text:
Computer Essentials/Syllabus

Introduction
Your whole life will revolve around using a computer, from entering the university to when you work in a company and then interacting with friends. The more effectively you can use computer and different applications, the better you’ll do in most situations.

This class will give you practical hands-on skills, as well as knowledge of computers and how they are used in different situations.

Remember:

 * Remember how the basic parts of a computer work and interact with each other
 * Be able to explain how basic input, output, processor and storage devices work
 * Be familiar with the complete Windows operating system and its interface

Comprehension:

 * Comprehend how a computer system can be used in an organization
 * Understand how to use PowerPoint to make presentation and to use Word for Windows to make reports

Application:

 * In a simplified level be able to solve problems in a case study by installing a computer system

Class Learning Outcomes

 * Able to understand basic computer terminology
 * Able to understand the specification of a computer system and able to comparison shop for a system
 * Able to apply computer technology to solve a problem
 * Use computer technology to improve academic performance

Lab Learning Objectives

 * Use the Windows operating system to manage files
 * Understand Windows filing system
 * Be able to customize Windows operating system
 * Able to make and give presentations
 * Able to use advance functions in Word for essays
 * Able to use Google to find answers

Objectives

 * Integrate computer skills into your everyday life
 * Understand about how computers work and their associated technology
 * Learn the vocabulary of the information system industry

Teaching and Testing Methodology
There will be both a classroom examination and a hands-on computer examination for the midterm and final.

Students will need to listen to lectures, read materials, and do homework projects to prepare for the assessment. The class midterm will be based on a mixture of questions from each source. It is quite easy to see if students tried to cram the material because their score is quite low.

For the final classroom exam, students will be given a case study in which they can demonstrate everything they have learned throughout the term. Studying for a case exam is different in that students need models and technology that they can use to apply to solving a particular problem for an organization. The grade on the case study is based more on the understanding shown through the explanation given rather than focusing on the answer.

To encourage reading, quizzes will be given throughout the term. These quizzes and homework will make up 10 percent of the total grade.

Students will also be expected to complete two projects during the term: make a digital presentation and make a 2-D animation.

Students are encouraged to ask why they missed a question, but they must attend the class where their examinations are returned. If students miss this class, they need to make a special appointment to discuss their grade on an exam. Students are responsible for making it to the midterm and final tests. No makeup tests will be given.

Quizzes/Homework
There will be two portions to the quiz scores. For the weekly homework, students will be given short assignments from this site, and they will need to post the final results on their own Wikiversity page or follow homework instruction that will be posted at ICNS141.COM. First, students need to create a wikiversity.com account then e-mail your user name to me at icns141@gmail.com. In the e-mail title, put your student ID number and first name, or there is no guarantee that I will find your page and grade it. Homework needs to be completed on time and no credit will be given for late homework.

Students will also be given in-class quizzes as well. No make-up quizzes will be given for any reason. One of the purposes of given the quizzes is to confirm attendance. Students coming in late may be asked to wait till after a quiz is over before allowed into class. Anytime I have less that 3/4 of my class attending or coming on time, I will automatically give a quiz.

I will also experiment with In-Class Active Quizzes, meaning that I’ll give you some questions or some terms, and then have you individually or as a group work on answering or adding more content by using the computer. The total grade for both homework and quizzes will depend on the total number given per term.

Projects
Projects will be on group basis and if turned in late, will not be accepted. Sometimes some students have technical difficulties. The project must be turned in on time, and when issues are found, the lecturer will allow students to repair the problem within a certain amount of time. For the Flash animation, students need to include the original file or no credit will be given.

Students that copy any animation from the web and submit it as their work will receive an automatic F for the class. Students should put their name on the CD-R, and they should put their names within the project as well.

There will be no credit given for non-labeled disks.

PowerPoint
Create a PowerPoint project that introduces yourself and shows your personality. There is no minimum or maximum number of slides, but in most cases the grade will based on the first few slides in the show. Feel free to borrow graphics and other items from the web. Show off your technical ability and knowledge in PowerPoint. The more creative and better story lines will receive the higher grades.

Projects can be completed either in pairs or individually.

Turn in the project on CD-R. Put your first names on the disk. If there is only ID number, I’ll deduct points and will not grade an unlabelled disk.

Flash Project
All images have to be drawn within the Macromedia Flash. There can be no graphic images imported into the project. The project must be saved in FLA file format. Not following these directions will result in no credit being given for the project.

Any Flash file that is copied from the web or other place and submitted as a student’s project will result in that student or group of students receiving an automatic F for the class, and I will recommend that they receive Ws in all their other classes.

There can also be no ActionScript coding in the Flash project. Because scripting isn’t taught, I will suspect that someone other than the student completed the project and will give that student or group an F for the class.

Turn in the project on either CD-R or floppy disk. Turn in no more than two floppy disks.

Put your first names on the CD-R. If there is only ID number, I’ll deduct points and will not grade a disk with no name. It is also OK to e-mail the FLA file to icns141@gmail.com.

Late Projects and Papers
Late projects or papers will not be accepted. Projects can be submitted in my mail box in the faculty offices on second floor of the new building.

Computer Labs
There will be weekly computer labs. Students are encouraged to experiment with the system or program that is taught that week. Students using software not included in the lesson may be asked to leave the lab. If students repeatedly are asked to leave the lab, it will affect their class grade.

Learning Journal
I'm going to experiment with a new assignment this year.

I want students to keep a learning journal of each class and then submit a summary every 2 weeks throughout the term to turnitin.com

The purpose of the assignment is to help you learn how you you learn. How did I use technology to learn? What was the highest emotional moment in learning? What was the lowest moment in learning? What was the easiest thing to learn? What was the most difficult thing to learn? For the biweekly report, I want to also have a summary of what you think you learned about yourself as a learner from these experiences.

I've again become a student, and now remembering how emotional and difficulty learning can be. If you are really learning, it is changing who you are, and this is a difficult process. It includes the whole range of emotions, from anger to excitement, to disappointment to satisfaction.

Reference: Brookfield, S. D. (1995). Becoming a Critical Reflective Teacher. San Francisco: Josse-Bass Company.

Attendance
As to MUIC’s policy, students missing more than 20 percent of their classes won’t be allowed to take the final exam. For me, a student will receive an F for the class if missed 5 classes. I will allow a student to take final, but I will give a zero for the course grade, meaning a student receives an F.

Three late equal one absence. Attendance will be taken 5 minutes after the hour and then after the break at a set time given during the class. If students come after the attendance, they are late. If they come 15 minutes after attendance, they will be marked absent for the whole class. If students missed attendance twice in one class, it will be assumed they are absent.

The total number of absences and late attendances will be shown during the class on the front screen.

The only excuse for missing a class is being excused to attend an official MUIC or Mahidol University function or having to attend military service. Students should notify me through e-mail beforehand.

I appreciate if you tell me you are sick, have to attend a wedding or have some other personal business, but I won't excuse these absences. Again, students can have up to 5 absences before they receive an F. What happens is a student will have several absences, be late often and then have a crisis where they have to miss a class.

title: Computer Essentials/Syllabus


text:
User:Leon Russo

Hullo, what does this do?

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

title: User:Leon Russo


text:
Aikido/Body Techniques

Attacks are paired with defenses to produce an Aikido technique. Many attempts have been made to formalize these pairings. Unfortunately, there is a large number of them. This is made worse when variations are added. The approach taken here is to describe defenses with notes on variations given different Attacks in Aikido and alternative movements (omote, ura, ishi and soto kaiten, etc.) Also note that the rough skill level classifications are sometimes modified by the kind of attack being made. For example, Shomenuchi Ikkyo is a very basic technique that becomes more advanced when a knife is involved (Tanto-tori Shomenuchi Ikkyo)

Basic Aikido Defenses

 * Ikkyo - first defense
 * Nikkyo - second defense
 * Sankkyo - third defense
 * Kotegaeshi - wrist turning defense
 * Shihonage - four direction throw
 * Kokyunage - breath throw
 * Sumi-itoshi - corner throw
 * Kaitenage - projection throw
 * Iriminage - entering throw
 * Tenchinage - heaven and earth throw

Intermediate Aikido Defenses

 * Yonkyo - fourth defense
 * Gokyo - fifth defense
 * Jujinage - figure 10 throw

Advanced Aikido Defenses

 * Rokyo - six defense
 * Koshinage - hip throw
 * Randori - defenses against multiple attackers
 * Sojutsu - sacrifice throw
 * Disappearing throw (need the technical term for this defense)

title: Aikido/Body Techniques


text:
User talk:Leon Russo

 Hello Leon Russo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 14:07, 10 August 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Leon Russo


text:
User:Stevenaguilar

bio

title: User:Stevenaguilar


text:
User:Wordscape

[English Profile]

title: User:Wordscape


text:
User:Aegle

University of Alberta

title: User:Aegle


text:
User:Jaina222~enwikiversity

Hi. My user name is jaina222(but you probably knew that).

title: User:Jaina222~enwikiversity


text:
User:Chamba~enwikiversity

Kankanaey

title: User:Chamba~enwikiversity


text:
Kankanaey

Welcome learners to learning the Kankanaey language as a foreign language. Kankanaey will help you succeed & aid you when visiting a Kankanaey-speaking community.

Contents

 * Introduction
 * Chapter 1 (The Basics)

title: Kankanaey


text:
Kankanaey/Chapter 1 (The Basics)

Numbers

 * maid - zero (0)
 * esa - one (1)
 * dowa - two (2)
 * tolo - three (3)
 * epat - four (4)
 * lima - five (5)
 * enem - six (6)
 * pito - seven (7)
 * wao - eight (8)
 * siyam - nine (9)
 * simpoo - ten (10)
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title: Kankanaey/Chapter 1 (The Basics)


text:
Aikido/Teaching Difficult Topics

 * Mixed Level Classes
 * Teaching Randori
 * Teaching Koshinage
 * Breakfalls
 * Teaching Children

title: Aikido/Teaching Difficult Topics


text:
User:Scho/Start new page

Use of open-source multimedia tools
Today there is increasing interest in the use of open-source ultimedia tools for purpose of education. Unless one has already been in the game fpr a long time, it is not easy for a newcomer to know where most of these open-souce multimedia tools are found. Awareness of such tools is certainly not as widespread as the proprietory ones. Of course, in some cases, there are no one to one equivalents.

title: User:Scho/Start new page


text:
User:BiancaNavarro

Always Wanted To Schedule

 * Topic

 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

title: User:BiancaNavarro


text:
Digital Libraries/History of digital libraries and library automation

 * Older versions of the draft developed by UNC/VT Project Team (08-27-2008 PDF,WORD)

Module name
History of Digital Libraries and Library Automation

Scope
The origin of the DL research agenda, DLI, DLI-2, NSDL, the origin of other long-term DL projects.

Learning objectives:

 * a. Students will be able to name areas of research and development that fed into early digital library work.
 * b. Students will be able to describe early digital library initiatives.
 * c. Students will be able to describe ways in which areas of research and development that fed into early digital library work affect current digital library work.

5S characteristics of the module:

 * a. Societies: DLs have been and continue to be shaped by the communities of researchers and practitioners that have had a hand in their history, and DLs are developed in response to the needs of specific user communities.

Level of effort required:

 * a. Prior to class: 3 hours for readings
 * b. In class: 1.5 hours

Relationships with other modules:

 * a. Necessary relationships:
 * i. 10-a: Future of DLs: Module 10-a should follow module 1-b. Students should be able to trace progress through DL history to the present day to trends that may affect DL history.
 * ii. 1-a (10-c): Conceptual frameworks, theories: Module 1-b and module 1-a (10-c) should be taught close together in time in a DL course, but the order is unimportant.
 * iii. 10-d: DL research initiatives: Module 10-d could follow module 1-b closely in time in a DL course; module 10-d should have module 1-b as a prerequisite.

 * b. Weak relationships:
 * i. 4-e: Object description and organization for a specific domain: Module 4e should follow module 1-b. Students should understand the historical development of domain-specific DLs.
 * ii. 7-a: Indexing and searching: Students should understand that the field of IR was one of the fields that strongly influenced the early history of DLs.
 * iii. 4-a: Information Architecture: Students should understand that the field of hypertext was one of the fields that strongly influenced the early history of DLs.

Prerequisite knowledge required:

 * a. In LIS programs: None
 * b. In CS programs: None

Introductory remedial instruction:

 * a. None

Body of knowledge:

 * a. Research streams that fed into early DL work
 * i. Information Retrieval:
 * 1. DLI emerged largely out of the IR community
 * 2. First significant agenda-setting discussion of DLs was the NSF-sponsored Invitational Workshop on Future Directions in Text Analysis, Retrieval and Understanding in October 1991, held preceding the 1991 ACM Special Interest Group on Information Retrieval (SIGIR) conference.
 * ii. High-performance computing & Cyberinfrastructure
 * 1. DLI was a subcomponent of the High-Performance Computing and Communications Initiative, established under the High-Performance Computing Act of 1991.
 * iii. OPACs and library automation
 * iv. Electronic publishing & Scholarly publishing
 * 1. Many DL projects began as publishing efforts. E.g.,
 * a. Elsevier Science’s The University Licensing Project (TULIP) project
 * b. Association for Computing Machinery (ACM)’s digital library activities began with explorations into electronic publishing, including of hypertexts, and support of the NSF-funded Envision project at Virginia Tech
 * v. Hypertext
 * vi.Databases: text & multimedia
 * 1. Some early DL projects were called databases before the term “digital library” came into widespread use.
 * 2. DLs are now being proposed as one tool for solving problems involved in e-science large data sets.
 * vii.Humanities computing
 * 1. Coordination between libraries, museums, and archives.
 * 2. Development of tools for textual and data analysis (e.g., Perseus)
 * viii. User studies & evaluation

 * b. Digital Library Initiative (DLI)
 * i. DLI website: http://www.dli2.nsf.gov/dlione/
 * ii. Funded by multiple federal agencies, therefore the initiative had multiple agendas, which were served differently by the different projects.
 * iii. 6 projects at different universities: 5 CS programs (e.g., at Stanford, which led to a prototype of Google’s systems), 1 LIS program
 * iv. Heavily motivated by the need to develop infrastructure
 * 1. Collections were developed, but mostly as proof-of-concept.
 * 2. This occurred simultaneously with WWW’s early days.
 * v. Range of media: full text of periodical publications, images, maps, audio and video recordings, large data sets.

 * c. Digital Libraries Initiative Phase 2 (DLI-2)
 * i. Funded by even more federal agencies, therefore the initiative had multiple agendas, which were served differently by the different projects.
 * ii. Less emphasis than in DLI on the need to develop infrastructure
 * 1. More emphasis on collection development and educational uses
 * 2. Eight projects had a specifically undergraduate emphasis

 * d. NSDL
 * i.NSDL is under the NSF’s Division for Undergraduate Education (DUE); DLI and DLI-2 were programs of the Information & Intelligent Systems (IIS) Division of the NSF's Computer and Information Science and Engineering Directorate
 * ii. Strong focus on undergraduate education
 * iii. Strong focus on evaluation

 * e. Funding agencies
 * i. National Science Foundation (NSF):
 * 1. Move from infrastructure to education; see DLI, DLI-2, & NSDL sections.
 * ii. Institute of Museum and Library Services (IMLS)
 * 1. Only federal agency with Congressionally-granted statutory authority to fund digitization projects
 * 2. Emphasis on digitization in cultural institutions
 * a.Libraries, museums, and archives
 * iii.Andrew W. Mellon Foundation
 * 1. Funds DLs as part of their larger Higher Education and Scholarship program
 * 2. Funded the beginning of JSTOR
 * iv. W.K. Kellogg Foundation
 * 1. Funds DLs as part of their larger efforts to support the development of educational resources
 * 2. Has supported curriculum development in LIS programs, and studies of the future of libraries

 * f. Major digital library projects
 * i. Education
 * 1.Historical focus on undergraduate education
 * 2.Increasing focus of K-12
 * 3. E.g., National Science Digital Library (NSDL)
 * 4. E.g., Networked Digital Library of Theses and Dissertations (NDLTD)
 * ii. Geographic data
 * 1. E.g., Alexandria Digital Library (ADL) – later Alexandria Digital Earth ProtoType (ADEPT)
 * iii. Humanities
 * 1. Coordination between libraries, museums, and archives as all being cultural heritage institutions
 * 2. Focus on preservation
 * 3. E.g., American Memory Project, Documenting the American South, Perseus Project
 * iv. Management approaches to collections of collections
 * 1. Centralized control of standards & interoperability (e.g., NSDL) vs. decentralized (e.g., ibiblio)
 * v. Multimedia
 * 1. Surrogation (e.g., Open Video Project)

 * g. Evolution of services
 * i. Architectural: Focus on infrastructure of the DL
 * ii. Library-style: Emulating library organization and services (e.g., Internet Public Library)
 * iii. Educational: Focus on educational uses of DL materials (e.g., NSDL)
 * iv. Support for community development
 * v. Convergence between DLs & physical libraries
 * 1. Hybrid libraries

Resources

 * a. Required readings:
 * i. Wattenberg, F. (1998). A National Digital Library for Science, Mathematics, Engineering, and Technology Education. D-Lib Magazine, 4(9). http://dx.doi.org/cnri.dlib/october98-wattenberg
 * ii. Griffin, S. M. (1998). NSF/DARPA/NASA Digital Libraries Initiative: A Program Manager's Perspective. D-Lib Magazine (July/August). http://dx.doi.org/cnri.dlib/july98-griffin
 * iii. Greenstein, D., & Thorin, S. E. (2002). The Digital Library: A Biography (No. 109). Washington, DC: Council on Library and Information Resources. http://www.clir.org/PUBS/reports/pub109/pub109.pdf

 * b. Research streams that fed into early DL work
 * i. Information Retrieval
 * 1. Fox, E. A. (1993). Source Book on Digital Libraries, Version 1.0. Blacksburg, VA: Virginia Tech. http://fox.cs.vt.edu/DigitalLibrary/DLSB.pdf (Specifically chapters 1, 2, & 3)
 * ii. High-performance computing & Cyberinfrastructure
 * 1. Kahn, R. E., & Cerf, V. G. (1988). The Digital Library Project Volume I: The World of Knowbots (DRAFT): An Open Architecture For a Digital Library System and a Plan For Its Development: Corporation for National Research Initiatives. http://hdl.handle.net/4263537/2091
 * 2. Atkins, D. E., Droegemeier, K. K., Feldman, S. I., Garcia-Molina, H., Klein, M. L., Messerschmitt, D. G., et al. (2003). Revolutionizing Science and Engineering Through Cyberinfrastructure: Report of the National Science Foundation Blue-Ribbon Advisory Panel on Cyberinfrastructure. Arlington, VA: National Science Foundation. http://www.nsf.gov/od/oci/reports/atkins.pdf.
 * iii. OPACs and library automation
 * 1. Fenly, J. G., & Wiggins, B. (1988). The Linked Systems Project: a networking tool for libraries. Dublin, OH: OCLC Online Computer Library Center.
 * iv. Electronic Publishing & Scholarly Publishing
 * 1. Bush, V. (1945). As We May Think. The Atlantic Monthly, 176(1), 101-108. http://www.theatlantic.com/doc/194507/bush
 * 2. Peek, R. P., & Pomerantz, J. P. (1998). Electronic Scholarly Journal Publishing. In M. E. Williams (Ed.), Annual Review of Information Science and Technology (Vol. 33, pp. 321-356). Medford, NJ: Information Today, Inc.
 * v. Hypertext
 * vi. Databases: text & multimedia
 * vii. Humanities computing
 * viii. User studies & evaluation

 * c. Digital Library Initiative (DLI)
 * i. Evaluation and critique (also for DLI-2):
 * 1. Saracevic, T., & Dalbello, M. (2003). Digital library research and digital library practice: How do they inform each other? http://www.scils.rutgers.edu/~tefko/Saracevic_Dalbello_DLib_02.doc

 * d. Digital Libraries Initiative Phase 2 (DLI-2)
 * i. DLI-2 website: http://www.dli2.nsf.gov/

 * e. Funding agencies
 * i. National Science Foundation (NSF)
 * 1.Wattenberg, F. (1998). See 10.a.i.
 * 2.Griffin, S. M. (1998). See 10.a.ii.
 * ii.Institute of Museum and Library Services (IMLS)
 * 1.Ray, J. (2004). Connecting people and resources: Digital programs at the Institute of Museum and Library Services. Library Hi Tech, 22(3), 249-253.
 * iii.Andrew W. Mellon Foundation
 * iv.W.K. Kellogg Foundation

 * f. Major digital library projects
 * i. Alexandria
 * ii. American Memory
 * 1. About American Memory: Mission and History. http://memory.loc.gov/ammem/about/index.html
 * 2. Anonymous. (1995). LC, ARL Directors Collaborate on National Digital Library. Library of Congress Information Bulletin, 54(1). http://www.loc.gov/loc/lcib/9501/ndl.html
 * 3. Library of Congress. (1995). A periodic report from The National Digital Library Program, No. 2. http://www.loc.gov/ndl/sep-95.html
 * iii. Perseus
 * 1. Crane, G. (1998). The Perseus Project and Beyond: How Building a Digital Library Challenges the Humanities and Technology. D-Lib Magazine, 4(1). http://dx.doi.org/cnri.dlib/january98-crane
 * 2. Marchionini, G. (2000). Evaluating Digital Libraries: A Longitudinal and Multifaceted View. Library Trends, 49(2), 304-333.
 * iv. ibiblio
 * 1. Jones, P. (2001). Open(source)ing the doors for contributor-run digital libraries. Communications of the ACM, 44(5), 45-6.
 * v. The National Science Digital Library (NSDL)
 * 1. Wattenberg, F. (1998). See 10.a.i.
 * 2. Zia, L. L. (2006). The NSF National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) Program. D-Lib Magazine, 12(3). http://dx.doi.org/10.1045/march2006-inbrief
 * vi. The Networked Digital Library of Theses and Dissertations (NDLTD)
 * 1. NDLTD website: http://www.ndltd.org
 * 2. Fox, E. A., et al. (1997). Networked Digital Library of Theses and Dissertations: An International Effort Unlocking University Resources. D-Lib Magazine, 3(8). http://dx.doi.org/cnri.dlib/september97-fox

 * g. Evolution of services
 * i. Architectural
 * 1. Kahn, R., & Wilensky, R. (1995). A Framework for Distributed Digital Object Services. http://dx.doi.org/cnri.dlib/tn95-01
 * ii. Library-style
 * 1. Library Trends 49(2), Fall 2000: Special issue: Assessing Digital Library Services
 * iii. Educational
 * 1. Giersch, S., Klotz, E. A., McMartin, F., Muramatsu, B., Renninger, K. A., Shumar, W., et al. (2004). If You Build It, Will They Come? Participant Involvement in Digital Libraries. D-Lib Magazine, 10(7/8). http://dlib.org/dlib/july04/giersch/07giersch.html.
 * iv. Support for community development
 * 1. Marchionini, G. (1999, September 28-29). Augmenting Library Services: Toward the Sharium. Paper presented at the International Symposium on Digital Libraries, Tsukuba, Ibaraki, Japan. http://www.ils.unc.edu/~march/sharium/ISDL.pdf
 * v. Convergence between DLs & physical libraries

Exercises / Learning activities

 * a. Discussion questions: How has the research and development from the field of computer science influenced the evolution of DLs? From information and library science?
 * b. Small group discussion: Compare & contrast 2 projects from 2 different initiatives.
 * c. Write a 2-page case study of one specific project: What has that project contributed to DLs today?

Evaluation of learning outcomes

 * a. None

Glossary

 * a. DLI: Digital Libraries Initiative
 * b. DLI-2: Digital Libraries Initiative Phase 2
 * c. IMLS: The Institute of Museum and Library Services. imls.gov
 * d. NSDL: National Science Digital Library, created by the National Science Foundation. nsdl.org

Contributors

 * a. Initial author: Jeffrey P. Pomerantz
 * b. Evaluators: Richard Furuta, Molly Dotson


text:
User:SB Johnny/Bill repeal example/Blue Tomato Act

The Blue Tomato Act(link here) was passed in 2009 by the ../Traditional Fruit Party/. Some members of the ../Fruit Freedom Party/ believe the act should be repealed.

Why was the bill passed?
The bill was introduced after complaints were made in 2008 about blue tomatoes appearing in Pennsylvania farmers' markets. While tomatoes of various colors have long been available, many feel that blue tomatoes are unsafe for human consumption. The Blue Tomato Act banned the sale of blue tomatoes after May 1, 2009, and banned the growing of these tomatoes after December 31.

Did the bill address the issue?
While there have been anecdotal reports of blue tomatoes still being sold, most investigations have found that the fruit reported to be blue tomatoes were actually very large blueberries.

Did the issue really need to be addressed?
There are some arguments that the blue tomato issue did not really need to be addressed:
 * 1) Some people believe that there's just no such thing as blue tomatoes. This position is held by the ../Fruit Skeptic Party/.
 * 2) Some people believe that it should be up to the consumer and the farmer whether to grow or eat blue tomatoes. This position is held by the ../Fruit Freedom Party/.

Did the bill create new problems or magnify old ones?
According to some polls (link here), the passing of the act and the publicity around it have caused some consumers to be suspicious of both purple tomatoes and of large blueberries, which is having an adverse effect on some farmers. Additionally, some inspectors in the agricultural department have complained of the additional paperwork involved in checking that farmers' market stands do not carry blue tomatoes.

Parties with views on this bill

 * 1) The ../Traditional Fruit Party/ continues to support the act.
 * 2) The ../Fruit Freedom Party/ supports the repeal of the act.
 * 3) The ../Fruit Skeptic Party/ supports a suspension of the act pending an investigation as to whether there really ever were any blue tomatoes.


text:
User:Тарас Білоченко

שָׁלוֹם

authors: Тарас Білоченко

title: User:Тарас Білоченко


text: User:Graeme E. Smith/Introduction to Histo-Neuropsychology


text:
User talk:Decoy daithi

 Hello Decoy daithi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 15:18, 11 August 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Decoy daithi


text:
Active learning

When you actively think, say, do and experience anything directly you are actively learning. Research shows that people retain 90% of what they say and do, compared to only 10% of what is read, 20% of what is heard, and 30% of what is seen. You could theoretically retain 100% if you actively participate in your own learning, actively use all your senses while doing so, and actively think as you learn. Passive learning assumes that no action is required on your part to learn. Active learning challenges the common education approach of teaching through passive learning. When was the last time you passively learned anything? When was the last time you actively learned anything?

Active versus passive
It is barely conceivable now to remember how to use a slide rule now that we have entered the Age of /Cybernetics with all of these advanced utilities...

How to be active
There are many ways to actively learn. By actively participating in this course you will learn what processes have been developed to encourage active learning.

Do you know how to drive? Do you know how to ride a bike? Do you remember how you learned to? Did someone tell you how? Did someone demonstrate how? Chances are you got on the bike or behind the drivers seat and learned by doing it for yourself.

Ask questions
Asking questions can help you learn almost anything. By asking questions you are doing something to help yourself learn. Can you think of some questions you have asked recently?

Reflective listening
When you ask a person questions or engage in conversation a change in communication takes place, you begin to listen while the other person talks. Reflective listening is a communication strategy where you actively listen attentively to the speaker for their meaning and afterwards repeat what the speaker said in your own words to confirm whether you understood the person. While you engage in reflective listening you should suspend any judgment or thoughts you might have until after you confirm that you correctly understood the person.

Solve problems
To solve problems people often use problem solving skills. Problem solving is a mental process that occurs when you need or want to reach a desired goal. Problem solving involves active learning when you learn from asking questions, brainstorming, analyzing the problem, thinking about the problem, using creativity to solve the problem, or do anything to find possible solutions to the problem. What was the last problem you recently tried to solve? Do you remember how you solved or tried to solve the problem? What did you do?

title: Active learning


text:
User:Aadhunik

Aadhunik contributed to a wikipedia page on Gurdwara Mehdiana Sahib

title: User:Aadhunik


text:
Schools/University of Chicago

The University of Chicago is home to an unusually innovative department of economics. The proportion of new ideas in economics over the last forty years that have emanated from or become associated with Chicago is astonishing. Any definition of the "Chicago School" would have to find room for the following ideas (in chronological order from the 1940s to the present): the economic theory of socialism, general equilibrium models of foreign trade, simultaneous equation methods in econometrics, consumption as a function of permanent income, the economics of the household, the rationality of peasants in poor countries, the economics of education and other acquired skills (human capital), applied welfare economics, monetarism, sociological economics (entrepreneurship, racial discrimination, crime), the economics of invention and innovation, quantitative economic history, the economics of information, political economy (externalities, property rights, liability, contracts), the monetary approach to international finance, and rational expectations in macroeconomics.

The unifying thread in all this is not political or ideological but methodological, the methodological conviction that economics is an incomparably powerful tool for understanding society.

title: Schools/University of Chicago


text:
User:Jasas1

Microbiology/Philosophy B.S. Pharmaceutical Sciences M.S. Biophysics Ph.D.

title: User:Jasas1


text:
User talk:Gluddibson

Please do not operate a public account. A username should identify a single individual. If you would like to contribute then please create another account but don't share your password with others. Adambro 20:38, 11 August 2009 (UTC)

title: User talk:Gluddibson


text:
User:June426

user june426 started 08/11/2009

spanish course

title: User:June426


text:
User talk:Abiso

 Hello Abiso, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 00:04, 12 August 2009 (UTC)

title: User talk:Abiso


text: File:Alexander Calder Eagle 1971.jpg

title: File:Alexander Calder Eagle 1971.jpg


text:
User:Umangthakare

NAME: UMANG THAKARE

EDUCATIONAL QUALIFICATION: M.Sc.COMPUTER SCIENCE

HOBBIES: WEB SURFING, WATCHING MOVIES, READING BOOKS, HORSE RIDING

LIKES: GUITAR, MUSIC, MOVIE, SPORTS

QUOTE: NEVER NEVER GIVE UP.

IDEAL: SHIVAJI MAHARAH,CHARLIE CHAPLIN, LORREAL AND HARDY, MR.BEAN, BENNY HEAL.

FRIENDS: THE ONE WHO CARES ABOUT U.

HERO: ARNOLD, SYLVESTER STELLON, PEARSE BROWSNAN, GEORGE CLOONEY, BRAD PITT, TOM CRUISE, SALMAN KHAN.

HEROIN: KANGANA RANAUT, JENULIA D'SOUZA, KATE WINSLATE, ANJOLINA JOLIE.

BELIVE IN: JIYO AUR JINO DO!

RULE: NO ONE IS FRIEND FOREVER AND ENEMY FOREVER!

title: User:Umangthakare


text:
User:Leighblackall/Models for Free and Open Education

For Open Education 2009 Vancouver

Leigh poked his head up in all this as late as 2004 - about the time Google bought Blogger - giving Leigh a voice through Blogging. He was contracting to tertiary education before that, creating instructional media through Flash and video. Since the rise of social media, Leigh has focused on its use both in formal and informal eucation settings, inventing and testing new models for education at the Otago Polytechnic in Southern New Zealand. This talk will wander through the various discoveries and challenges in the work so far with Otago Polytechnic, specifically the importance of progressive copyright policy, staff use of social media, successful and yet to be successful models for open educational development, and a little bit about the NZ context.

=4 stories=
 * Teacher needing professional development at low risk, maximum flexibility
 * Emerging professional seeking recognition, migration and employment
 * Young school leaver needing a head start into an apprenticeship and trade
 * Self employed small business owner needing short courses on specific areas at minimal cost, maximum flexibility.

=4 models=

Free and open courses

 * Facilitating Online
 * Flexible Learning
 * Composing educational resources

Free and open instruction

 * Youtube cooking
 * Blip Chainsaws
 * Youtube handtools

Free and open content

 * Sustainable business
 * Anatomy and Physiology of Animals

Free and open programmes

 * Travel and tourism
 * Horticulture

=Policy and support=

Progressive copyright

 * Enables reuse
 * Gives assurances to publish

Use popular social media

 * Content outside
 * Learning inside (if necessary)
 * Digital networked literacy
 * Notions of life long learning
 * Addressing the disconnect

=Evaluating this work=
 * Measuring our open education
 * A crisis in faith
 * Socially constructed learning has no place in education
 * The importance and time to develop connectivity and digital literacy is under estimated


text:
User:BillyChatterton/GE100 General Education

Always Wanted To Schedule

 * Topic: I have always wanted to play the harmonica

 * Research Component: The history of the harmonica, possibly the history of a song or two

 * week 1 - Learn chords, basics to harmonica, find a way to gage the difficulty of a song so I can chose one to learn

 * week 2 - Start learning the notes etc for chosen song, find free resources to teach me how to play, etc

 * week 3 - Start research on the history of the harmonica, practice

 * week 4 - Be sure all notes and breathing etc is known at this point so I can start improving

 * week 5 - Continue research and practice

 * week 6 - Assess progress and do any last minute adjustments

 * week 7 - Continue research and practice

 * week 8 - Continue research and practice

Midterm Assignment 1: Taste & Aesthetics
Alexander Calder’s Eagle

Alexander Calder’s Eagle (1971) was somewhat of a second choice for me because everyone else was picking Mark di Suvero’s Bunyon’s Chess. I wanted to have something unique and I’m glad I chose Calder’s sculpture. My first impression of the sculpture was coming up the hill from the west; this side gives a very structural view of the sculpture with the bolts, rivets, and some of the support architecture bold and somewhat distracting from the piece. As we walked around the park we ended up on the hill behind it. From a distance and alternate angle, Calder’s Eagle takes on a much cleaner look. From the east side, slightly above, and fifty to one hundred yards away it appears “clean.” This side of the sculpture lacks many of the eye sores and with the water as a backdrop it is much more appealing to my taste. The first things that struck me researching Calder’s life was that he is a third-generation American sculptor, and that he studied engineering before studying art. Knowing those facts gave me an appreciation for his family heritage and knowledge of sculpting. His previous education in engineering also yields an understanding of his use of steel and the rough architectural properties of the sculpture. This education explains why the sculpture is build like many of the buildings of that era.

Many aspects of Calder’s jewelry work are echoed today with hand crafted work you can find in many tourist locations including Pike’s Market. His sculptures seem reminiscent of some recent work, specifically one in California at the Roseville Auto Mall that one of my mentors worked. Based on what I could find regarding sculptures of the late sixties and early seventies, Calder’s work seems very innovative for his time. His work probably gave inspiration for serial art, and possibly some of the large pop art that came shortly after.

Inspecting more of Calder’s work yields mixed personal taste. I enjoy pictures of the “clean” sides of his sculptures while, the same sculpture captured from the opposite side gives a mechanical and awkward feel of the same sculpture. Much of Calder’s mobile art is growing on me as well as his wire artwork. Calder’s drawings and two-dimensional art, with the exception of “Across the Orange Moons” (1967) and “Crosshatch” (unknown), seem mostly static, and uninteresting to me.

I don’t think my mind has been changed completely, but I enjoy sides of his sculptures and have an appreciation for his work. I see Calder’s work as being qualified artistically and his choice of media as natural based on his engineering background. Calder’s work is now more interesting, knowing more about the man behind the art, and having a broader knowledge of his other creations.

Midterm Assignment 2: Manipulation
Logical Fallacies:

1) A fallacy committed on purpose

Non Sequitur: Because Chris Murphy is against wire tapping, it’s assumed he is bad for security, because Nancy Johnson opposes Chris’ view she is good with security.

Oversimplification: Taking the view that the entire issue of wiretapping revolves around intercepted terrorist calls to other countries.

Post Hoc Ergo Propter Hoc: Because a phone call is placed to a terrorist, a terrorist act is imminent.

Proof by Example: There was only one example of a phone call that may be tapped.

False Dilemma: Only giving one of two options regarding possible solutions to the wire tap.

Argument from Ignorance: Either candidate could say the other one has the “wrong” stance on an imaginary scenario depicted in this commercial.

Slippery Slope: The chain of logic is followed all the way from a phone call being made, to if the call is not tapped a terrorist act will happen.

Link to YouTube clip: http://www.youtube.com/watch?v=bAwYe570PAc

2) A fallacy accidentally committed

One of my friends and I were sitting around talking about cars and Hyundai’s came up, as they are a cheap option for a car. My friend proceeded to tell me how I didn’t want one because they are cheap and not a quality car. After some probing I found their father told them 6-8 years ago when they purchased their last car that the cars were no good, and they had no personal experience with them.

Fallacies used:

Non Sequitur: Just because the car does not cost a lot of money doesn’t mean it’s not made well.

Oversimplification: see above

Dubious Authority: My friend knew nothing about Hyundai’s.

Glittering Generality: cheap and “quality car” you could say were used without definition.

Self-Assessment
Overall the class was interesting and useful. There wasn’t a lot of “new” information for me as I’ve taken a college study class before. However it was useful in finding out what the Art Institute specifically has to offer, mostly dealing with the library resources. Steven did well mixing up the class and the field trips created a nice way to break up the standard lectures most classes tend to lean towards. The final project was cool to get some time to work on something I’d wanted to try for a while even though the results didn’t work out the way I had hoped. It also reminded me that I need to work on self motivation and scheduling if I’m in a class where there is little feedback needed for weeks to keep myself on track with the project. The discussion on “critical thinking” might have been the most interesting as far as not being able to really measure it or know what’s going on in someone’s head, but knowing everyone needs to do it. Over all I did enjoy the experience, much of the information was a good refresher as it’s been a few years since I have attended school. Thank you Steven for your time and instruction!


text:
User:BillyChatterton/FND101 2-D Design

Week 4 Outline (Scale and Proportion)
 Design Basics: Chapter 4: Scale and Proportion Billy Chatterton – August 10, 2009 I.	Introduction (p.72)
 * Scale and Proportion (p.72)

Scale and proportion are related terms: Both basically refer to size

Proportion: def: Size measured against other elements or against a mental norm or standard. Scale and proportion are closely tied to emphasis and focal point.
 * 1) 	Using Scale and Proportion for Emphasis (p.73)

Hieratic Scaling: def: A composition in which the size of figures is determined by their thematic importance.

'''II. Scale of Art''' (p.74)
 * Human Scale Reference (p.74)

One way to think of artistic scale is to consider the scale of the work itself—its size in relation to other art, in relation to its surroundings, or in relation to human size. Sheer size does impress us.

Fresco: def: A mural painting technique in which pigments mixed in water are used to form the desired color. These pigments are then applied to wet lime plaster, thereby blinding with and becoming an integral part of a wall. Earthworks: def: Artworks created by altering a large area of land using natural and organic materials. Earthworks are usually large-scale projects that take formal advantage of the local topography.
 * 1) 	The Power of Unusual Scale (p.74)
 * Context (p.76)

Pop Artists: def: An art movement originating in the 1960s that sought inspiration from everyday popular culture and the techniques of commercial art.

'''III. Scale Within Art''' (p.78)
 * Internal Proportions (p.78)
 * 1) 	Using Scale to Effect (p.79)
 * Contrast of Scale (p.80)
 * 1) 	Unexpected or Exaggerated Scale (p.80)
 * 2) 	Large and Small Scale Together (p.81)

'''IV. Scale Confusion''' (p.82)
 * Surrealism and Fantasy (p.82)

The deliberate changing of natural scale to emphasize importance

Surrealism: def: An artistic style that stresses fantastic and subconscious approaches to art making and often results in images that cannot be rationally explained.

Enigmatic: def: Puzzling or cryptic in appearance or meaning.

V.	Proportion (p.84)
 * Notions of the Ideal (p.84)

We judge the proportions of something to be correct if the ratio of one element to another is correct.

Golden Rectangle: def: The ancient Greek ideal of a perfectly proportioned rectangle using a mathematical ratio call the Golden Mean.

Subjective: def: Reflecting a personal bias.
 * 1) 	Finding the Golden Rectangle (p.85)

Golden Mean: def: A mathematical ratio in which width is to length as length is to length plus width. This ratio has been employed in design since the time of the ancient Greeks. It can also be found in natural forms.

3:5 proportion
 * Root Rectangles (p.86)

Façade: def: The face or frontal aspect of a form.
 * 1) 	Root Five Rectangles (p.86)
 * 2) 	Exploring Roots in Art and Design (p.86)

Week 3 Outline (Emphasis & Focal Point)
Design Basics: Chapter 3: Emphasis & Focal Point

Billy Chatterton – August 3, 2009

I.	Introduction (p.56)

Focal Point: def: A compositional device emphasizing a certain area of object to draw attention to the piece and to encourage closer scrutiny of the work. '''II. Ways to Achieve Emphasis''' (p.58) Use of light and dark contrast to show the focal point Value: def: A measure of relative lightness or darkness. If many elements point to one item, our attention is directed there.
 * Attracting Attention (p.56)
 * 1) 	Using Focal Point for Emphasis (p.56)
 * Emphasis By Contrast (p.58)
 * 1) 	Creating a Focal Point through Contrast (p.58)
 * Emphasis By Isolation (p.60)
 * 1) 	Creating a Focal Point Through Isolation (p.60)
 * Emphasis By Placement (p.62)
 * 1) 	Creating a Focal Point through Placement (p.62)

'''III. Degree of Emphasis''' (p.64) A focal point, however strong, should remain related to and part of the overall.
 * One Element (p.64)
 * 1) 	Maintaining Unity with a Focal Point (p.64)

'''IV. Absence of Focal Point''' (p.66) A definite focal point is not a necessity. An artist may wish to emphasize the entire surface of a composition over an individual element.
 * Emphasizing The Whole Over The Parts (p.66)

Collage: def: An artwork created by assembling and pasting a variety of materials onto a two-dimensional surface.

Installation: def: A mixed-media artwork that generally takes into account the environment in which it is arranged.

V.	The Role of Perception (p.68) The mechanics of visual perception and the psychology of visual perception are both at work in the experience of emphasis in art and design.
 * Optical and Psychological (p.68)

Week 2 Outline (Unity)
Design Basics: Chapter 2: Unity

Billy Chatterton – July 28, 2009

I.	Introduction '''II. Gestalt''' '''III. Ways to Achieve Unity''' '''IV. Unity With Variety''' V.	Unity At Work
 * Harmony
 * 1) 	Where Does Unity Come From?
 * Visual Unity
 * 1) 	Exploring Visual Unity
 * Visual Perception
 * 1) 	How We Look for Unity
 * Proximity
 * 1) 	Proximity in Composition
 * Repetition
 * Continuation
 * 1) 	Continuation Can Be Subtle or Deliberate
 * 2) 	Three-Dimensional Design
 * Continuity And The Grid
 * 1) 	Serial Design
 * 2) 	Using a Grid
 * 3) 	Grid Design on the Internet
 * The Grid
 * 1) 	Using the Grid Effectively
 * Varied Repetition
 * 1) 	Variety Adds Visual Interest
 * Emphasis on Unity
 * 1) 	Unity through Repetition
 * Emphasis on Variety
 * 1) 	Variety in Form, Size, Color, and Gesture
 * Chaos and Control
 * Figurative and Nonobjective

title: User:BillyChatterton/FND101 2-D Design


text:
User:Inhol24/Talk in two languages

Av Ingela Holmström

Texten nedan är en läslogg till kapitel 5, "Interactional Order in Talk in Two Languages: Identity-Related Accounts", i boken Talk in Two Languages av Joseph Gafaranga (2007).

Kapitel 5 handlar om interaktionell ordning vid samtal på flera språk, med en identitetsrelaterad beskrivning i fokus. Gafaranga menar att i enspråkiga sammanhang så är det inte så intressant att diskutera "en situation-ett språk" eftersom ju all interaktion sker inom det enda språket, men om man istället riktar sig mot tvåspråkig kontext så får diskussionen däremot stor betydelse. Antagandet att tvåspråkiga talare aldrig använder två språk i en och samma mening är inte sann, menar Gafaranga, för tvåspråkiga talare skiftar ofta språk under ett samtal, även inom en och samma mening. Växlingen mellan språken är dessutom mycket välordnad.

Gafaranga diskuterar vad han kallar språkalternering (language alternation) och han tar då upp diglossi (diglossia) och språksociologi (sociology of language), interaktionell sociolingvistik (interactional sociolinguistics) samt Markedness model (som jag inte lyckats översätta till svenska).

Ferguson (1959) menar, enligt Gafaranga, att diglossi handlar om en relativt stabil språksituation där det finns en högt värderad (och ofta mer grammatiskt komplex),topplacerad språklig varietet, som till största delen lärs genom formell utbildning, och som främst används för skrift och formella talsyften, men som inte används i mer vanliga konversationssyften i samhället i övrigt. Språkvarieteter kan forma olika strukturer där diglossi finns och de är skilda från varandra och befinner sig på olika nivåer. Varje varietet har sin bestämda roll att spela och de befinner sig i specifika domäner med mycket liten överlappning. Den ena varieteten betraktas som hög, och den andra som låg. Det är dock viktigt att komma ihåg att Fergusons modell för diglossi handlar om samhällen som kan räknas som enspråkiga och att han ansåg att diglossi där var en slags standardisering. Fishman (1972) betraktar diglossi på ett vidare sätt. Han menar att det inte bara existerar i multilinguala samhällen som erkänner flera språk, men inte heller bara i sådana samhällen där dialekter och klassiska vaieteter förekommer.

Gafaranga menar att språkalternering kan ses på olika sätt i olika sammanhang; i tvåspråkiga sammanhang utan diglossi kan alterneringen karaktäriseras som beteenden eller avvikelser som är reparabla, medan alternering i tvåspråkiga sammanhang med diglossi kan betraktas som "metaforisk kodväxling".

Det interaktionella sociolingvistiska perspektivet infördes av Gumperz, vars intresse låg i att undersöka hur lingvistisk variation användes som resurs av specifika talare i specifika ansikte-mot-ansikte-interaktioner. Lyckad kommunikation handlar enligt honom om kontextualiserande signaler, dvs. ytliga signaler i meddelandet som talar om vad handlingen/aktiviteten egentligen handlar om och/eller hur den ska tolkas. Sådana signaler kan vara betoning, tempo, intonation och liknande. Mellan två talare från samma kultur är signalerna tydliga, medan de kan leda till misstag och missförstånd mellan talare som inte tillhör samma kultur. Gumperz slog tydligt fast att språkalternering i sig fungerar som en kontextualiseringssignal, till exempel kan två personer som talar ett språk (en "de-kod") inse att de hör till samma kulturgrupp och därmed alternera till det mer lokala språket, "vi-koden", och sedan växla tillbaka då ytterligare interaktionspartners dyker upp som inte hör till deras kultur.

Gafaranga undersöker sedan en tredje modell för kodväxling som utarbetats av Myers-Scotton, för att se om den kan användas som en alternativ identitetsrelaterad beskrivning av språkalterneringens ordning. Modellen kallas "Markedness model" och har influenser från olika håll, som från "the Cooperative Principle" och kanske allra mest från Elsters "Rational Choice model". Elster och Myers-Scotton menar att samtal följer principer för förnuftigt uppträdande och att man bäst kan föklara de val som görs i specifika interaktioner med att de uppstår genom talarens tvekan om vilken handling som ger honom den bästa nyttan. I Markedness model ligger språkalterneringens "varför" i fokus, snarare än dess "hur", eftersom den fokuserar på sociala motiv för kodväxling. Genom att man använder begreppet "markedness" så signalerar man att kodval kan betraktas som ett system av motsättningar.

Gafaranga skriver att språkval kan vara omarkerade eller markerade. Ett omarkerat språkval är ett sådant som stämmer överens med det som förväntas, det vill säga att man använder den lingvistiska varietet som är den mest förväntade, medan det markerade språkvalet istället är något som avviker och att den varietet som används där är mer ovanlig. Man kan göra markerade språkval genom att växla från ett språk till ett annat, vilket kan leda till en förändring av talsituationen. Om det lyckas så blir det nya språket det omarkerade valet i den fortsatta kommunikationen.

Kommentarer
Här kan du skriva in de kommentarer eller tankar du har kring min text ovan.

title: User:Inhol24/Talk in two languages


text:
User:ShayaR

Currently studying at Jerusalem College of Technology (JCT), Electrical Engineering Dept. (undergraduate studies)

title: User:ShayaR


text:
User:Fenrisulfr

Hello :)

title: User:Fenrisulfr


text:
User:Inhol24/Handbok om Flerspråkighet

Texten nedan är en minneslogg kring boken Handbook of Multilingualism and Multilingual communication, red. Auer och Wei (2007) och texten är endast enkelt byggd.

Handboken är indelad i fyra delar, som behandlar olika områden av flerspråkighet. Den första delen heter "Becoming Bilingual" och handlar om just det att bli tvåspråkig, den andra delen heter "Staying Bilingual" och handlar alltså om att fortsätta att vara tvåspråkig. Därpå följer "Acting Bilingual" som rör teman kring att agera som tvåspråkig och slutligen kommer den sista delen, som handlar om att leva i ett flerspråkigt samhälle: "Living in a Multilingual society". I boken har flera författare medverkat, som har skrivit egna kapitel i boken under olika rubriker. I boken betonas att flerspråkighet inte är ett problem, men att det ändå ibland ses som ett problem eftersom ideologier om enspråkighet och homogenitet fortfarande dominerar i samhället. Författarna som medverkar i boken menar att flerspråkighet faktiskt är en del av lösningen på många sociala problem, eftersom den har en potential att bygga broar mellan olika grupper i ett samhälle.

Här nedan följer några mycket korta sammanfattningar av några av kapitlen i boken.

Kapitel 2, Elizabeth Lanza: Multilingualism and the family

Lanza undersöker influenser vid tidigt tillägnande av tvåspråkighet och hon identifierar ett antal tillvägagångssätt som hjälper till att kartlägga de mest viktiga faktorerna som är involverade i utvecklandet av tvåspråkighet i familjer. Lanza urskiljer också språkideologiska tillvägagångssätt eftersom antaganden och attityder från föräldrar och samhället kan spela en roll i tillägnandet av tvåspråkighet. Hon gör också interaktionella analyser av föräldra-barn-konversationer.

Kapitel 4, Jean-Marc Dewaele: Becoming bi- or multi-lingual later in life

Dewaele undersöker både kvantitativ och kvalitativ forskning på fältet. Han visar hur människors attityder och känslor kring sina språk påverkar deras språkuppträdande och hjälper till att förklara förändringar i deras lingvistiska repertoar.

Kapitel 5 Colin Baker ''Becoming bilingual through bilingual education.”

Baker tar upp tvåspråkig undervisning (där ämnesinnehållet lärs ut genom två språk), som presenteras som den mest positiva modellen, genom vilken mångfald och heterogenitet hos barn från en skiftande lingvistisk bakgrund fångas upp. Han menar att valet av tvåspråkig undervisning är en utmanande men inte omöjlig uppgift.

Kapitel 6 J. Normann Jørgensen och Pia Quist Bilingual children in monolingual schools

Jørgensen och Quist kapitel är uppdelat i två delar: i den första rapporterar de om resultaten av Køge Projektet, en longitudinell studie av den språkliga utvecklingen av turkiska-danska studenter i enspråkiga danska skolor. De visar hur olika språkanvändning kan jämföras med olikheter i pojkars och flickors identitetsarbete. I den andra delen diskuterar de norska (och andra europeiska) debatter om skolgång för barn från språkliga minoriteter och den roll de spelar i dessa debatter om språkideologier som en nation - ett språk.

Kapitel 11 Joseph Gafaranga Code-switching as a conversational strategy

Gafarangas text ger en översikt av forskning från diglossimodeller, identitets-relaterade förklaringar till organisatoriska redogörelser. Han menar att kodväxling är en aspekt av den övergripande organisationen av tvåspråkig konversation. Han drar slutsatsen att alla olika metoder kompletterar varandra och behövs för att fånga fenomenet kring språkalternering.

Kapitel 13 Benjamin Bailey Multilingual forms of talk and identity work

Bailey intresserar sig för kodväxlingens identitetsrelaterade funktion och han presenterar detaljerade analyser av tvåspråkiga samtal för att illustrera hur identitetsarbete sker genom metaforiska växlingar. Han menar också att det idag fortfarande finns en slags enspråkig ideologi som man kan hitta i akademiska arbeten. Bailey betonar att det finns ett behov av att titta på begrepp som språk och flerspråkighet som socialt konstruerade, precis som ras och etnicitet.

Kapitel 18 John Edwards Societal multilingualism: reality, recognition and response

Edwards diskuterar bland annat språklagstiftning och språkrättigheter. Han tar också upp klassificeringen av språk-kontakt-situationer.

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title: User:Inhol24/Handbok om Flerspråkighet


text:
User:Thuvack/Mind-Logs/2009 August

August-12-2009:A year later
I have been a stranger to wikiversity for a long time now. Work has been very busy. I ocassionaly browse wikiversity to check on the progress made. I get a sense of disappointment to see that most of the pages I started or helped in have not changed a year later! I had hoped that someone somewhere would take the projects and run with them. It is a calling that gets harder to ignore each day. I hope that all those veterans who have now left wikiversity share this sentiments.

Maybe Thuvack might come back to Wikiversity if time allows. I hope it will be soon. Watch this space :-) --Thuvack | talk

title: User:Thuvack/Mind-Logs/2009 August


text:
User talk:ErickaSmith

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 22:41, 9 September 2009 (UTC)

title: User talk:ErickaSmith


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User:Alohaworks

Aloha always works.

title: User:Alohaworks


text:
User talk:Joey1405

 Hello Joey1405, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 18:57, 12 August 2009 (UTC)

title: User talk:Joey1405


text:
Chinese Music Society of North America

The Chinese Music Society of North America (CMSNA) was organized in 1969 and was officially founded in 1976 as a federal non-profit international organization to increase and diffuse the knowledge of Chinese music and performing arts. Today it has grown to become the national association of musicians and scholars and National and International organization specializing in Research and Educational Material in English (Special Reports, Monographs, Pictures/Slides, Journal Publications, Archaeological Finds, Cultural Relics) concerning Music/Theater/Dance and Musical Instruments of China and Non-Western Cultures.

The Membership of the Society comprises Associate Members, Ordinary Members and Sustaining Members. Any person or institution interested in Chinese music is eligible for election to Associate Membership on written application to the Secretary on a prescribed form. A person with appropriate background experience and active in the field of Chinese Music may apply for transfer to Ordinary Membership in his or her second year of Associate Membership. Sustaining Membership is available for corporations and other organizations interested in materially supporting the publications and activities of the Society. The Society sends all members without charge its official international journal, Chinese Music.

Chinese Music is the international quarterly journal devoted to Chinese music, with articles covering all phases of research of Chinese music and performance activities in Chinese music. It is regarded as the most prestigious authority in sources of Chinese music research. Numerous discoveries relating to Chinese music were first reported in Chinese Music before they became publicly known. It also contains news items of general interest to the music community and the public, as well as book and recording reviews. Chinese Music is the only journal in the world devoted wholly to theoretical and applied Chinese music.

Chinese Music provides a forum for original papers concerned with musicology, musical life, composition, acoustics, analysis, orchestration, musicians, global interactions, intercultural studies, and musical instruments. It also publishes news items of importance to the music community and the general public, as well as book and recording reviews.

The Keywords of Chinese Music (ISSN 0192-3749): Performing Arts, Music, Theater, Dance, Cultural Relics, World, China, Acoustics, Aesthetics, Music Theory, Ensemble Music, Orchestration, Structure, Formal Design, Compositions, Analysis, Musicology, History, Criticism, Musicians, Musical Instruments, Instrumental Music.

Chinese Music (ISSN 0192-3749) is distributed to 169 Countries.

The Society coordinates field projects and conferences which bring about interaction among Chinese music enthusiasts from all over the world. Its membership now include music supporters and researchers from 169 countries. Members are therefore provided with many opportunities to interact with prominent experts in Chinese music on an international scale.

title: Chinese Music Society of North America


text:
User:JBG~enwikiversity

Complete newbie here.

Retiree of University of Illinois at Urbana-Champaign.

More later when I have better idea what is appropriate.

--JBG 20:26, 12 August 2009 (UTC)

title: User:JBG~enwikiversity


text:
User talk:JBG~enwikiversity

 Hello JBG, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 20:33, 12 August 2009 (UTC)

Thanks for warm welcome! Lotsa new stuff to learn, but, as encouraged, I have been Bold and created a page. I appreciate the offer of guidance and support! --JBG 19:30, 14 August 2009 (UTC)

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

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

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

Sorry for the inconvenience.

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Renamed
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title: User talk:JBG~enwikiversity


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User talk:Shoh

 Hello Shoh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 22:07, 12 August 2009 (UTC)

title: User talk:Shoh


text:
Theory of Programming Languages/Object Oriented Programming

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Objective
Students will learn the history of object oriented programming, and will understand the key features that make it distinct.

Students will be able to answer:
 * 1) What is notable about object oriented programming?
 * 2) What problems did object oriented languages solve?
 * 3) What modern languages are object oriented?

Object-Oriented Programming

Object-oriented programming (OOP) is a programming paradigm that uses "objects" – data structures consisting of data fields and methods – and their interactions to design applications and computer programs. Programming techniques may include features such as information hiding, data abstraction, encapsulation, modularity, polymorphism, and inheritance.

Object-oriented programming is a paradigm first developed in the 1960's that has many unique characteristics. It was not commonly used in mainstream software application development until the early 1990s. Many modern programming languages now support OOP. If you are currently learning programming, it is likely that you are learning languages which are at least partially object oriented. (Examples include: Java, C++, Python)

One of the first unique characteristics of this paradigm is the use of "objects". Objects are data structures which contain "fields" and "methods" to describe their content and functionality. Objects themselves correspond to types, which often correspond to the data relevant to the methods it contained. For example, a "person" object might contain a name and a function which could print that name. Multiple objects can be created from one type, "Steve" and "Martha" might both be people but contain different data.

Let's consider that as an example: (This is written in Java) The class "Person" is like a cookie cutter, where we design what a person contains. Then we can use that class to make objects - in this case the objects steve and martha.

Programs written in other non object-oriented languages (such as BASIC) are often only long strings of commands. These strings may be broken up into subroutines, but the code remains accessible from all other parts of the program (global in scope). This can cause bugs to have wide reaching ramifications. Object-oriented languages can bundle up data into discrete objects, and thereby evade this problem. The data is accessed by calling specially written methods which can modify or retrieve information from other sections of code. These act as a kind of intermediary, which quarantines different sections of code.

By concealing the actual nitty gritty programming behind methods used to access data, programming can be made much easier to read and contribute to - you don't need to know exactly how a program might read text from a file, but you can write an object which utilizes that functionality to check the spelling on the text. This concept is called abstraction. This offers an additional boon in that command names may be reused, programmers need not think of brand new function names when contributing to a large project.

Lets enumerate through the core ideas behind Object-oriented programming:

Encapsulation
Encapsulation is a twofold notion. First, it is the process by which data is bundled together with operators (in the example above, the Person object had the data Name and a method sayName which printed that data). Secondly, it is the hiding or limiting of access to data so as to ensure security,

Consider this example from Wikipedia, which displays the limiting of access to secure data: As the comments explain, because the balance of the account is labeled as private, it cannot be modified.

Object-oriented programming language examples

 * C++
 * C
 * Objective-c
 * Java
 * PHP
 * Python
 * Ruby
 * Smalltalk

Assignments

 * 1) In pseudocode (or an OO language) write a series of objects which inherit characteristics from other objects. For example: a house object which inherits "building material" from a "building" object, and inherits size from "thing" object.
 * 2) Write a list of five well known object oriented programming languages.
 * 3) Write a list of five problems which are well suited for object oriented programming languages.

 * Previous Lesson
 * Next Lesson
 * Course Home Page


text:
US States/Alaska/Aleut

Aleut
Aleut is a name given by the Russians to the people living on the southwest Alaska Peninsula and the islands now called the Aleutians.

Russian Orthodox priest Ivan Veniamminov, who lived in the Fox Islands from 1824 to 1834, did not equivocate on the topic of the origin of the name, writing in his detailed journal, "The inhabitants of these islands, called "Aleuts" by the Russians and all Europeans, called themselves Unangan" (p. 157). Veniaminov's writing is clear: The people called themselves Unangan; Russians and Europeans called them "Aleuts".

Origin of the Name Aleut
The origin of the name Aleut, recorded by Veniaminov, is clear: "The local inhabitants received the name Aleut initially from the Russians (page 157).  Again, Veniaminov's writing is clear:  The name "Aleut" came from the Russians.  Veniaminov traveled in the islands extensively, carefully studying the people and the language.

title: US States/Alaska/Aleut


text:
User:Inhol24/Språk, literacy och makt

Av Ingela Holmström

Texten nedan är en läslogg kring boken Language, Literacy and Power in Schooling, red. Theresa L. McCarty (2005).

Language, Literacy and Power in Schooling är indelad i tre delar, och följer en etnografisk tradition. I del 1 diskuteras olika literacies, som t.ex. Hopis sätt att leva ur literacyperspektiv. I del 2 fokuseras på läsande och olika klassrum, som tvåspråkiga och mångkulturella sådana och i sista delen vidgas perspektivet till att omfatta vår föränderliga värld, som den upplevs i "the New Capitalism".

Bokens kapitel har växt fram ur ett symposium som hölls under ett av American Anthropological Associations (AAA) möten år 1999. I boken medverkar 17 olika författare, som tar upp frågor kring etnografi och literacy, men också frågor om makt, ras och pedagogik.

The Continuing Power of the "Great Divide" - av Theresa L. MacCarty

Detta kapitel är en introduktion till boken och här beskriver McCarty vad hon kallar 2000-talets "Great Divide", en ny form av utbildningsmässig, ekonomisk och sociopolitisk segregering, som hon menar att är ett resultat av att färgade studenter och engelskspråkinlärare uppnår de lägsta graderna av utbildningsmässiga kunskaper, har de lägsta familjeinkomsterna och de högsta graderna av tonårssjälvmord och depressioner.

McCarty berättar att boken fokuserar på språk, literacy och skolning och att dessa ses som besläktade axlar av makt i kampen om att få tillträde till centrala intellektuella, sociala, ekonomiska och politiska tillgångar och rättigheter. Literacy förstår McCarty som något som har att göra med sociala, institutionella och kulturella relationer snarare än vad människor själva gör efter eget huvud.

Boken som helhet följer en etnografisk tradition och McCarty beskriver därför etnografiska metoder, som deltagande observationer och intervjuer och presenterar kända forskares tankar, som Wolcotts och Gumperzs. Hon menar vidare att författarnas mål som etnografer inte bara är att undersöka och uppdaga områden som återskapar "great divides", utan de vill också frambringa en dialogisk transformering som kan leda till positiv social förändring.

Indigenous Accounts of Dealing With Writing - av Elsie Rockwell

Rockwells kapitel handlar om Maya-folket i Chiapas i Mexiko, som hon antar att har en lång historia av utvecklingsstrategier som stämmer överens med den dominerande användningen av literacy. I kapitlet tolkar Rockwell redogörelser som hon hämtat i texter som publicerats av "Native" (ursprungliga, infödda) författare under det senaste decenniet. Vad Rockwell vill göra är att bidra med några tankar som inte fått så mycket uppmärksamhet tidigare. Hon menar att de som sitter vid makten tenderar att både underminera och förvägra literacy för de grupper som de styr eller dominerar över. De kan också förneka att det finns autonoma literacypraktiker.

Då det gäller diskussionen om literacy i Chiapas så har antagandet hela tiden varit att infödda kulturer till sin natur är orala, men en del forskare antyder att literacy troligen var mer vitt spridd än det ofta antas, även om det var begränsat av köns- och generationsgränser. Ofta var det så att man officiellt förnekade förekomsten av skrift och av skrivna dokument och under 1800-talet hade man lyckats underminera och förneka användningen av skrift av "natives". När sedan den federala skolan tillkom under mitten av 1900-talet kunde man enkelt porträttera highland-samhällena som orala kulturer.

Rockwell tittar sedan på hur "native writers" texter såg ut. Hon lade märke till att det var tre teman som ofta återkom i texterna: ritualer, arbete och mark, och många gånger var det nedskrivningar av orala, traditionella berättelser, som kunde tolkas mycket olika vid nedskrivningen.

Något i mina ögon tänkvärt är, att Rockwell betonar att skolgången i "native" städer inte alltid har lett till literacy, utan det kunde bli så att man satt flera år i skolan och ägnade tiden åt att kopiera texter och läsa högt, utan att man för den skull förstod ett enda ord.

Julia´s "Story" of Schooling: A Borderlands Account - av Robert Whitman

I detta kapitel undersöker Whitman den flerstämmiga naturen i en berättelseliknande redogörelse, som skrivits helt i nutidstempus. Han tittar på redogörelsens struktur och hur människor presenteras och kommer till tals och undersöker också användningen av presens, som i "kanoniskt" avseende gör redogörelsen till "icke-berättande".

Den redogörelse som Whitman använde sig av var skriven av en första generationen mexikansk-amerikansk ung kvinna som hette Julia, under en skrivkurs på ett college där Whitman själv undervisade. Redogörelsen var resultatet av en uppgift att svara på frågan "vad gör du här?". Julia gick i klassen för att hon själv upplevde att hon inte var duktig på att läsa och skriva och hon ville lära sig mer om det teknologiska området och hur man läste och skrev där.

Mycket av Whitmans text är en analys av Julias berättelse, som hur den rent narrativt är uppbygd och hur hon använder sig av ord som you, they och them till skillnad från we, our och us.

Reading, Writing and Race: Literacy practices of Teachers in Diverse Classrooms - av Gloria Ladson-Billings

Ladson-Billings kapitel undersöker på vilka olika sätt ras färgar uppfattningen hos lärare som arbetar med barn som kämpar för att bli litterata. Hon har gjort en treårig etnografisk studie där hon undersökt hur lärare talar "runt" ras, även när ras är i centrum för det utbildningsmässiga problemet.

Aldrig tidigare har det varit så komplext att "bli litterat", skriver Ladson-Billings. Hon menar att studenter idag måste läsa igenom så många olika medier för att bli det. Det handlar inte bara om traditionella texter, utan också om musikvideor, dataprogram, sånger, TV-spel och annat. Ladson-Billings menar att literacy hör nära samman med vår föreställning om mänsklighet och medborgarskap. Man måste vara människa för att vara litterat och man måste vara litterat för att bli en medlem. Som exempel på detta tar hon upp att de afrikanska slavarna inte fick lära sig att läsa och skriva eftersom de då skulle bli för svåra att hantera och som en följd av att de inte var litterata kunde man betrakta dem som "icke-mänskliga".

Barn till färgade, som afroamerikaner, indianer och lationos misslyckas idag rutinmässigt och frekvent att bli fullbordade och skickliga läsare hävdar Ladson-Billings. Detta intresserade henne och hon ville titta närmare på problemet i skolverkligheten. Hon grundar sin analys av relationen mellan literacy och ras på "Critical Race Theory" (CRT), som är en form av vetenskaplig legal kritik, som argumenterar för att rasism är normalt och inte avvikande i det amerikanska samhället.

I studien följde Ladson-Billings bland annat relativt nyblivna lärare och hon kunde se att de inte verkade instruera eleverna i läsande. Istället gick mycket tid åt till att roa och underhålla dem. Lärarna kunde ofta identifiera goda, medelmåttiga och "svaga" läsare i klassen men de kunde inte identifiera någon verklig styrka eller svaghet hos dem. Det fanns dock en lärare som skilde sig från de andra, Paulette, som visste precis. Paulette betraktades av de andra lärarna som lite gammalmodig, men hon hade koll på varenda elev och på hur de låg till. Hon kunde be dem komma fram till tavlan för att stava och ljuda och hon frågade dem om de visste vad olika ord betydde. Vid ett tillfälle hade forskarna i studien een samling med lärarna, där de fick presentera något som de gjort. De andra lärarna blev då imponerade av Paulettes resultat, då hon visade dem brev som eleverna själva skrivit, utan att kopiera något. Efter samlingen vände sig Paulette till forskarna och berättade att hon inte såg några problem att undervisa de svarta barnen på samma sätt som andra för det var vad deras föräldrar förväntade sig. Hon menade att hon drev dem så hårt hon kunde. Ladson-Billings tycker att det mest intressanta i Paulettes kontakt med dem var att hon ansåg det som något att ta upp ”vid sidan av” och inte i den stora gruppen.

Vid ett stort test som genomfördes samtidigt som studien bedrevs kunde man se att skolan i studien fick de sämsta resultaten av alla skolor och att de låg långt ner även i jämförelse med likvärdiga skolor. Man gjorde också en indelning efter kön och ras och där kunde man se att svarta pojkar skilde sig markant från övriga. På skolan satt sedan alla lärare och pratade lite svagt om att bland annat försöka få mer feedback från föräldrarna, tills plötsligt en lärare brast ut i att faktum var att de faktiskt gjorde ett dåligt jobb med "de svarta pojkarna". Ingen av lärarna på skolan var själv svart och det var ett brott mot ramarna att ta upp detta – ingen vidrörde annars sådana frågor. Nästan ingen av lärarna hade heller mött någon afroamerikansk vuxen eller barn som var jämlik eller hade högre social status än dem själva. Undantaget från detta var Paulette, som undervisat i annan skola tidigare där alla varit afroamerikaner och hon hade mött en varierande mängd svarta då.

Att vara vit innebär en slags rätt att exkludera andra och att ha rätt att kategorisera menar Ladson-Billings. Dessutom får man mer hjälp att lyckas i skolan och man får tillgång till sporter och estetisk verksamhet dit också föräldrar följer med och stöttar, medan afroamerikaner inte alls har detta familjestöd med sig på sådant.

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title: User:Inhol24/Språk, literacy och makt