just me or is w3schools down at the moment? I got frustrated with not being able to reference w3s while working on example #5 a few days ago and the site hasn't been up since. TMyhres 06:32, 21 September 2007 (UTC)

Challenge 4 to 7 using Switch Statements
!! While putting this up i noticed wiki makes my code UNREADABLE! Copy/paste this in your text editor and format, i promise you that you will understand it much better :) btw my comments can also be a bit intrusive so remove them after you read through them GOOD LUCK!!

<!DOCTYPE html>

JavaScript Challenges

.errormsg {

display: none;

color: red;

}

.qerrormsg {

display: none;

color: red;

}

Personal details Full name:  Please enter your name above.

Street Address:

Please enter your street address.

Quantity:  Please enter your postcode. You can only enter numbers

/* notice how i put my script at the end of my document instead of the head, that way i make sure the document is loaded and i dont have to call for onload="" to read the body first */

document.getElementById("userfeedbackform").onsubmit = checkForm; function checkForm {

/* convert everything into a var for easy re-use */ var nameError = document.getElementById("nameerrormsg"); var adressError = document.getElementById("addrerrormsg"); var addressField = document.getElementById("streetaddr").value; var nameField = document.getElementById("fullname").value; var posterrormsg = document.getElementById("posterrormsg"); var quantityField = document.getElementById("Quantity").value; var quantity = isNaN(document.getElementById("Quantity").value); var qerrormsg = document.getElementById("qerrormsg");

/* switch statement with parameter (true), this will make it look for a case with the value the of true [1]*/ switch (true) {

/* [1] the swith statement found a case being true and will excecute ALL the code inside*/ case (true):

/* now here you will see 4 different switch statements [2] with parameter true, this time it has the option between 2 cases [3], it will execute the case that returns true*/ /* [2] */ switch (true) {

/*[3] this is one of the 2 cases, here the switch statement will check if (nameField.length <1 ) is true, if not it will check the next case */ case (nameField.length < 1): nameError.style.display = 'inline';

/* if the Namefield input is not filled in it will desplay the error code and more importantly it will prevent the the form from being submitted ! */           event.preventDefault;

break;

/* [3] the second possible case is that the input field is filled in         ,important is that you make the error message disappear in case it was displayed before! */         case (nameField.length > 1): /* Changes error message to 'none', in case it was not displayed then nothing happens*/ nameError.style.display = 'none';

break;

}       /* check if addresField is filled in, same as switch statement above */ /* [2] */ switch (true) {

case (addressField.length < 1): adressError.style.display = 'inline';

/* repeat event.preventDefault because if we only do it for Namefield then the moment the namefield is filled in but the addressField is NOT, it will still submit form because it only checked nameField*/

event.preventDefault;

break;

case (addressField.length > 1): adressError.style.display = 'none';

break;

}

/* check if quantity field is filled in, same as the 2 previous switch statements */ /* [2] */ switch (true) {

case (quantityField.length < 1): posterrormsg.style.display = 'inline';

event.preventDefault;

break;

case (quantityField.length > 1): posterrormsg.style.display = 'none';

break; }

/* check if the input of quantityField is a number or not */ /* [2] */ switch (true) {

case (quantity == true): qerrormsg.style.display = 'inline'; event.preventDefault;

break;

case (quantity == false): qerrormsg.style.display = 'none';

break;

}       /* in case you did not know, you need a break after every case otherwise it will excecute the other case too and we only want one case to be excecuted*/

break;

} }

title: Talk:Web Design/JavaScript Challenges


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Quorum sensing

Portal:Life Sciences -> School:Biology -> Topic:Microbiology -> quorum sensing

Quorum sensing, first observed by Princeton Microbiologist, Bonnie Bassler is the ability of bacteria to communicate and coordinate their behavior through signaling molecules. Her pioneering work began as an intense study of the bioluminiscent properties of the somewhat benign Vibrio fischeri bacteria found in the light-producing organ of the Hawaiian bobtail squid (Euprymna scolopes).

Her curiosity led her to notice that only after a sort of "critical mass" of these symbionts (symbiotic organisms) had formed, would the community living inside the squid's mantle "light up". Further study revealed that as they touched, they sensed each other's enzymes. As more and more V. fischeri team inside a contained concentration, they suddenly and simaltainiously get the urge to activatee their collective luciferin-luciferase system, thus emmitting visible light.

 * More about vibrio fischeri: The phenomenal activities of V. fischeri provide a rich base for studying symbiosis, bioluminecsence, enzymatic communication, and even the Hawaiian bobtail squid's use of light in their mating rituals.

Continuing research
Bassler, now a professor at Princeton's Department of Molecular Biology is directing her team toward a study of the general phenomenology of quorum sensing in other much-less-harmless bacteria such as the deadly Escherichia coli and Pseudomonas aeruginosa pathogenic bacteria. Hopefully, learning to disrupt quorum sensing of the malevalent type, cures and remedies may develop for certain types of pathogen-induced illnesses.

Resources
Wikipedia - Quorum sensing, Bonnie Bassler

Ask BB NOW as of 22:59, 11 January 2007 (UTC)

 * PBS Profile: Bonnie Bassler
 * The Quorum Sensing Website
 * "QscR, a modulator of quorum-sensing signal synthesis" (Proc. Natl. Acad. Sci. 98: 2752-2757) Abstract/Free Full Text 2001
 * Bacterial quorum sensing in pathogenic relationships. (Infect. Immunol. 68: 4839-4849) Free Full Text 2000
 * Cell-to-Cell Communication in Bacteria

title: Quorum sensing


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User talk:Courtjester555

French Mentoring
Salut, Tim. You are listed at the French stream as being an advanced learner of French who is interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 10:12, 4 November 2008 (UTC)

title: User talk:Courtjester555


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See Userboxes

fr:Catégorie:Boîte utilisateur

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MIT Energy Initiative Forum Notes

Notes from MIT Energy Initiative Forum Luncheon - 1/11/2007

by User:Roadrunner - feel free to ask me any questions about this transcript

Part of page on Topic:MIT Energy Initiative

Held with in conjunction with Petroleum Club on the 43rd floor of the Exxon Mobil headquarters in Houston, Texas with the Society of Petroleum Engineers.

Talk given by Robert Armstrong - Associate Director of MIT Energy Initiative - Head of Chemical Engineering Department

http://en.wikiversity.org/wiki/Topic:MIT_Energy_Initiative

Intro to MIT Enterprise Forum. Founded in 1978 by MIT alumni. No restriction on membership.

President Hockfield set up energy as one of two priorities for MIT (the other was merging life and physical sciences).

Set up Energy Research Council - from all schools in MIT

ERC started Energy Initiative in 9/2006

-

Why it is complicate

 * Few people interested in technical

 * Most people interested in energy services

 * US household 3-4% spend on energy services

 * Energy Council - included two former US Undersecretaries of Energy

 * Why MIT - MIT founded on using tech to benefit society, good at cross discipline, good at moving technology to industry, good at partnering with governments

Perfect storm

 * Energy - supply and demand
 * Energy and security
 * Energy and the environment

-

World use of energy 450 EJ/years 14 Terawatts

Will double next century

1.4 billion no electricity next century

50 year time scale for change

Developing world. As GDP increases energy will increase but....

Efficiency is important. US uses more energy per GDP than Europe

It will make a big difference (10% of world energy usage) if China uses energy like US or Europe

It takes about 50 years to replace energy use. Because it is a *big* infrastructure..

Renewables 4% of energy use

Solar photovolatics 1 part per million now.

Need to start research now to change by mid century

---

Energy and security

 * geopolitics
 * oil and gas may not be enough - oil companies have 20 year estimates of supply. No one is willing to give 50 year estimates
 * delivery systems are vulnerable
 * nuclear has proliferation issues
 * natural disasters

---

Oil and gas and security

Core issue: Demand is inelastic

What we can do - increase diversity of supply - weaken demand - efficient vehicles, coal and natural gas, hydrogen economy ???

---

Energy and environment

The scientific debate is no longer about whether man made climate change is happening. The question is how much CO2 levels will need to rise before some really catastrophic happens. Best guess is that CO2 can raise another factor of 2.

How do we decarbonize energy....

Average temperature of earth is rising. 19 or 20 warmest winters since 1980. It is almost the warmest it has been in the last million years.

--

Impact of climate change

- rising sea levelsre

- great ocean conveyor belt keeps C02 in ocean for 1000 years

what to do...

Efficiency

low carbon or carbon less and CO2 capture

--

50 year time frame

 * What is energy infrastructure like in 50 years
 * resource availablity?
 * science and technology advances
 * geopolitics

Energy Research Council recommendation:

 * Work on multiple technology and scenarios to maximize number of policy options

--

MIT - a phased initiative

 * It all depends on what faculty want to work on

 * three themes
 * Work on breakthrough technology
 * Work on improving today's energy systems
 * Work on systems design and public policy for emerging world

--

Example of what MIT is doing

Biomass as a major source of liquid fuelds. 1.3B tons of biomass -> 45 B fuel

What changed? Why is this now viable

1995-2005 hydrolysis costs $1/gal -> 0.10/gal

1990-2005 - new field of metabolic engineering, you can now program cells to generate a given product

Example: Survey of public attitudes

Large shift in global warming attitudes 2003-2006

global warming now top concern

people who want something to be done is now 71%

 * and people are willing to pay for it*

What are you willing to pay to stop global warming

2003 - $14/month 2006 - $21/month

Might not sound like much, but that works out to $20B/year, more than DOE energy research budget $2B/year

Carbon free energy 14 TW

difficult problem. Nukes not the only solution. We'd have to build one new nuclear plant *each day* to keep up with increase in energy demand

What people are working on

MIT - multiple technologies GE - fuel cells DuPont - biofuel conversation Eastman Kodak - sulfur based carbon sequestration -

Question:

Do you think that global warming is caused by human activities?

Yes.

I'm optimistic that problem can be solved

Demand side - light vehicles with nanomaterials

supply side - renewables - however it will take lots of effort and time to scale renewables up to current energy level, and we need to understand consequences

title: MIT Energy Initiative Forum Notes


text:
Music theory

Composition is an exciting venue to explore and, here, you can find courses on the elements of music and how to use them as building blocks to write your own music.

Introductory Courses

 * Introduction to music
 * Fundamentals of Music
 * Beginners Music Theory
 * Understanding music
 * Music Appreciation
 * Harmony
 * Beginning Composition
 * Fixed media composition

Music Theory Sequence

 * Music Theory I
 * Music Theory II
 * Music Theory III
 * Music Theory IV

Media

 * Analysis of backing vocals

External

 * Music Theory on Reddit - Learn about and discuss music theory on Reddit

ja:Topic:Music theory

title: Music theory


text: File:Windows Firefox.png

title: File:Windows Firefox.png


text:
Talk:Private Pilot License

You have no focus on international flight training (i.e. outside the US and Canada)

title: Talk:Private Pilot License


text:
School Leaders Licensure Assessment

The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice.

The 4-hour assessment is divided into 2 sections: Section I (2 hours 20 minutes) — 100 multiple-choice questions. Section II (1 hour 40 minutes) — 7 constructed-response questions call for written answers based on scenarios and sets of documents that an education leader may encounter. Each of these questions focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals.

Introduction to the SLLA
The School Leaders Licensure Assessment (SLLA) is a test that is used by several states in the USA to grant a credential to become a K-12 School Administrator, such as a principal, sometimes in lieu of a masters degree. It is administered by Educational Testing Service (ETS) and is given three times each year. The test is based around the Interstate School Leaders Licensure Consortium (ISSLC) Standards.

The test is 4+ hours long. There are both paper and computerized version of the test, but the paper versions are being phased out. ETS has some free test preparation material, and other material for sale. In California, the Association of California School Administrators (ACSA) offers a course called Aspiring California Educators (ACE) that helps prepare a person for the test. This class includes the ETS material as part of its fees. This class is highly recommended. This page will contain some of the information from that class, and some thoughts from myself, and hopefully others who have taken the SLLA and passed. As with all Wikiversity pages, no copyrighted material should be copied here, and this page should definitely not contain any actual questions from the tests. Cheating is unethical, and illegal. Given how the test is structured, I firmly believe that you can not pass unless you know how to make good decisions as an administrator, and can analyze situations well. But even if you have these pieces of knowledge and skills, the SLLA also requires knowing what parts of your knowledge you should write. This is what I hope this page can help with, and also help give general tactical advice.

The potential test-taker should be aware that the examination does not prepare individuals to be successful entry-level administrators. Test-takers in California should carefully consider whether the cost and time savings are worth the risk of liability due to a poor understanding of California law, finance, and state accountability requirements (all of which are not covered on the SLLA).

Parts of the SLLA
The four-hour assessment is divided into two sections:

•Section I (2 hours 20 minutes) — 100 multiple-choice questions. (worth 70%) •Section II (1 hour 40 minutes) — Seven constructed-response questions call for written answers based on scenarios and sets of documents that an education leader may encounter. Each of these questions focuses on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action, and provide rationales for their proposals. (worth 30%)

A ten minute break between the multiple choice section and the structured response sections is provided.

Cases and Documents
The cases and documents both involve analyzing documents, and making decisions based upon these. Some of the type of documents can include:

 * Schedules
 * Staff Evaluation Forms
 * Enrollment Data
 * Demographic Data
 * Standardized Testing Data
 * Grade Information
 * Fact Sheets
 * Newspaper Articles
 * Memos from teachers, staff, or supervisors
 * Letters from parents
 * Minutes from meetings
 * School Improvement or Strategic Plans
 * Student Surveys
 * Financial Data

Preparing for the SLLA
It is highly recommended that you get as many sample questions as you can before the test, and the sample rubrics for the questions. If there is a class offered near you that talks about how to pass the test, take it! Otherwise, get the SLLA prep materials from ETS. They're expensive, but worth it to pass the exam. They include many guidelines and sample answers. Sometimes, you can get the prep kit on eBay, or a used book store.

One of the best ways to use the sample questions is to answer them before looking at the rubric. Time yourself just as you would in the actual test. Then use the rubric to score your answer, and ask someone else to use the rubric to score your answer. (Make sure the other person doesn't see how you originally scored yourself) By doing the practice questions, you will also become familiar with the language of the test.

Once you have composed practice questions, it seems wise to read the answers that earned 3 points, rather than the lower scoring, so the higher scoring recommendations and rater commentary will be in your mind.

Pay particular attention to the comments in the study guide materials. What did the raters like about answers? What was missing from others. This gives you ideas as to what should be included.

Creating a formal study plan, and scheduling which days and times you will do which parts of your studying can be very beneficial.

The ISSLC Standards
The ISSLC Standards are what the SLLA is based upon. Having a basic grasp of what the standards are can be helpful in passing the exam.

An educator leader promotes the success of every student by:
 * Standard 1 - The Vision of Learning - facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community:

 * Standard 2 - The Culture of Teaching and Learning - advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth

 * Standard 3 - Management of Learning - ensuring management of the organization, operations, and resources for a safe, efficient and effective learning environment

 * Standard 4 - Relationship with Broader Community to Foster Learning - collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources

 * Standard 5 - Integrity, Fairness, and Ethics in Learning - acting with integrity, with fairness and in an ethical manner

 * Standard 6 - The Political, Social, Economic, Legal and Cultural Context of Learning - understanding, responding to, and influencing the larger political, social, economic, legal and cultural contexts

Following is the function of each standard, as explained by the ISLLC:

Standard 1:
 * collaboratively develop and implement a shared vision and mission
 * collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
 * create and implement plans to achieve goals
 * promote continuous and sustainable improvement
 * monitor and evaluate progress and revise plans

Standard 2:
 * nurture and sustain a culture of collaboration, trust, learning, and high expectations
 * create a comprehensive, rigorous, and coherent curricular program
 * create a personalized and motivating learning environment for students
 * supervise instruction
 * develop assessment and accountability systems to monitor student progress
 * develop the instructional and leadership capacity of staff
 * maximize time spent on quality instruction
 * promote the use of the most effective and appropriate technologies to support teaching and learning;
 * monitor and evaluate the impact of the instructional program

Standard 3
 * monitor and evaluate the management and operational systems
 * obtain, allocate, align and efficiently utilize human, fiscal, and technological resources
 * promote and protect the welfare and safety of students and staff
 * develop the capcity of distributed leadership
 * ensure teacher and organizational time is focused to support quality instruction

Standard 4
 * collect and analyze data and information pertinent to educational environments
 * promote understanding, appreciation and the use of community's diverse cultural, social and intellectual resources
 * build and sustain positive relationships with families and caregivers
 * build and sustain productive relationships with community partners

Standard 5
 * ensure a system of accountability for every student's academic and social success
 * model principles of self-awareness, reflective practice, transparency, and ethical behavior
 * safeguard the values of democracy, equity and diversity
 * consider and evaluate the potential moral and legal consequences of decision-making
 * promote social justice and ensure that individual students needs inform all aspects of schooling

Standard 6
 * advocate for children, families and caregivers
 * act to influence local, district, state and national decisions affecting student learning
 * assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies

Knowledge, Skills and Beliefs
The following is a summary of what knowledge, skills, and beliefs an effective school administrator should have:

 * Leadership and Vision
 * Good communication skills
 * The desire to work with all stakeholders and build consensus as much as possible
 * Being able to develop and implement a strategic plan
 * Understanding and being able to apply systems theory
 * Having good data gathering and analysis skills
 * Having high standards
 * Believing everyone can learn and everyone deserves a good education
 * The desire to continually grow and improve; the willingness to do self-examination, spreading this desire to others

 * Teaching and Learning
 * The belief that student learning is the first and foremost purpose of schooling
 * Desiring to help students to learn to become contributing members of society
 * Knowing and being able to apply learning and motivational theories to have effective instruction
 * Having effective strategies for measuring, evaluating, and assessing students, staff, curriculum, etc
 * Belief in diversity
 * Understanding the needs of the adult learner to have effective professional development
 * Understanding how change occurs in a school system
 * Being able to use technology to improve the educational process
 * Understanding and being able to work in school cultures
 * Creating an environment where everyone feels valued and important because you treat everyone with fairness, dignity and respect
 * Acknowledging and celebrating the responsibilities and contributions of all stakeholders

 * Management

 * Collaborating

 * Ethics

 * Environment

General SLLA Test Taking Strategies
The following are some test taking strategies that may help you:

For more info and tips on the test buy the SLLA Crash Course Book, it has Two Complete Practice Tests: https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
 * You may want to read several of the questions first and start on the "easiest" one.
 * State the obvious. The scorers will not make any assumptions about what you know or don't, so state everything
 * Don't use buzz words. The scorer may not be from your state, and may not know what you mean.  If you do choose to use a word that might not be known by everyone, make sure you explain it.
 * If you use an acronym, spell out what it is before using it, and explain what it is.
 * Analyze and underline the important parts of each section.
 * Pay attention to the "action" verbs in each scenario, and also the details such as a new principal, or May in service.
 * Do not repeat the question in your answer, or put the standard in your answer. Knowing the standards is very good, but putting the title of a standard in your answer won't help you.
 * Do not argue with the question, or try to answer an "alternative" question (Although it is fine to not agree with people in the scenario, don't say in your answer "this scenario is stupid")
 * Do not misspell principal! (Other spelling and grammar errors will generally not be counted against you)
 * Leave spaces between paragraphs so they can be added to later. You can also draw lines to other parts of the paper if you wish to add something.
 * Be sure to put your answers on the appropriate page
 * You don't need to put in a formal topic sentence of thesis statement.
 * Be careful with bullets or lists, make sure that if you use them that it is extremely clear what the entire list means.
 * Pace yourself, keep track of the time.
 * Make sure you respond to all parts of the question, as often the questions may have more than one "sub question" inside of it. There also are other implicit questions that might be good to answer in your statement.
 * Before answering a question, you can brain dump and outline your answer. This often is helpful for people.
 * In any scenario, it never hurts to gather more information before making a decision. (Although some safety or legal decisions must be made immediately, it does not hurt to gather information afterwards.)
 * In any scenario, make sure you close feedback loops, such as getting back to a parent who complains, or talking to a teacher, etc.
 * Be careful when reading charts, graphs, tables etc. Make sure you really understand what they mean.
 * If you finish a section early, reread your responses, and reread the questions.
 * It seems that you will generally not get docked points if you put in too much information in your responses, but the information should always be well thought out and well organized.
 * Get the study guide, review all the questions at least twice. Pace yourself and answer all of the questions.

You have to know the ISLLC Standards and SLLA Crash Course takes you step by step through the standards and then gives you two complete practice tests.

What to Bring with You to the Test
You should check with the official website to find out what is required when taking the test.

The following are some of the items that are required or recommended to take with you when taking the test:
 * Proof of admission
 * Photo ID
 * A variety of No 2. pencils and black and blue pens.
 * Papermate makes a black pen with an eraser; this pen is a must for this test! (added by LauraJC26 :))
 * Pencil Grips to make holding the pencil or pens easier
 * Layers of clothing so you can adjust to any weather or temperature
 * Snacks
 * Bottled water or other beverages
 * A bagged lunch, so you don't have to look for a restaurant during the break
 * Eat breakfast before going
 * Wrist Brace for your writing hand
 * Non-prescription pain killers (your wrists will be sore)
 * Basic Wrist Watch
 * Ear plugs (for the night before if you stay in a hotel)
 * A positive attitude! Positive self talk can psyche yourself up and help you in the test.

How the SLLA works in each state
See the ETS list of states for requirements for each state.

In the state of California passing the SLLA with a score of 173 out of 200 (86.5%) or higher allows a person to without a masters degree to get an Administrative Services Credential. California apparently still uses the older 1010 test, which is covered in this article.

In Louisiana, 166 is passing and with 240 hours of documented leadership activities, one can get Educational Leadership Certification for administration and supervision, referred to as the Alternative Pathway 1.

In Virginia, North Carolina, and New Jersey, 163 is passing. (List of passing scores from ETS, by state.)

Despite having the lowest performing schools and a shortage of school administrators due to a mass exodus from the profession, the State of Mississippi requires the highest score in the US (169) to receive an Administrators License with an appropriate Masters Degree.. ETS now offers two different test for SSLA: 6990 or 6011. Make sure to check the state requirements as to which test is accepted. Also, the passing rate is lower for the 6990 in comparison to the 6011.

Study Resources

 * Hozen, Wafa (2017). SLLA Crash Course. Rowman and Littlefield. ISBN 978-1475827842
 * http://www.slideshare.net/whozien/slla-school-principal-exam-questions-and-answers?qid=4c88f471-85bd-46e6-b82e-38570f3a19c2&v=&b=&from_search=1

title: School Leaders Licensure Assessment


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User:Quintana4

Please tell us about yourself! (Erase this and begin.) Robert Elliott 06:10, 12 January 2007 (UTC)

title: User:Quintana4


text:
User:Capt.radi

If you want to learn more about me check here, my wikipedia blog

barnstar
My first wikipedia award, that's nice, I donno what prompted it, but im not complaining, I wrote about it here

title: User:Capt.radi


text:
User:Capt.Radi/myblog

OK, since I can't host a blog (please read What wikipedia is not and more specifically What user page is not) then I will just link to my blog and please find it there.

My website that was located at http://radi .150m.com/ and is offline at the moment and I don't anticipate it coming back anytime soon, it redirects to my blog, therefore, please refrain from telling me its currently offline, I know that.

Now, since this page "exists to make collaboration among Wikipedians easier, not for self-promotion" I shall make this short,

title: User:Capt.Radi/myblog


text:
User:Effeietsanders

See m:user:Effeietsanders

title: User:Effeietsanders


text:
User:MattBall

Overview
Matthew E. Ball is a modern day renaissance man. He is a student of science, art, music, philosophy, metaphysics, and the basic understanding of the human condition.

He currently lives in the foot hills of the southwestern section of Virginia. Where he lives with his wife and daughter. He currently works in the area of civil service; and is a graduate of South West Virginia Community College, where he holds two A.A.S degress. He is currently working on a B.S. degree in Computer Science with a minor in Mechanical Engineering from Old Dominion University. He is due to graduate in 2009.

Matthew is also a member of the rock band Mass Exodus. Mass Exodus was formed in 2003, where Matthew was one of the original members. He has released two albums to date with the group, "The Prodigal" and "Worlds in Collision". Mass Exodus also has done random touring around the southeastern section of the United States. Matthew plays the guitar and keyboard for the group, which are the same instruments in which he studied in college. Matthew has also been known to play the tenor saxophone which was the initial instrument of study. Matthew is also an experienced producer. Both albums for Mass Exodus where recorded and engineered by him. He also enjoys composing music for the guitar, but has also made full arrangements.

Matthew also has been know for his indie short films that are featured on Youtube.com.

If you wish to contact Matthew E. Ball please use his myspace contact.

Other Related Links
Matthew's Myspace Page

Matthew's Youtube Page

Mass Exodus Main Band Page

Mass Exodus's Myspace Page

title: User:MattBall


text: User talk:Attibv

title: User talk:Attibv


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File:93714021 l.jpg

Summary
Description= Matthew E. Ball Source= Own work Date= Jan 11, 2007 Author= Matthew E. Ball Permission= This picture is free for any use that is non-profit.

title: File:93714021 l.jpg


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User talk:MattBall

Hi Matthew, welcome to Wikiversity! That's a broad range of interests - I don't know where to start - though Browse might help (also the search facility is ok). If you're unsure of anything or just plain curious, please don't hesitate in throwing a question my way - I'll try to get back to you as soon as I can. (Colloquium can also be interesting.) Cheers, Cormaggio talk 13:49, 12 January 2007 (UTC)

title: User talk:MattBall


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Karnaugh Maps

It may be necessary to read the section on Boolean Algebra in order to understand some of the notation used within this article.

A Karnaugh Map makes simplification of truth tables into functions much easier, but it is quite an involved concept to learn. You get all the minterms, and draw a rectangle around them using the fewest rectangles possible that include all the selected minterms. A rectangle must have 2^N minterms within it (so 1,2,4,8,16 etc.) The size of Karnaugh map depends on the number of variables dealt with.

In order to begin teaching the concepts behind Karnaugh maps, I will start with a 2x1 grid. This would not actually be used, but gives an example of how Karnaugh Maps work. I will use the example of an inverter. If a 1 is put in, a 0 is given out. If a 0 is put in, a 1 is given out. I will use the term xn to describe the letter x followed by a number. xn would normally be replaced by a 0, a 1 or a don't care term, represented by a - as is shown in examples 2.1 and 2.2 below. As you can see, everything below the the A is the value for when A = 1. Everything which doesn't have an A above is the value for when A = 0. This may not make much sense yet, but should start to when we deal with larger maps.

For the invertor example, this would have the values

Below, I've shown how the output(X) of the truth table (normally 0s or 1s) are mapped onto a 4x4 karnaugh map.

In use, each occurrence of X and a number (Xn) would be replaced with a 0, 1 or - (don't care) term.

The letters at the top and sides show where each of the input variables (A,B,C and D) equal 1. For the Karnaugh map to be translated into a function, it is necessary to group similar terms. An example of this is shown below. The function ($$\lnot$$A$$\land$$$$\lnot$$B$$\land$$C$$\land$$D)$$\lor$$($$\lnot$$A$$\land$$B$$\land$$C$$\land$$D)$$\lor$$(A$$\land$$$$\lnot$$B$$\land$$C$$\land$$D)$$\lor$$(A$$\land$$B$$\land$$C$$\land$$D) is mapped below. It can be seen that are equal to 1 are shaded. All the shaded cells fall into both C and D. Therefore, the simplified function is C$$\land$$D. Don't care terms can be assigned to either a 1 or a 0 depending on which leads to a more simplified solution.

title: Karnaugh Maps


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Wikiversity talk:Welcome templates

Templates relating to unfinished pages
I've noticed that their are a number of templates and categories being use to request page improvements. I feel this is a good move however we need to adopt a common approach to avoid duplicating work and sending out conflicting messages. Also I feel strongly that the messages should not put of new editors and should be welcoming and encourage them to keep on participating. I've listed the various templates and categories below with my thoughts on them.

The Template:Main welcome is very useful for marking empty pages as it puts them into the Category:Empty pages. Unfortunately it is misnamed and would be better moved to Template:Empty page.

The Stub template is a straight forward statement of fact requesting help to expand the page. It's unlikely to put of the original editor although it's not particularly encouraging. It also puts the page into Category:Stubs which is very useful when looking for pages that need improving.

The Template:Welcome and expand does a similar job but puts the page into the Category:Stub pages again potentially very useful. The wording of this template might put some original editors of who feel that they have provided useful content because it says "This page was created, but so far very little useful content has been added." I think it would be a good idea to get everyone to use one or the other of these two templates making sure that they encourage the original editor to continue participating. If not then at the very least make sure that they both put the pages into the same category.

The Template:Welcome and advise (I'm bias as I helped write it) is potentially useful to encourage editors to think about where to host their contributions. It's not clear if it would be better on the editors talkpage or on the article page.

The Template:FVP or Frequently visited pages is potential useful as it highlights popular pages that need to be developed to improve their learning content.

The Template:Cleanup could be potentially useful in tagging pages that need work doing on them. It provides a section where reasons can be given for the cleanup. I can see this coursing problems as it depends on the discretion of the user. People are easily upset by persevered or actual criticisms of their work. I think it would be better to carefully reword this to cover most situations and remove the option to add a comment. If this is necessary they can be left on the talk page. Also it would be useful to have the template put the page into say Category Improvement drive

If I've missed out any templates that should be discussed please add them along with any comments on the above Mystictim 16:02, 12 January 2007 (UTC)

"Unfortunately it is misnamed and would be better moved to Template:Empty page." <-- "Template:Empty page" is an ambiguous name. Many wiki editors have adopted the philosophy that empty pages should be deleted on sight, even without an attempt to Assume Good Faith and talk to the editors who created the page or have edited the page. "Template:Main welcome" was selected as a name in an effort to explicitly proclaim that empty pages should not be automatically deleted and that new editors should be welcomed even if they do not know how to add content to pages that they create. --JWSchmidt 16:20, 12 January 2007 (UTC)

title: Wikiversity talk:Welcome templates


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Botany Ink Drawing

Welcome to the subject of Botany Ink Drawing

This subject will offer to students different lessons. Students will study, how to draw real things from botanical morphology by a pencil and ink. Every week new lesson will be listed. It means that participants may join the course whenever they want. This subject is operated under the Department of Pomology, the Department of Botany, and the Visual Arts Department.

What you will need
Participants will need a soft pencil (B and lower), an ink in the pencil, white clean papers and scanner/or digital camera to upload their work.

Participants
Sign in, if you are interested:
 * User talk:Tumziix || 22 May 2023 || Competitor ||

Lessons

 * /Lesson 1 - pencils, ink and paper

title: Botany Ink Drawing


text: File:Musa cross section drawing 002.jpg

title: File:Musa cross section drawing 002.jpg


text: File:Stomata in Petalgonum peltatum.jpg

title: File:Stomata in Petalgonum peltatum.jpg


text: Category:Botany Ink Drawing

title: Category:Botany Ink Drawing


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Botany Ink Drawing/Lesson 1

Last Lesson: Next Lesson: Lesson 2 Lesson 1 - pencils, ink and papers is the first lesson of Botany Ink Drawing subject.

What to do?

 * 1) buy a black pencil (B and softer), rubber, ink in pencil and white A4 paper
 * 2) draw a few pictures of this photograph
 * 3) upload your work in the gallery and sign down that those are yours

Questions
What does 'ink in pencil' mean? I have a good quality fountain and ink pen. Let me know so I can go shopping. --ValerietheBlonde 03:55, 8 December 2007 (UTC)

 * Hi and welcome! Would this description on Wikipedia be enough:

 * Pencil (what is B pencil)
 * Ink? Anyway your fountain and ink pen would be enough, but we would need soft pencils.--Juan 09:59, 8 December 2007 (UTC)

Okay, I'll go shopping tomorrow. Thanks! --ValerietheBlonde 18:25, 8 December 2007 (UTC)

title: Botany Ink Drawing/Lesson 1