text:
Control systems

Lessons

 * /Open loop systems/
 * /Closed loop systems/
 * Feedback
 * Transfer Functions
 * Plots
 * Root locus, Bode plot, Nyquist plort, Nicolas chart, M-N circles
 * Compensator
 * PI, PD, PID Controllers
 * State Space Analysis

With video lectures

 * 1) Control Engineering (notes), M. Gopal, IIT Delhi.
 * 2) Control Engineering (notes), S.D. Agashe, IIT Bombay
 * 3) Advanced Control Systems (notes), S. Majhi, IIT Guwahati
 * 4) Industrial Automation and Control (notes), S. Sen and S. Mukhopadhyay, IIT Kharagpur

Without video lectures

 * 1) Control Engineering 1, S. Janardhanan, IIT Delhi, Sem II, 2011-12.
 * 2) Digital Control System, S. Majhi and Dr. Indrani Kar, IIT Guwahati
 * 3) Control Engineering, M. Gopal, IIT Delhi.

Resources

 * Engineering Laboratory Experiments on CONTROL SYSTEMS and PROCESS DYNAMICS
 * ExperTune Library
 * Dynamic Simulation of Chemical Process

title: Control systems


text:
Wikiversity:Wikiversity and Wikinews services

Wikiversity and Wikinews services are being developed by the School of Media Studies through the Media Project Institute. Stay Tuned!

 * Topic:News and Information services
 * Topic:Science journalism

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


text:
Category:Media Projects

School:Media Studies
 * Main article

title: Category:Media Projects


text:
Web Design/Website Performance Test Plan

This Website Performance Test Plan is intended to be a template that you can adapt for your own purposes. Please edit and improve it and you see fit.

The purpose of this document is to provide a plan for testing the performance of your website and document the results. It should be possible for any web designer following you to conduct the Performance Test according to the processes detailed in this document.

This template document is based on a fictitious site for a fictitious company, ABC Solutions.

Executive summary
This document details the agreed processes that are to be performed in order to validate that the Village Car Show website meets (and continues to meet) the agreed website goals.

Technical performance tests are to be executed whenever a new revision of the site is uploaded. Business performance tests are ongoing and should be monitored regularly as outlined below.

The most recent technical test conducted on the 15/10 demonstrated that the Village Car Show website currently meets all the technical performance goals. The most recent business performance test shows that new visitors are increasing above the stated 10% per week goal (at 13%), but recurring visits are slightly below at 4% per month. The bounce rate for the landing page over the last month is 40%, but moving down. Enquiries through the Village Car Show contact-us page is averaging 30 enquiries per week.

Performance goals for Village Car Show
The Village Car Show website redesign has the following agreed performance goals:

Technical performance goals

 * The landing page must have a total size less than 40kb.
 * Every page should have a maximum size of 55kb, including all html, images, css and javascript items that are not cached.
 * All pages must be valid HTML 4.01 Strict.
 * All pages must display consistently in Firefox (v1.5+), IE (v6 and v7), Opera and Safari.
 * All pages must satisfy all the Priority 1 and 2 checkpoints of the WCAG 1.0 checklist (That is, AA conformance).
 * All links should be current (no stale links)

Business performance goals

 * New visitors per week to increase by 10% for the first four weeks after the launch, 40% for the next 4 weeks (during the marketing campaign), and then 20% per week for the following 12 weeks.
 * Recurring visits to increase steadily by 5% per week.
 * A bounce rate of less than 30% for the landing page (i.e. 70% of people entering the site through the home page should click on a link to view further pages).
 * Enquiries through the contact form are to reach 40 per week by December

Technical Performance Test
This test is to be completed each time the live site is updated.

Required tools to complete this test:
 * W3C validation service (Available through the Firefox Web Developer extension)
 * Content Quality's Cynthia Says Accessibility testing service (also available through the Firefox Web Dev extension). Or a separate completed Accessibility Evaluation Report for ABC Solutions)
 * Website Optimization's Speed report service (also linked through Firefox Web developer toolbar)
 * Browsers: Firefox, IE6, IE7, Opera and Safari. Or alternatively, a BrowserCam account (free 24hr trial available) or BrowseEmAll Trial.
 * W3C Link Checker

Business Performance Test
The following data, measuring the business performance goals of the ABC Solutions website, is to be documented weekly for the first 12 weeks after the launch, and then monthly thereafter. An account with Google Analytics has been setup with the (username: abcsolutions)

Technical test on 18/08/06
Tester: Jeb Landers

Exceptions
 * 1.1 The company profile page fails Checkpoint 6.1 of the Web Content Accessibility Guidelines due to ...

Technical test on 14/09/06
...

Appendix A - Speed Reports
For each page included in the test plan, include the dated speed report here.

Appendix B - Accessibility tests
For each page included in the test plan, include a dated completed checklist here.

Appendix - Google Analytics reports
For each weeks Business Performance test, include the Google Analytics report here.


text:
User:Dream mind/Sandbox

 * Turbo Machines
 * Gears
 * Boiling
 * My templates
 * Navier-stokes equation
 * Heat Exchangers
 * FRP

title: User:Dream mind/Sandbox


text: File:Blade angle.jpg

title: File:Blade angle.jpg


text:
User:Caesar

Caesar at Swedish Wikipedia.

de:Benutzer:Caesar

title: User:Caesar


text:
Portal talk:Chinese

I listed your resources in the School of Language and Literature resource catalog--please list any new resources there! Thanks! --Trinity507 03:47, 22 February 2009 (UTC)

 * <<靜夜思(Quiet Night Thoughts)>>, 李白 is a good introduction.--Hillgentleman 11:46, 18 October 2006 (UTC)

Dialect names
The dialects mentioned should probably be called by their more common English names, Cantonese and Mandarin. Otherwise it will be confusing. The Jade Knight 08:00, 14 January 2007 (UTC)

I agree, so I changed it, hope nobody minds ;D 86.137.109.142 09:29, 23 February 2007 (UTC)

Course Planning
I thought it's not a bad idea if we structure the two courses, Mandarin and Cantonese, similarly to a University course. Then at least it has some goals and a difference to just any old course. I propose around 24 lessons or however many weeks are in one academic year, and then seperate (but connected) lessons for reading, writing, listening and speaking, as that is how it is taught at most Universities. I will register a sername soon. 86.137.109.142 09:50, 23 February 2007 (UTC)

 * I've added the "Welcome and Advise" template above as a reminder that we should use Wikibooks material where appropriate, but to make sure we don't duplicate it here. Let's make sure this is an interactive course.  See the Chinese Wikibook.  The Jade Knight 22:28, 23 February 2007 (UTC)

title: Portal talk:Chinese


text:
User:Drago chem

Драгомир

title: User:Drago chem


text:
User:Xenon~enwikiversity

I'm Gerard Boyers from England, and I'm here helping out on Wikiversity.

 * It's probably best to find me over at beta

I own/run two Wikis of my own, TechnicalWiki and Grand Theft Wiki. I enjoy running these sites, and I really love how anybody can get involved. There's something exciting about having everything on the edge, ready to be assimilated by some passing troll. As many of you should know, there's nothing like a good hard night's reverting and (on forums) banning IPs up until 6am. My other sites are: TTPN, VistaSector and MSForums

title: User:Xenon~enwikiversity


text:
User:Roadrunner~enwikiversity/Educational philosophy

Confucius
The basic foundation for my education philosophy is the Great Learning which has been attributed to Confucius. The Great Learning does a number of things. First it places at its core the personal investigation of things. This establishes the principle that the universe can be understood, and the foundation of learning is the moral cultivation of the individual. The second thing that the Great Learning does is to put an emphasis on taking the action of the individual and creating increasingly large communities from this, and this explains some of my interests in physics, education, law, and finance.

Dai Zhen
I am highly influenced by Dai Zhen and the Evidential school of Chinese philosophy which puts emphasis on empirical knowledge and detail.

Lev Vygotsky
My educational philosophy is highly influenced by the ideas of Lev Vygotsky who describes education as a process of internalizing external social knowledge. This is why I think that Wikiversity is so important because it creates the social community which is the essential part of learning.

Part of my thinking involves taking the ideas of Vygotsky and applying them to my memories of learning physics at MIT, and teaching at the University of Phoenix. One important insight that I've gotten is that professors don't teach physics at MIT. What happens is that professors create a social structure by which students teach each other physics. The actual learning doesn't take place in the lecture hall, but in dorm lounge at 2:00 a.m. over highly caffenated products, and it's trying to replicate that environment, which is what you need to teach physics. The interesting thing about having taught at UoP is that UoP shows that it can be done online.

The other insight is that physics is not a set of facts, but a language and a culture. If you understand the language and the culture, you can reconstruct the facts. The other point is that to master a language, you need to be able to not only listen and understand the language, but also be able to speak and write the language.

These insights explain why I think that physics is badly taught. If you accept the premise that education happens not from books, but from social structures, you quickly see that the social structures that teach science are teaching the wrong things. Science as taught in most environments is taught in a way that effectively teaches an authoritarian culture of memorization which is actually completely different from the actual culture of real physics. This has a whole bunch of negative social consequences, and I see Wikiversity as a chance to teach science correctly.

Anders Ericsson
Another one of my influences is Anders Ericsson, who has written a number of books on expert learning and performance. The most important thing that Ericsson has done is to demystify the learning of experts, and explain how experts accquire their skills.

Question duality
One mental trick that I've found useful is to question duality. Among the dualities that I have questioned are science/humanities, Chinese/Western, distance learning/face to face learning, online/bricks-and-mortar, traditional/modern.


text:
Blues and rock

Let's Jam!

Content summary
See Topic:Basic Blues & Rock

Goals
See Portal talk:Music/Blues & Rock

Learning materials

 * Blues basics
 * Rock basics

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts

 * __Textbook Name___

Lessons

 * Guitar/Lessons

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: __Article Name__
 * etc.

Active participants
Active participants in this Learning Group

title: Blues and rock


text:
Talk:Blues and rock

See Music genre CQ 15:44, 18 October 2006 (UTC)

title: Talk:Blues and rock


text:
Template:Strategic studies/Project

part of Strategic Studies>Course: Introduction to Strategic Studies>Class on: Class Subject

=The Project= This is a description of the project, and what it tries to teach or illustrate.

=How Do I Use It to Learn?= The purpose of a project is to reinforce the knowledge you have gained from personal study by doing something that applies that knowledge. You may do one of the suggested activities in this project, you may do them all. You can even add your own activity and do it. It is entirely up to you. You may choose to do one now, and do one later so that you can see to what degree your knowledge on this subject has deepened. You are free to choose how you approach the deepening of your understanding.

Every project has a question or set of questions to answer. Through doing an activity (or activities), you give yourself the ability to answer these questions from your own experiences. When you feel it is time, please create a page that is a /sub-page/ of this page and write your thoughts from the experience you gained. You can link the sub-page through the "Active Participants" section below. Good luck, and happy learning!

=Questions=

=Activities=
 * this
 * that
 * the other thing...

=Active Participants=
 * User:dnjkirk - no project yet selected

Remember to post your findings or links to your work in the discussion page, and make suggestions for improvements to the Class based on your work!

title: Template:Strategic studies/Project


title: File:SBTDSChooseTSB1a.jpg


title: File:SBTDSChooseTSB1b.jpg


title: File:SBTDSChooseTSB1c.jpg


title: File:SBTDSChooseTSB1d.jpg


title: File:SBTDSChooseTSB3a.jpg


title: File:SBTDSChooseTSB4a.jpg


title: File:SBTDSChooseTSB4b.jpg


title: File:SBTDSChooseTSB5a.jpg


title: File:SBTDSChooseTSB5b.jpg


text:
File:SBTDSChooseTSB5c.jpg

Used with the WikiU Film School Lessons

5C. A thumbnail storyboard for Lesson 4 of the WikiU Film School

title: File:SBTDSChooseTSB5c.jpg


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/1a

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

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

The Script
EXTERIOR - The local movie theater - NIGHT

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

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

Next Frame?

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

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

Now Decide!

 * Select either option A or B

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

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


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step

This page is an experiment in programmed learning.

 * Lesson #004 - Creating the Thumbnail Storyboards
 * Page 4 - Step by Step - Thumbnail Storyboarding of Seduced by the Dark Side!

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

Ops! Before You Start
My goal for this exercise was to show you the different ways that you can film this scene. But the math overwhelmed me!

For each shot, there are at least two possibilites and there are at least 12 shots in this movie. Therefore, there are at least 4,000 possible ways to storyboard this movie.

Ops! To show all of the possible storyboards for this short movie, I would have to spend about one year drawing over 4,000 storyboards. For now, I have only one storyboard finished. If you select the first option ("A") for all questions, you will see it. Other storyboards will be added shortly.

Start at the Beginning
The script says, "EXTERIOR - The local movie theater - NIGHT. The Young Person and Old Person stand looking at the movie poster outside the theater.  Young Person says, "That was a great movie...but I do not understand one thing."

Which Is The Best Opening Shot?
-
 * Option "A" - The Young Person with the Old Person in the Background
 * To start the movie, you can show the Young Person with the Old Person in the backgroud watching the movie poster. (This shows a wide angle lens which means the Old Person will appear smaller than the Young Person because the Old Person is further away from the camera.)

-
 * Option "B" - The Poster
 * To start the movie, you can show just the poster. When you show the poster, you will play the Star Wars theme.

 * Option "C" - The Poster over the shoulders of the Young Person with the Old Person.
 * To start the movie, you can show the back side of the two people plus the poster.

 * Option "D" Young Person with the Old Person
 * To start the movie, you can show the front side of the two people.

 * Option "E" The Young Person
 * To start the movie, you can show the front side of the Young Person.

 * Option "F" The Young Person Beyond the Old Person Looking at Poster
 * To start the movie, you can show the front side of the Young Person.

Now decide!

1. Select either A, B, C, or D, or E, or F

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


text:
Video games for education

Call for essays
Please contribute an essay or article on . Enter title that is not already on the list below and start your draft. If you wish to change your title, or have any other questions, visit us at Colloquium.
 * List of contributions

title: Video games for education


text:
Wikiversity:Practicum

Practicums are courses within a specialized field of study, the subject, that combine theory and principles with hands on experience. This is the first draft of a boilerplate for a basic practicum for use here. The primary components:

Subject
This section names the subject in its heading and provides a synoptic description and the scope, (context and focus) of the practicum. Our pilot practicum subject is Multilingualism. Our scope is the context of translation with a focus on language neutrality.

Required reading
An organized set of texts, best compiled from existing sources:

Wikipedia
A list of related articles about the subject (most of the time these are maintained by a WikiProject)

Wikibooks
These are topped with the appropriate Bookshelf at Wikibooks and list key readings in an order that supports the practicum

Wikiversity
New or existing Learning materials at Wikiversity. Some may be written as part of the practicum. Example: Multilingualism

Workbook
See the Multilingual worksheet as an example.

Labs
Labs are exersises that may require something physical to be done. In our multilingualism example, the learner has to get sound working and listen to audio versions of the language he/she is learning.

The next Lab may be to hook up a microphone and create audio versions for a language host group to present to a visiting language group.

Collaborations
A collaboration is a learning project that applies learning materials developed within a  host  practicum to real problems within a  guest  practicum, school, division, department, or other group. In our example, we multilingual experts play a custodial role for the Wikiversity the Movie/multi-lingual part of Wikiversity the Movie.

Other collaborations might include help for Labs with our practicum in the role of  guest  of say Practicum:Sounds of the Wikiverse. They, the audio experts help us do the Labs, assisting us non-technical multilinguals in the production of Audio files for versions of Wikiversity the Movie in potentially every language on the planet.

We can remain focused not on the details of Audio production, but on our subject - Multilingualism while they can remain focused on their subject - Audio production. So what if our practicums merge and spawn a new practicum altogether?

We all learn and the work gets done! (See Learning to learn a wiki way) 04:55, 19 October 2006 (UTC)

Resources
These are generally external links to software resources, further reading and other resources needed to conduct parts of the practicum.

title: Wikiversity:Practicum


text:
Wikiversity talk:Practicum

This is a proposed way of conducting a course for a topic. Please see Learning Group. CQ 22:38, 18 October 2006 (UTC)

title: Wikiversity talk:Practicum


text:
Category:Practicums

See Practicum for a definition.

title: Category:Practicums


text:
Category talk:Practicums

I think Practicums are.. um practical! CQ 22:56, 18 October 2006 (UTC)

title: Category talk:Practicums


text:
User:Daveydweeb~enwikiversity

I'm primarily at the English Wikipedia, using the same username. I'm far more active there. :)

title: User:Daveydweeb~enwikiversity


text:
User talk:Daveydweeb~enwikiversity

Welcome to Wikiversity! --JWSchmidt 23:29, 18 October 2006 (UTC)

 * Thanks! Daveydweeb 23:57, 18 October 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Daveydweeb~enwikiversity


text:
Category:Film School

Here are the pages in the Wikiversity Film School located at Course 01 Learning the Basics of Filmmaking. The purpose of this course was to make two motion pictures (one animated and one live action) titled "Seduced by the Dark Side!" which teaches one of life's important lessons. The course will runs from 2007 through 2008. The animated version was completed in 2007 and the live action was completed in 2008.

title: Category:Film School


text:
Talk:Philosophy of science

Greetings, here is what will hopefully become an evolving collection of the answers to the questions we have in class. If done properly, they should become a valuable source of knowledge to use when studying for the exam on December 14 2006.

I think if everyone could try and make a contribution to this effort that will help ensure accuracy and fairness in our answers. I've checked with Professor Maher and he is happy for us to do this, provided we understand that he doesn't guarantee the answers are correct. (Use caution with this study aid - text in bold needs checking with the professor.)

Some concerns
This is probably no big deal at all, but some concerns have been raised about this resource here. Please take a look at the discussion and give us a bit of feedback, if you don't mind.

It would be quite valuable to see if you can get some input from your instructor about posting this type of material (good material, by the way) on Wikiversity. Wikiversity does not support "cheating", however we do encourage collaborative learning in myriad forms.

We're new at this, and we are open to dialog from "real world" academia in defining what is and is not acceptable here at Wikiversity. Thanks in advance! CQ 00:40, 19 October 2006 (UTC)

See comments on the colloquium. Darvo 01:58, 29 October 2006 (UTC)

Philosophy 270: Philosophy of Science website, example of online review questions at patrick.maher1.net--JWSchmidt 15:06, 29 October 2006 (UTC)

Concerns removed! 130.126.184.128 06:47, 6 December 2006 (UTC)

Image caption
"Christine Fleener - prominent astrologer (speciality: tea leaves)" <-- Please provide a reliable source for this statement. What is the educational value of this image? --JWSchmidt 04:10, 14 December 2006 (UTC)

title: Talk:Philosophy of science


text: User:Moe Epsilon

title: User:Moe Epsilon


text:
User:Cviall

Chris Viall is a teenager who loves computers,and has been involved in computers since he was a child.He has a vast knowledge about computers,he has skills in writing html,xml,css,cfm,php,shtml,xhtml,and asp.He knows how to use programs such as Adobe Photoshop,Macromedia Homesite,Macromedia Dreamweaver,Macromedia Flash Professional,and many many more.He is a future IT Professional,and can do almost anything on the computer.

title: User:Cviall


text:
Web Design/Design Suggestions

Suggestions for Design class resources

 * Less on how to make visual effects, and more on how to use them.
 * Challenge sequences, like the CSS ones.
 * Information on how to splice compositions, and turn them into web pages.

title: Web Design/Design Suggestions


title: File:SBTDSChooseTSB1e.jpg


title: File:SBTDSChooseTSB4ar.jpg


title: File:SBTDSChooseTSB5ar.jpg


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

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

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

The Script
EXTERIOR - The local movie theater - NIGHT

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

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

Next Frame?

 * Option A
 * You can then dolly out to show the poster and the back of the head of the the Young Person and the Old Person.

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

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

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

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

Now Decide!

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

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

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


text:
Portal:Community/Mirror

See metacommunity for now. CQ 06:48, 19 October 2006 (UTC)

title: Portal:Community/Mirror


text:
User:WiKimik

Adding actual work:

structure idea:

 * http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Mathematics/Wikipedia_1.0

 * http://en.wikibooks.org/wiki/Wikibooks:Engineering_bookshelf
 * http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering

 * http://en.wikiversity.org/wiki/Category:Engineering
 * http://en.wikiversity.org/wiki/Category:Engineering_and_Technology

 * http://en.wikipedia.org/wiki/Category:Technology_portals
 * http://en.wikipedia.org/wiki/Portal:Energy

title: User:WiKimik


text:
Data structures

Data structures help you organize and process your data. There are many different ways of implementing them depending on available resources and whims of the programmer, but here are the general ideas behind them:

Readings

 * Data structure
 * /Introduction/
 * /Applications/

Choosing a data structure
The type of data structure you want to use will often be determined by how quickly you need to be able to do certain things to the data and how often, with compromises sometimes made for hardware or network restrictions.
 * IIT Video: Introduction to Data Structures
 * IIT Video: Basic Asymptotics and Algorithm Analysis

Stacks
A stack is a data structure that supports first-in-last-out access to elements, meaning the most recently added element is the first to be removed. Stacks have two main operations, namely Push and Pop. Push adds an element to the top of the stack, while Pop removes the element at the top of the stack. You can think of it as a stack of plates: you can 'push' additional items onto the stack of plates or 'pop' plates from the top of the stack.

Stacks are usually implemented through a linked list.

 * IIT Video: Stacks

/*needs pictures*/

Linked lists
Think of a linked list as a series of boxes(called nodes) in a row. Each piece of information (or set of information) is put into one box with a pointer to the next box. A doubly linked list is one that also has pointers that go back the other way to the previous box. They have head and tail pointers to help you keep track of where the beginning and end are, and usually at least one pointer that moves around the inside of the structure to point at a box to help you keep your place as you look for things.

/*needs pictures*/

For example, suppose you wanted to keep the names, addresses, and birthdays of your friends in a linked list. Each node would have one friend's name, address, and birthday in it, plus a pointer to the next in the list. If you want, the list can be sorted as you add friends to it, based on their name, address, or birthday in whatever way you want. If you know that some friends are more important to you and you don't want to go through the whole list to look for them every time, you can add in another variable for each person that can be used to set a sorting priority.

 * IIT Video: Queues and Linked Lists

Queues
A Queue is a data structure that provides first-in-first-out access to elements. The two basic operations are Enqueue and Dequeue. Enqueue adds an element to the back of the Queue. Dequeue removes an element from the front of the queue. Just like a line at the supermarket, a Queue only supports adding items to the back and removing them from the front. In addition, some implementations allow you to 'peek' at the item in front without removing it.

/*needs pictures*/

Dictionaries

 * IIT Video: Dictionaries

Hash tables

 * IIT Video: Hashing
 * Pigeonhole Principle

Trees
You can think of a tree structure as a linked list with more than one outgoing pointer per node. This way, it branches out and the ends are called leaves instead of tails. The top node is called the root and the branches, like a real tree, don't merge back together. Thus, the nodes all have one incoming pointer and zero or more outgoing pointers, depending on the type of tree, its location within it, and the set of data that is shaping the tree.

 * IIT Video: Trees

Binary Search Trees
A binary tree is a specific type of tree with 0, 1, or 2 child nodes.

 * IIT Video: Binary Search Trees
 * IIT Video: Deletion in Binary Search Trees

Traversal techniques
There are three main ways to process data in a tree. Recursion is usually the simplest way to perform such a task, where "traverse left" and "traverse right" below are recursive functions calls with the left and right children, respectively.

Preorder: process node, traverse left, traverse right

Inorder: traverse left, process node, traverse right

Postorder: traverse left, traverse right, process node

For example, consider the following recursive function to display the elements in a tree:

Routine DisplayElements( Node ) if Node = null then return DisplayElements( Node's left )          //recursive function call with left child DisplayNode( Node's value )            //display value at current node DisplayElements( Node's right )       //recursive function call with left child End Routine

This is a simple inorder traversal.

 * IIT Video: Tree Walks / Traversals

AVL Trees

 * IIT Video: AVL Trees 1
 * IIT Video: AVL Trees 2

2-4 Trees

 * IIT Video: 2-4 Trees

Red-Black Trees

 * IIT Video: Red-Black Trees
 * IIT Video: Insertion in Red-Black Trees

Disk-based data structures

 * IIT Video: Disk-Based Data Structures

Pattern matching

 * IIT Video: Pattern Matching Case Study
 * IIT Video: Tries

Data compression

 * IIT Video: Data Compression

Priority queues

 * IIT Video: Priority Queues
 * IIT Video: Heaps

Sorting

 * IIT Video: Quicksort
 * IIT Video: Why Sorting?
 * IIT Video: More Sorting

Graphs

 * IIT Video: Graphs

Breadth-First Search

 * IIT Video: Data Structures for Graphs and Breadth-First Search
 * IIT Video: Applications of Breadth-First Search

Depth-First Search

 * IIT Video: Depth-First Search
 * IIT Video: Applications of Depth-First Search
 * IIT Video: Depth-First Search in Directed Graphs
 * IIT Video: Applications of Depth-First Search in Directed Graphs

Minimum Spanning Trees

 * IIT Video: Minimum Spanning Trees
 * IIT Video: Union Find Data Structure
 * IIT Video: Prim's Minimum Spanning Tree Algorithm

Shortest Paths

 * IIT Video: Single-Source Shortest Paths 1
 * IIT Video: Correctness of Dijkstra's Algorithm
 * IIT Video: Single-Source Shortest Paths 2

Dynamic allocation
Dynamic allocation asks for memory as it is needed.

Lecture Notes
Data structures lecture notes from University of Maryland, College Park

Assignments
ADUni:
 * Sorting and Searching Assignment, Solutions
 * Data Structures and Graph Algorithms Assignment, Solutions

College of William and Mary:
 * Stacks and Queues
 * Trees, Hash Tables, Heaps
 * Sorting

IIT Delhi:
 * binary search, stacks and backtracking
 * BSTs
 * Red-Black trees, priority queue

More:
 * Florida International University
 * Hebrew University of Jerusalem
 * Tel Aviv University
 * MIT

Exams
MIT, College of William and Mary

Note that these exams will cover material outside the scope of this course.

Supplementary Links

 * A short overview of basic data structures: Video: An Introduction To Trees & Data Structures, Video: The Queue Data Structure
 * Video lecture series:
 * Steven Skeina's algorithms and data structures course at Stony Brook University
 * MIT algorithms and data structures
 * UC Berkeley CS 61B: Data Structures Fall 2006, Fall 2008 (other years available on same site)
 * Digita University algorithms (and data structures) course
 * UNSW Data Structures and Algorithms (partial)

title: Data structures


text:
Pigeonhole Principle

This is a very simple idea that can come in handy when trying to sort things into different categories. Suppose you run a hotel and have 40 guests and 40 rooms for them to stay in. Each of them can have their own room. What if you didn't have enough rooms but didn't want to turn anyone away? At least two people will be heading toward the same room number!

Consider this classic example: You go to a party and meet a bunch of people. There are n people at the party, which means that there are n-1 other people whose hands you can shake. Everyone shakes at least one person's hand. By the pigeonhole principle, since there are n people and less than n number of people's hands to shake, when categorizing people by the number of hands that have been shaken, there must be at least two people that have shaken the same number of hands.

This idea comes in handy in computer science in things like hash functions.

See Pigeonhole_principlewikipedia for more information.

title: Pigeonhole Principle


text:
Wikiversity:Multilingualism

 * Wikiversity:Multilingualism
 * Wikiversity:mehrsprachgige
 * Wikiversidad:plurilingüe
 * Wikiversity:multilingue
 * Wikkiversität:miehshproochijje
 * Wikiversity:meertalige
 * Wikiversidade:multilingüe
 * Wikiversity:межязыковая

Learning groups

 * Topic:Foreign Language Learning
 * Topic:Multilingual Studies
 * Topic:Translation

Learning Materials

 * Translator's Handbook

Collaborations

 * Interlingual Beta Club

title: Wikiversity:Multilingualism


text:
Talk:Fundamentals of Music

I'm trying to think of a better way to reclarify the Piano reference in the Treble Cleff section, but I can't come up with any better ways of saying it, keep in mind that we need to assume they know NOTHING about reading music at this point.-Medrin 14:25, 19 October 2006 (UTC)

I corrected answer three on the modifiers section. '3. How many sixteenth notes are in a dotted whole note?' The correct answer is 24. H4x5k8 21:15, 18 December 2006 (UTC)

Surely there ought to be some diagrams on this page?? - Matt.kaner

 * re: diagrams - working on it --Kittybriton 22:20, 13 May 2007 (UTC)

I think the whole Treble Clef section is a little confusing. The information is good, but maybe we could change the order of it. When I'm teaching my kids the treble clef, the most important aspect of the treble clef is it's position of the treble clef compared to the grand staff and which instruments use it. As a choral teacher I add in that Tenors, Altos, and Sopranos use this clef. After that is when I go into that the clef is called the G clef because the curl in the middle wraps around the "G". At this point I would have a diagram/image that shows the letters names that correspond with the clef as opposed to having it written as you do in the next paragraph.

As for the Treble Clef I would just say the right hand of the piano typically uses the treble clef whereas the bass line is played with the left. I think that's basic enough for everyone to understand.

Also I have a ton of worksheets I'd like to eventually add to this page. I haven't done enough research on how to do this but let me know if you think that's a good place for us to go right now. In addition to that, let me know if you have trouble finding images to add.

Diagrams and/or pictures
This article would be much easier to understand for a complete novice like me if pictures and/or diagrams where used. There are several references to note or score symbols and it would be quite helpfull if these symbols were shown and likewise for the references to specific placements. --87.62.150.202 (discuss) 14:45, 15 August 2013 (UTC)

Dotted notes
There is a mistake in the text. It says that a dot adds half the value of the note, which is correct. Then it says that a second dot adds half the value of the previous note and dot combined. This is not true. The second dot adds half the value of the first dot. For instance a dotted 8th is equal to the 8th plus a 16th. A double dotted 8th is equal to the 8th plus the 16th plus a 32nd.

Note names
This description uses the American note names. British usage is rather different:

I'm not aware of usage outside these areas, but it should be researched and added so as not to confuse students who live outside the USA. Martin of Sheffield (discuss • contribs) 17:36, 24 January 2023 (UTC)

title: Talk:Fundamentals of Music


text:
Wikiversity:Course formats

In search of Wikiversity course formats that are well-suited for the wiki user interface.

Background and proposals
In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". The Board requested that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The modified Wikiversity project proposal that was approved by the Board calls for two major components of Wikiversity:1) learning materialsand2) learning activities.The Wikiversity model for e-learning is discussed at the Wikiversity Education Portal.

If we assume that "exclude online-courses" meant to avoid traditional and conventional online courses, then which formats of learning projects would be acceptable wiki-courses?

Wikiversity:Practicums
I've proposed another namespace (or boilerplate, at least) that can perhaps split up the burgeoning Topic: namespace and add what I think is a useful structural element to WV. I call it the Practicum boilerplate. It is partially inspired by the Learning to learn a wiki way presentation, which I liked so much that I redirected Learning Group in the main namespace to it.

The Practicum: namespace would be a learning environment for PAR, based on participation, action, research, empowerment, community-building, positive social change, public discourse and critical reflection. I think this meshes well with the pedagogy of "real-world" academia.

Practicum:Multilingualism (broad prime example) – I was working on the Multilingual worksheet resource, and serveral others at the same time when I concieved of this. A Multilingualism practicum would have to integrate Learning Groups, Materials, Schools, Portals, Categories, Templates, Help, Talk and many things at once. It could however produce an Interwiki-international macro-community of certified translators and provide them with tools to expedite the work of translating Wikiversity.

Practicum:Sounds of the Wikiverse (another broad example) – I've sortof primed all this up in peripherals to the Wikiversity the Movie project, (tentative name, Wikio) combining everything from lessons like Introduction to Portuguese and groups like A Wikivervity Garage Band through Topic:Internet Audio building cross-school collaborations between School:Music, School:Journalism with ecclectic stubs to School:Computer Science toward a complex holistic form, which to me is a definative Academic Practicum.

Just thinking out loud. Follow the breadcrumbs I've left and let me know what ya'll think. CQ 04:03, 19 October 2006 (UTC)

title: Wikiversity:Course formats


text:
User:Vrecion

My real name is Pavel Vrecion.

I teach CAD/CAE/CAM at the Czech University of Agriculture, Faculty of Technology in Prague.

Vrecion is also a secret member of the open source penguin liberation army.

title: User:Vrecion


text: User talk:Chuchupa99

title: User talk:Chuchupa99


text:
Topic talk:Institute of Construction

Institute of Construction

Good Idea
Hey this looks cool! I'm a tradesman myself: Electrician CQ 15:43, 19 October 2006 (UTC)

title: Topic talk:Institute of Construction


text:
User talk:Mehmetaergun

= Comments =

Hi Mehmetaergun, I just wanted to ask about Heterosexuality Questionnaire. The page says it is "reprinted by permission" - however, that is not good enough for a completely free resource like Wikiversity. To be on Wikiversity, content must be licenced under an appropriately free licence, such as the GFDL. Is that possible in this case? If so, you could direct the author to say so explicitly in an email to permissions-en@wikimedia.org. Thanks. PS: have you noticed the emergence of the school of Queer Studies? Cormaggio talk 09:57, 19 April 2007 (UTC)

title: User talk:Mehmetaergun


text:
User:Openpad

Just a bit of text to make this page exist. Joining Wikiversity on 19/10 so while that date is recent be tolerent!

title: User:Openpad


text:
Computer-aided design/Basics

Part of Engineering and Technology; Mechanical Engineering; Production and Design Engineering

Course Aim
Understand the basic principles and techniques used in computer aided design and manufacture process.

Learn how to use available CAD/CAE tools.

Finishing the course students should have hands-on experience with 3D modeling and design using available CAD/CAE tools.

Course Description
Course develops students' competence and self-confidence as design engineers. Emphasis is on the creative design process.

Course covers design stages:
 * Design
 * Analysis
 * Rapid prototyping
 * Visualization and presentation
 * Planning and Manufacturing

Lessons

 * CAD Basics and Principles
 * 1) CAD - History, Present and Future.
 * 2) Principles of CAD and Terminology
 * 3) CAD Objects
 * 4) CAD Software - simplified 2D CAD
 * 5) CAD Software - advanced
 * CAD Practical Lessons
 * 1) Drawing in 2D
 * 2) 3D Modeling
 * 3) Engineering drawings
 * CAE, CAM and PLM Practical Lessons
 * 1) Design Analysis

''These pages are under construction. Please comment on course structure and other general topics in discussion.''

Comments on course structure:
Students should first get acquainted with terminology and basic principles behind 3D modeling and analysis. They should also know major software tools, and industry leaders. Each lesson should have some deliverables (for example parametric equation, short recherches or HTML page). 2D and 3D modeling should cover some typical tasks from "draw 3 concentric circles", "draw 2D gear scheme", "model dice in 3D" to "create several parts and assembly". Here we should make "forks" for several CAD. For example AutoCAD trail should contain steps needed to finish all tasks. There should be another trails like ProEngineer, Solidworks ... That is "How to model dice in AutoCAD", "How to model dice in Solidworks" and so on.

title: Computer-aided design/Basics


text:
Portal:Computer architecture

In computer engineering, computer architecture is the conceptual design and fundamental operational structure of a computer system. It is a blueprint and functional description of requirements (especially speeds and interconnections) and design implementations for the various parts of a computer — focusing largely on the way by which the central processing unit (CPU) performs internally and accesses addresses in memory.

It may also be defined as the science and art of selecting and interconnecting hardware components to create computers that meet functional, performance and cost goals.

"Architecture" therefore typically refers to the fixed internal structure of the CPU (i.e. electronic switches to represent logic gates) to perform logical operations, and may also include the built-in interface (i.e. opcodes) by which hardware resources (i.e. CPU, memory, and also motherboard, peripherals) may be used by the software.

More specific usages of the term include:

The design of a computer's CPU architecture, instruction set, addressing modes, and techniques such as SIMD and MIMD parallelism. More general wider-scale hardware architectures, such as cluster computing and Non-Uniform Memory Access (NUMA) architectures. The set of machine attributes that a programmer should understand to successfully program the computer. Parts of the architecture are the instructions and the width of operands. The system frequency (e.g. 1 GHz) is not part of the architecture.

Prerequisites
Please list all prerequisites. Hopefully they will all be topics here at Wikiversity.

If the course is to begin from the fundamentals of computer architecture then it is conceivable that no prerequisite is required to understand these abstract concepts, but being familiar with the following would help.

1.O-level education 2.binary arithmetic 3.electronics basics (Semiconductors, Transistors, Transistor based switching)

Course Description
Please put what we will be covering here. Be enthusiastic, not dry. I'll start with this: Here we should learn about the most common ways to transform simple streams of electrons and "holes" into the picture you see on your monitor, the sound you listen in the background - while reading this, and a way all these are interconected and what makes them happen. We should also mention the kinds of devices used to enable your computer to connect to a server half way across the planet (which would have a tough time playing you a song but exist just to route network traffic and they're mighty good at it), the ones that control the industrial machinery, etc.

Lessons

 * Computer Architecture - The main place for CA material
 * Computer Architecture Lab - The CA lab with hands-on work (roll your own microprocessor)
 * The necessities in Microprocessor Based System Design

Discussion

 * The Limit of ILP - Discussion on the David Wall paper

Wikibooks

 * Microprocessor Design

Enrolled
Jay6g6 - "This is too empty for me, as of yet"

Related content

 * Computer network

Open source software

 * Gfarm distributed scalable file system
 * MultiCore Swarm - Algorithms for writing code for multi-core processors.

title: Portal:Computer architecture


text:
Introduction to Strategic Studies/Nuclear Strategy

part of the School of Strategic Studies

Summary
Short (100 word or less) brief on the object and utility of the class.

Introduction
This will introduce you to the issue and the questions to be posed in the class.

There are many questions and issues we will study in this

class. First, we will speak about the basics: what are nuclear

weapons, what can they do and who has them. Then we shall talk about

them and then write an essay about the matter. Then we will speak of

the consequences of nuclear weapons (i.e. what will happen to the

people the nuclear weapon harms, what will happen to the environment

and what will be the long term effects.) And finally, we shall study

nuclear strategy, what to do when faced with a choice to use nuclear

weapons, what a country does when one is luanched at them and why we

do not use them. Then there will be a series of papers to write and

at the end of the class we will have a final test. 40 multiple

choice, 5 short answer and 1 essay.

Readings
This will delineate the readings that should be done prior to undertaking the exercises in this class.

Lecture
The difference between strategies and tactics is the difference between war and battle, between painting and brushstroke. One can paint a fine picture in spite of a few bad strokes; or one can paint a horrible picture with all strokes perfect. In war, as in art, technical mastery is neither the hardest nor the most important part of the thing. In nuclear strategy as in strategy in general, students should never forget that the use of force must not be an end in itself, but only a means to serve a political end. Nuclear strategy, involving the most destructive form of warfare, is a strange Manticore of strategy and tactics. One can think of it as painting with a paint roller rather than a brush. Any application of nuclear weapons has enormous consequences. This is one reason why only two such devices have ever been used, against Japan in august 1945. They are the perfect “other means” because they are a one-stop method of transforming political will into military strategy. They also illustrate perfectly the fine balance we have tried to describe between threat and use of force. They are so diplomatically potent that the five permanent members of the UN Security Council with vetoes are the five who are officially recognized as owning nuclear capacity – and the People’s Republic of China was only given a seat (replacing the Republic of China in Taiwan) four years after it went nuclear and proved it had a capable delivery system. Holding a strategic arsenal is effectively the ultimate veto anyhow – it’s really a veto on the future of human existence. In this way, the veto in the Security Council is a much nicer way for a nuclear power to show their discontent about things. This is the place where diplomacy and the threat of force meet in the most pure fashion.

No-First Use: moral or conventional high-ground ?
During the Cold War, one side, the USSR, all of a sudden began something of an evolution in nuclear strategy. It was the idea of the moral high ground. It made an open statement to the world: “we will not launch a First Strike.”(which is called a "No-First Use" Commitment) They challenged their adversaries, the Western states, to make the same commitment. “No can do,” they said, “we reserve the right to fire our weapons the moment you rev up your armoured columns.” The slightly more mature among us may remember a song by Sting entitled "Russians" in which the singer says “I Hope the Russians Love their Children Too,” but it was NATO which reserved the right to use its nuclear weapons whenever the muse took them. Still, we have to remember that nuclear policy is about the balance between credible threat and the actual use of force; the Soviets had enough conventional power to overwhelm Europe completely. The only way for NATO to counteract this preponderance of conventional arms was to reserve the right to nuke the communists, either pre-emptively or by means of reprisals. The Soviets, for their part, were no more the doves than the Europeans: they knew they had the preponderance of conventional power and would likely have rolled over Europe in the absence of such a nuclear threat. In true Realist policy, there is no right or wrong, only effectiveness and ineffectiveness. Grand Strategy is policy. Nuclear Strategy is as close to Grand Strategy as Military Strategy can be.

New nuclear powers?
Since the first five nuclear powers are members of the Security Council, what is to be done with India, Pakistan, North Korea, and Israel? If they are added to the Council, with veto power, almost nothing will be passed by that body. Statements by Indian and Pakistani military leaders suggest they do not share the apocalyptic view of the use of nuclear weapons that the western powers do. This may be due to the fact that their weapons are smaller and shorter ranged than US and Russian weapons, i.e., more tactical.

Project
Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)

Denouement
This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.

From the School of Strategic Studies

 * Cold War, History
 * Compellence
 * Deterrence

Major References
(to be continued)
 * Brodie Bernard (1959), Strategy in the Nuclear Age. New York: Princeton University Press.
 * Freedman Lawrence (2003), The Evolution of Nuclear Strategy. London:Palgrave (3rd ed.).


text:
Women's studies

Part of Social Sciences

Introduction and Descripton
Welcome to Wikiversity's Department of Women's Studies

Hello! The Wikiversity Department of Women's Studies has just been founded. If you are knowledgable about any of the topics listed below, or about other Women's Studies topics, your help would be extremely appreciated if you make a contribution.

Please do not delete learning projects. Instead, try to add a project if you would like it to be offered or if you would like to offer it.

Core Lessons

 * Introduction to Wiki AND
 * /Women in Perspective/ OR
 * /International Perspectives on Women/ AND
 * /Feminist Theory/

Tracks
Please Choose Any Section Below:

Multiculturalism and Diversity

 * /International Perspectives on Women/
 * /Women of Color/
 * /Trans Perspectives in the Early 21st Century/
 * /Gender in Cross-Cultural Perspective/
 * /Latinas in the Americas/
 * /World Literature: African Women Writers/
 * /African-American Women Writers/
 * Gays and Lesbians in U.S. History
 * Queer Studies
 * /Life Histories of African Women/
 * /Race, Class and Gender/
 * /Women in World Religions/
 * /Psychology of Lesbian Culture/
 * /Sociology of Race, Class and Gender/

Nature; Science
Suggested courses for this track:

 * Reproductive Technologies and the Future of Motherhood
 * Biology of Women
 * Economic Issues of Gender
 * Women’s Health
 * Perspectives on Rape and Sexual Assault
 * Women, Gender and Science
 * Women, Society and Radiation
 * The American Woman in Sport
 * Special Topics: Women and Law
 * Sex Differences: Psychological Perspectives
 * Gender Identity in Transition
 * Special Topics: Psychology of Women
 * Issues in Domestic Violence
 * Women and Crime

Arts and Humanities
Suggested courses for this track:

 * Women in Art
 * Identity and Culture: Gender and Media in Global Perspective
 * Women and Gender in Film
 * Honors Seminar in Literature: Emily Dickinson
 * Honors Seminar in Literature: Austen and the Brontes
 * Film and Literature: Austen/Shelley/Hollywood
 * Special Topics: Literature of Women
 * Women Writers
 * Voices of Medieval Women
 * Topics in British Literature: Virginia Woolf
 * Topics in World Literature: African-American Writers
 * Topics in World Literature: Black Women Writers
 * Topics in British Literature: Unfortunate Women
 * Women in 20th Century U.S. History
 * Comparative History of the Modern Family: 1750-Present
 * Historical Themes: Women in Ancient Greece
 * Historical Themes: Modern European Women
 * Historical Themes: African-American Women in History
 * Women in Western Music
 * Feminist Philosophy
 * Philosophical Topics: Simone de Beauvoir
 * Hispanic Popular Cultures: Mexican Cultural Symbols: La Malinche, La Virgen de Guadalupe and La Llorona
 * Special Topics: Latin American Women Writers

Interdisciplinary
Suggested courses for this track:

 * Themes and Issues in Women’s Studies
 * Women’s Culture and Creativity
 * Women’s Words, Women’s Lives
 * Women, Work and Family
 * Women and Medicine
 * Women and Sexuality
 * Women and Aging
 * Topics in Women’s Studies: Gender, Development and Globalization
 * Topics in Women’s Studies: Women, the Environment and Health
 * Seminar in Women’s Studies
 * Directed Readings for Honors in Women’s Studies
 * Directed Readings for Women’s Studies
 * Internship in Women’s Studies
 * Honors Thesis

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better).
 * mehmetaergun 16:32, 19 October 2006 (UTC)

Wikipedia

 * Women's Studies
 * First-wave feminism
 * Second-wave feminism
 * Third-wave feminism
 * Feminist studies
 * Feminism
 * Men's studies
 * Radical feminism
 * Psychoanalytic feminism
 * Anarcha-feminism
 * New feminism
 * Domestic violence
 * Equal pay for women
 * Equal Rights Amendment
 * Feminist history in the United States
 * Feminist history in the United Kingdom
 * Feminist history in Poland
 * Feminist history in Latin America
 * Feminist theology
 * Gender studies
 * Gender-neutral language
 * History of feminism
 * Islamic feminism
 * Lesbian feminism
 * List of feminism topics
 * List of notable feminists
 * Role of women in Judaism
 * Suffragettes
 * Women's cinema
 * Women's Environment & Development Organization
 * Women's music
 * Sex/gender distinction

Wikibooks

 * Feminism (see the contents)
 * Introduction to the Sociology of Gender
 * Feminist Literary Criticism

External resources

 * Women's Studies Resources at the University of Iowa - This site, in continuous operation since 1996, features the following annotated links pages: Activism, Art, Communication and Media, Development - WID, Feminist Theory, General or Mixed Indexes & Searches, History, Literature, Music and Sports. Not connected to the U. Iowa Women's Studies Department.
 * index.html Women's Studies Email List (WMST-L) - WMST-L is an international electronic forum for people involved in Women's Studies as teachers, researchers, librarians, and/or program administrators. It offers a rapid and cost-free way for participants to ask questions and exchange information about the academic side of Women's Studies: current research, teaching strategies, useful texts and films, online resources, innovative courses, building Women's Studies majors, minors, and graduate programs, and other academic issues. WMST-L also welcomes announcements about relevant conferences, calls for papers, job opportunities, publications, and the like.
 * WMST-L's online collection of files related to Women's Studies.
 * Women's Studies/Women's Issues Resource Sites - A frequently-updated, annotated, selective set of more than 700 links to sites offering resources and information about women's studies and/or women's issues. Includes 16 topical subsections, such as Activism, Arts and Humanities, Health, Cyberculture and Internet Information, Science and Technology, Sexuality and Sexual Orientation, Women of Color, and more.
 * Women's Studies Programs Worldwide - Approximately 700 listings in the US and around the world. Annotations identify programs offering graduate degrees or certificates. Frequently updated.
 * Gender-Related Electronic Forums - A frequently-updated listing and description of more than 600 e-mail lists that focus on women- or gender-related issues. Includes 16 topical subsections, such as Activism, Arts and Humanities, Business, Health, Motherhood, Religion and Spirituality, Science and Technology, Sports and Recreation, Sexuality and Sexual Orientation, Women of Color, and more.
 * Center for Women and Information Technology - ABCNews.com has called this site "the best resource on women and technology on the Web." The site offers information, news, resources, and initiatives that address women's use of information technology [IT] and their under-representation in the IT workforce. Includes a very large collection of web-based women- and gender-related syllabi and information about aid.html financial aid for women including women not in IT.
 * Linux Chix - LinuxChix is a community for women who like Linux, and for women and men who want to support women in computing.
 * Debian Women, founded in May 2004, seeks to balance and diversify the Debian Project (a major Linux distribution) by actively engaging with interested women and encouraging them to become more involved with Debian.
 * Ubuntu Women is a team functioning under Ubuntu (a major Linux distribution) to provide a platform and encouragement for women to contribute to Ubuntu-Linux, a Debian based free and open-source GNU/Linux software.
 * Heterosexuality Questionnaire that makes one think about how heterosexuality is taken for granted.
 * Wikigender: a wiki about gender equality and women's rights

title: Women's studies


text:
Talk:Women's studies

= Founded = Welcome :) mehmetaergun 16:33, 19 October 2006 (UTC)

= Other Comments =

Great!
I'm really happy to see this department! It's such a rich and urgent area of debate, discovery, learning.. Perhaps this department's participants could help to facilitate discussion within the wider Wikiversity community about women's (and, obviously, human) issues - it immediately recurs to me that one female participant has already expressed her frustration at perceived sexist language being used in the concept of the "education of man". But there's also so much more to discuss - all the best with your work (and if there's anything I can do to help, please don't hesitate to ask). Cormaggio 11:13, 20 October 2006 (UTC)
 * Hi :) Thank you very much for your comments. And I strongly agree with you that the department may act both as a learning tool and as a tool to address issues of sexism that we encounter around. Women's Studies departments usually act as both political and educational institutions in the real life as well. As per your offer of help, I would always welcome any promotion of the department as I need people to take over the proposed and suggested courses :) mehmetaergun 18:33, 20 October 2006 (UTC)

'pedia
Just a reminder to anyone here who might be interested: the Wikipedia article Women's studies is, as of this writing, a near-stub and hostile to its topic. Help there would be welcome. - Jmabel 20:55, 13 December 2006 (UTC)

Why?
"I think that academic learning needs to happen face to face, in a room with 'others', with whom one has to engage physically. This university as factory on the internet is seriously problematic.  Let us think of Donna Haraway's brilliant thoughts on the 'god-trick' of seeing everything from nowhere, and the domination of such phantasies of mastery (phantasies with material effects: militarization, colonialism, empire-building)."(source) -comment from 74.100.27.26
 * From Wikiversity: "Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to:
 * *Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages
 * *Host scholarly/learning projects and communities that support these materials"

 * "Face to face" learning is expensive and not accessible for everyone. Materials used in face-to-face learning are proprietary / copyrighted / cannot be distributed freely by anyone / everyone and almost always in English (an issue which should be tackled later on, as we will have more materials and people, hopefully). Books, especially text books are grossly over-priced. I personally wanted this department as a counter-measure to the academia's resistance against making material free to use and distribute. I believe such a department is not only a good opportunity to teach a broader public about women's issues, but once truly initiated, it will also be a great resource for instructors who are looking for teaching methods, materials, class exercises and so on. Thanks mehmetaergun 16:39, 6 February 2007 (UTC)

 * We are trying to develop ways to allow Wikiversity participants to interact using audio and video. In the future we will not just be limited to text. --JWSchmidt 20:05, 6 February 2007 (UTC)

"Schools 'should teach feminism in the classroom'"
http://www.telegraph.co.uk/news/newstopics/politics/education/2524252/Schools-should-teach-feminism-in-the-classroom.html Emesee 01:35, 9 August 2008 (UTC)

=inclusive title= The name of the department should either be changed to something along the lines of "Women, Gender, and Sexuality Studies" (WGSX) or potentially split into subprograms to reflect diversity of content. Courses on Gender Studies, LGBT Studies, Feminist Studies, and Sexuality Studies are often stuck under the label "Women's Studies" though many address issues outside the scope of a single gender identity. Nicoleta 05:11, 25 October 2011 (UTC)

title: Talk:Women's studies


text:
Introduction to Strategic Studies/What Is Strategy? Why Study Strategy?

jaysiel aubrey part of Strategic Studies

Summary
Strategy is the means by which objectives are pursued and obtained over time. This class will enable learners to apply strategic thinking to their lives, through understanding strategy and putting it into practice.

Introduction
This will introduce you to the issue and the questions to be posed in the class and your environment

Readings
This will delineate the readings that should be done prior to undertaking the exercises in this class.

Lecture
Military strategy is comparable to any other form of planning governing groups of individuals under constraints of space and time. This strategy is geared towards humanity’s success in the art of planning military strategy. Successful military organizations have the strategic planning process down to a science. This science begins in the governing administration field which is a hierarchical governance of groups of individuals, dictating commands (orders) throughout the governing body.

Strategic planning, therefore, begins with simple administration. “The Army,” after all, “marches on its stomach.” Without adequate administration in place, logistics will not flow. When logistics do not flow, the army cannot function. What’s more, to extend the culinary metaphor, “too many cooks spoil the broth.” Overlapping responsibility not only begets a lack of parsimony, but it can create confusion at the level of command. The first step to strategic planning, therefore, is to make certain the organization charged with accomplishing a task is administrated effectively. The second stage is planning.

The intent of this Class is to give a very brief discussion of certain aspects of military administration in their ideal forms, and then discuss strategic planning from a very high level of conceptualization. Basic ideas about administration are rooted in the concept of chain of command, which delimit roles and responsibilities. The roots of strategic planning are to be found in the identification of an objective, and the processes used in planning and how to attain it.

Some of the best policy-makers, however, look to the objective for their inspiration while planning. This is the optimum mode of strategic planning, and is successful more often than not. It does not, however, start at the very beginning of the strategic planning process. Strategic planning begins with organization. Before anything else, or at least in tandem with the formulation of an objective, roles and responsibilities must be given to those who will work in the execution of operations that will eventually end in the attainment of an objective.

Administration
For those who have not read Sun Tzu’s military classic, the quote given above may seem mundane and unspectacular. Sun Tzu’s mastery of war did not, however, come from crafty plans and perfect stratagems. Though he understood the nature of deception and manoeuvre, one of his greatest successes was knowing how to manage an army. One of the most important aspects of army management is the chain of command. Understanding of the chain of command is essential to the functioning of any large organization. Without adequate definition, rank structures can blur, and lines that separate areas of responsibility can be crossed. Such a situation creates waste, and is to be avoided. Firm but flexible definition of roles and levels of command eliminates overlap and creates efficiency.

The modern concept of military strategy has four basic classifications that are useful for understanding this concept in any organizational context. They are Grand Strategy, Strategy, Operations, and Tactics. These four basic ideas are at the root of the usefulness of military rank structure. They also assist in dividing responsibility between levels of the chain of command so that there is no overlap. These terms will be defined further in the next section.

The successes of the Roman Legion, for example, were to a great extent based upon its superb organizational structure. The capabilities of humans are only as good as the work environment into which they are put. It was the Legion’s administration that made the Legionnaire so much more capable than the Gallic tribesman. His work environment was well structured to utilizing him in the best way possible. Marches were measured, each man carried an equal sized pack, the art of encastramentation (constructing camps) was perfected, each man had a grain mill and adequate supplies of food. The Legion was thus a policy tool with exceptional utility to policy makers. When a Senator wanted to know how long it would take an army to get to its destination, he would measure it in marches, thus he knew how many days it would walk, how much food was needed, as well as how much pay and salt to take for the troops. Furthermore, the army had astounding battlefield flexibility. It was organized into four ranks of specialists, (Velites, Hastati, Principes, Triarii), as well as being divided into ten cohorts of three maniples each plus auxilia. Every section was an army in and of itself which could be used flexibly because of the adequate training of each commander at every level of command.

Firm definition of the chain of command is thus not a process which ossifies an organization into inaction, but a process of liberation through accurate definition. Workers function better when they have been given a margin of manoeuvre that is well defined. A private, for example, who relies on his sergeant to tell him when he can breathe is a useless private (with a useless sergeant, for that matter). Granted, this is an overstatement of fact, but a private who is told “you man that machine gun and cover this field of fire” is a useful private who frees his sergeant to do work in other areas. When the sergeant has to stay at the foxhole to tell the private what to shoot at, both of the troops are rendered less useful. The chain of command assists in avoiding this kind of overlap.

The Four Levels of Strategic Planning
The Levels of Strategic Planning: the Levels of Strategic Planning provide for a starting point from which to organize a decision-making matrix. The four levels correspond also to ranks of military command and general areas of interest in the planning of a military operation. These levels of analysis are useful as they specify exact areas of responsibility for Command, Control, Communication, and Intelligence (henceforth C3I) far more than do the simple terms “operational” and “policy.” Planning at the highest levels is the most general and ethereal; the lowest levels are all the more specific and concrete.

Grand Strategy Political direction. As Clausewitz so accurately observed, “war is politics carried out by other means.” The Grand Strategic decision-making process includes the decision to go to war, the drafting of Rules of Engagement, and the decision on the GOALS to be achieved by a military operation. The ruling government is at this level in military strategy. It plans wars.

Strategy High-level military planning. This work primarily involves LOGISTICS. It has been said that armchair generals study tactics, while real generals study logistics. The goals set are of lesser scope than those of Grand Strategy, which is concerned with the whole war. Strategy is concerned with dividing the war into theatres, supplying forces in these theatres, and harmonizing the Operational objectives in-theatre to the general battle-plan. Once the army has been given its objectives by the state, the Generals decide how best to achieve these aims by planning campaigns.

Operations (Grand Tactics) In-theatre manoeuvre and attainment of limited objectives planned by the General Staff. This work involves MANAGEMENT of forces which are attempting to make headway towards Tactical goals which must be harmonized with the Strategic and in-theatre goals. Field/senior officers (Colonels, Lt. Colonels, to a degree Majors) are charged with utilizing supplies provided at the Strategic level to achieve their limited goals. These officers plan battles.

Tactics Short-term, easily identifiable objectives. With simple goals set by the Operational level of command, the tactical goals are all bite-sized parts and parcels of the higher level game plan. This level is primarily concerned with IMPLEMENTATION, and the personnel employed here, though not necessarily long-term planners, are technically proficient and capable. Junior officers and senior Non-Comissioned Officers manage combat. Securing and defending geographic points, persons, or denying the same to the enemy are easily identifiable tactical goals. This level takes objectives within a battle.

The Objective
In all strategic decision making, the objective must be held above all other considerations. By this it is meant that the plan is secondary to the objective. Plans are thus made to reflect the objective first, and other considerations second. Sun Tzu makes a very astute commentary about this aspect of planning. He says “He wins his battles by making no mistakes. Making no mistakes is what establishes the certainty of victory, for it means conquering an enemy that is already defeated.” This simple phrase accentuates the importance of planning in the attainment of strategic goals. Objectives are not attained in the heat of the moment with all your units working twenty hours a day, seven days a week. While this is proof of a dedicated team and expert unit leaders, it is not a good reflection on the strategic planning process. Sometimes such rushes are unavoidable, but better weather a rush while one is leisurely approaching an accurate deadline than while rushing to complete another project. Planning is how you defeat the problem or attain the objective before actually beginning work. Sun Tzu would say, “What the ancients called a clever fighter is one who not only wins, but excels in winning with ease. Hence his victories bring him neither reputation for wisdom nor credit for courage.”

Assurance of victory in this sense is accurate budgetary, time, and manpower assessments. Deadlines are set with the knowledge of the capabilities of the organization, just as the logistical constraints of the Legion were known because of its firm administration. Measurement and estimation is at the heart of achievement. In order for plans to succeed, they must be made early and accurate. In order to do this, a great range of expertise is required. This is why planning is necessarily an iterative process. Planning considerations must incorporate the need for change. Since expertise is required, that expertise must be used in a parsimonious fashion.

...(place-holding text)

Project 1 - Nature of your Business
Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise) What is Strategy

Denouement
This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.


text: User talk:Graeivo

title: User talk:Graeivo


text:
User talk:Cviall

Moved your text in computer architecture from the Topic: namespace Topic:Computer Architecture to it's own page Computer Architecture Schoeberl 15:40, 28 October 2006 (UTC)

title: User talk:Cviall


text:
User talk:Vrecion

suggestion
As soon as you have a page (such as CAD Lesson - CAD Software) with some useful content, make sure that there are links to it from the relevant portals of Wikiversity. Also, think about having the page featured on portals and the Main Page. Make some links to the page from other websites such as Wikipedia and Wikibooks. Also, try to make use of the relevant "School:" and "Topic:" pages as content development projects....places to develop collaborations with other editors. Wikiversity is new, so it is up to those who got here first to make communities. --JWSchmidt 16:13, 8 February 2007 (UTC)

Image copyright problems

 * This is the image in question. Please provide a license template and source for it. Thanks. – Mike.lifeguard | @en.wb 22:17, 13 February 2008 (UTC)

title: User talk:Vrecion


text: User talk:Openpad

title: User talk:Openpad


text: User talk:The Suggestor

title: User talk:The Suggestor


text: User talk:Medrin

title: User talk:Medrin


text: User talk:Lynzerlot

title: User talk:Lynzerlot


text:
User talk:Xenon~enwikiversity

Referees
Hi Gerard, I meant to say thanks last night (on IRC), but was too busy adding a minor edit to Referees! I really appreciate someone dong work on our research scope/guidelines etc - it's much-needed - and I'll add my bit over the next few days. Only thing is I'm going off now for the weekend - again. Talk to you soon. Cormaggio beep 09:46, 9 February 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:12, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Xenon~enwikiversity


text: User talk:PaveQ

title: User talk:PaveQ


text:
User talk:Bunaga

French Mentoring
Salut, Bunaga. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:32, 22 November 2008 (UTC)

title: User talk:Bunaga


text: User talk:Alarob

title: User talk:Alarob


text: User talk:Alexscho

title: User talk:Alexscho


text: User talk:Forensicgeek

title: User talk:Forensicgeek


text:
Talk:Motion in one dimension

Graeivo 20:55, 19 October 2006 (UTC)

deleted
Displacement can be found with the formula: x = 1 + t + t²/2 - (t)4/4 (where t = time)

Velocity can be found with the formula: v = 1 + t - t³ (where t = time)

Acceleration can be found with the formula: a = 1 – 3t (where t = time)

Untrue... --Jorge 17:05, 3 February 2007 (UTC)

title: Talk:Motion in one dimension


text:
User:Balloonguy

User:Balloonguy/sandbox

Contributions

 * Topic:Japanese

Useful Templetes
Template:Questions

Navigation
User:MetaBohemian/2lvlnav Template:1lvlnav

Maintanence
Template:Proofread This resource is either new or has recently undergone a major rewrite, and it may require proofreading. It may contain occassional typographical and/or grammatical errors. Please remove this tag once proofreading is complete. This tag has been in place since,. Template:Underconstruction  Template:Talkarchive

Learning Project templates
Template:ABCD

Boilerplates

 * Template:Subdivision boilerplate
 * Template:Learning project boilerplate
 * Template:Stream boilerplate

title: User:Balloonguy


text:
Draft:Operating system/Operating Systems/basic x86 bootsector

Basic x86 boot loader
Here we are going to write a simple bootsector for an x86 machine to start with hands on experience in operating system design. The bootsector must follow a few rules. It must be written in assembly, be exactly 512 bytes long, and end with the bootloader signature of 55AA. We are also going to load it into memory at 7C00. You will need the nasm assembler.

Assembly code for infinite loop bootloader

 * [BITS 16] Tells NASM to compile in 16 bit mode (Note to self: see about rewriting file to use 32 bits.)
 * [ORG 0x7C00] The code will be loaded at address 7C00 in memory
 * main: main function of program
 * jmp $ jumps to start of function creating an infinite loop
 * times 510-($-$$) db 0 Fills remaining 510 bytes with zeros
 * dw 0xAA55 word (remaining 2 bytes) with bootloader signature, would not be recognized as bootable disk without this.


text:
Talk:Computer-aided design/Basics

Dear reader,

I just started CAD/CAE/CAM course.

English is not my mother tongue and I know that inevitably I will make mistakes and my text will be clumsy. But I hope that others will correct it. BTW isn't it wiki spirit and strength? So, if you can help, please do so.

General idea is to start with basics and common topics.

Then we should create be step by step lessons. Here is the problem. There are many CAD programs. Universities usually has multi licenses, from different sources. AutoCAD, SolidWorks, Catia, I-DEAS, Pro/E, just to name a few. CAD tend to be pretty expensive, even for students. Open source CADs have not yet reached the quality and scope of commercial ones. Trial versions usually are too limited, either in trial period or functionality. The same is true in the case of CAE, CAM or mathematical software.

So student's access to software tools varies widely. We just cannot say “Let's use OpenOffice.”, knowing that in MS Office it will be more or less the same.

IMHO the best way out will be to create lessons for several major CADs, ideally using the same examples.

This daunting task cannot be reasonably achieved by one person, so I hope that somebody (yes, maybe you) will join.

--Vrecion 21:25, 19 October 2006 (UTC)

I would be glad to help in what I can in this course. I've been a professional in this field for over 10 years, and hope my expertise can be useful.

I've added a few things on engineering drawings & tolerancing, hopefully I'll be able to expand on those later.

Omega 15:05, 17 June 2007 (UTC)

title: Talk:Computer-aided design/Basics


text: User:Netsnipe

title: User:Netsnipe


text: User talk:Netsnipe

title: User talk:Netsnipe


title: File:SBTDSChooseTSB1f.jpg


title: File:SBTDSChooseTSB1f2.jpg


title: File:SBTDSChooseTSB1f3.jpg


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

Excellent Decision!
Now the first two frames are:

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

EXTERIOR - The local movie theater - NIGHT

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

Next Frame?

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

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

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

Now Decide!

 * Select either option A or B or C

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

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


text:
Filmmaking Basics/Thumbnail Storyboard/Storyboard frames

Move in progress
This page will be moved and reformatted at Reference:SBTDS:Storyboard Frames

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ Lesson #004: Thumbnail Storyboards $$\Leftrightarrow$$  Lesson 4 Storyboard Frames

Here are possible storyboard frames

 * All the Thumbnails
 * These are the current thumbnail storyboards for this movie Seduced by the Dark Side!. These are the storyboards drawn for Lesson #4 of Course #1 of the WikiU Film School.

 * Creating a storyboard
 * To create your thumbnail storyboards for Seduced by the Dark Side!, print out the unformatted script and select the thumbnail storyboards that you think fit the action and mood of the scene. If you prefer, you can draw your own thumbnail storyboard.  A wonderful program for drawing your own thumbnail storyboards is the free version of ArtRage2.

Thumbnail storyboard frames filmed from inside the line

Draw a line between the actors

 * The Floor Plan!
 * Look at the floor plan for this movie. Then draw a line between the two people in the story.  Unless they move or unless you move the camera while crossing the line, never jump across this line.  Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line.

The wall with the poster, the old person and the young person

Be careful when you cross the line between the the Young Person and the Old Person.

 * How This Works
 * Above is one possible floor plan for the movie Seduced by the Dark Side!. When you are filming, you can go anywhere you want.

 * However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If  you do, there will be a sudden confusion in the mind of the audience.

§

· #1001 → ↔ The Young Person with the Old Person behind and the Poster

· #1002 → ↔ The Old Person with the Young Person behind and the Poster.

· #1003 → ↔ The Young Person turns to face the Older Person.

· #1004 → ↔ The Young Person talks to the Older Person.

· #1005 → ↔ Just the Young Person and the Old Person.

· #1006 → ↔ The Young Person talks as they both look straight ahead.

· #1007 → ↔ The Young Person turns and talks to the Old Person.

· #1008 → ↔ The Young Person turns and talks to the Old Person who is looking at the Young Person.

· #1009 → → The Old Person talks to the Young Person.

· #1010 → ↔ The Young Person talks (telephoto).

· #1011 → → The Old Person turns to the Young Person.

· #1012 →  →  → The Old Person thinks and then replies (wide-angle shot)

· #1013 → →  → The Old Person thinks and then replies (telephoto shot).

· #1014 → →   → The Old Person thinks and then replies (over-the-shoulder shot)

· #1015 → → Just the Young Person.

· #1016 → → The Young Person talks.

· #1017 → → The Young Person thinks.

· #1018 → → The Young Person turns and talks to the Old Person.

· #1019 → → The Old Person smiles.

· #1020 → → The Old Person talks.

· #1021 → → A close up of the Poster

Thumbnail storyboard frames outside the line
· #2001 → → A close up of the Poster from beyond the Young Person and the Old Person

· #2002 → → A shot of the Poster from far beyond the Young Person and the Old Person

· #2003 → → A shot of the Poster from far beyond the Young Person.

· #2004 → → The Young Person turns to the Old Person (Wide Angle - Over the Shoulder)

· #2005 → → The Young Person turns to the Old Person (telephoto - Over the Shoulder)

· #2006 → → The Young Person thinks.

· #2007 → → The Young Person talks.

· #2008 → → The Young Person talks.

· #2009 → → The Young Person talks (telephoto).

· #2010 → →  → A wide angle shot which is why the Old Person in the Distance looks distorted.

· #2011 → →  → The Old Person thinks and replies (telephoto shot).

· #2012 → →  → The Old Person thinks and then replies (over-the-shoulder shot).

· #2013 → →  The Old Person thinks and then talks to the Young Person.

· #2014 → → The Old Person Smiles.

· #2015 → → The Old Person talks to the Young Person (telephoto shot)

· #2016 → → The Old Person has turn to the Young Person and is talking.

· #2017 → → The Old Person has turn to the Young Person and the Young Person is talking.

Ending Shots
· #8001 → → A distant shot of the whole scene.

· #8002 → → Ending Shot of the Young Person and the Old Person walking.

· #8003 → → Ending Shot of the Young Person and the Old Person walking and then composited into the Matte Painting.

Ambiguous
· #0001 → → The Young Person is looking directly into the camera.

· #0002 → → The Old Person is looking directly into the camera.

A Blank Frame
· #9001 → → A blank thumbnail storyboard frame.

· #9002 → → A black thumbnail storyboard frame.

==By Ugoglen

· #3001 →

· #3002 →

· #3003 →

· #3004 →

· #3005 →

· #3006 →

· #3007 →

· #3008 →

· #3009 →

· #3010 →

· #3011 →

· #3012 →

Reference materials

 * Reference materials for Seduced by the Dark Side! that you might need.
 * All the Lesson 4 Storyboard Frames. This sheet will give you ideas for your storyboards.
 * The unformatted script. Print this script outline and use the numbers on this script for your thumbnail storyboards.
 * The original story. To get additional information for your storyboards, look at the original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * The floor plan for the movie set. This will help you plan your shots.

(aka All Storyboard Frames)