text:
User:Mabuabsdd/The Aqib Aze Show

Aqib = Aaqib A.

Jar = Jack R.

Plokigirl (Cartoon)

Sen = Sean M.

Ashtrn= Ashton

Dunk= Duncan

Cool-guy= Mohamed B.

Doody Tumby- Akmal A.

Of lead with purple scheniscou
Aqib was at the Holly Nasco park with Jar, “Having a great day” said Aqib “YADIHADTIYAHDI” sang Jar. But when Aqib saw a purple jellyfish flow from the backs of the ocean sea, A ruler travel ducking the purple J. “Hay Utah” said Jar. But the swinger handed his hand grabbing a sward pocking from the eye. But one challenge before a second the eye purple died. Later; the swinger went away. But Aqib grabbed the swinger`s pants, and let it down, “Oh” said Aqib. But the swinger just pull up his pants and ran away, But Jar. Said “Who can dev”, But little piggy came and sat on the bully chair of the Madagascar statement that said “Oh Man, good links of joy”. “No don`t sit on that little spot of blubber” said Jar. Aqib and Jar ran away. A ad back came from a land called Hast town. As the lead comment followed the footprint and JK one of a column threw G-eye. Aqib and Jar were home but one purple fish came an swapped a bag of Orlando feeds called. “Have U notice” Said the peanut. But the Jar family became using a tine foul tank to use slime of the time “at 6.100.1” said Jar “A name poop from the Poopy goat”. As tail fool people will be stupid from the idiots, Jar pulled a monkey sock and came back to his recorded from tail, Hazard, climate came on time as the travel became. “Test of stupid,, line co, but the light is up from Mrs. Ho`s room” said Jar. But the light ran out from the power grumpy hazard tail, “As one tail f hander of light 7th AVE. but light has become cruel after the minute” said Aqib but when Jar pushed a little button saying “Down up”. Jack pushed and came to safe old home. “Great” said Jar

PG-13, Aqib is at Holly Nasco Park and he sees a man creating to kill the scheniscou and he drops his pants.

 * (2010) PG-9, Aqib sees a paintbrush that can draw itself.

Paint draws itself
Aqib at the time chair pogo system, But an evil Dr. Hines Butyl was here. “Have you noticed a feel” said Aqib, “Not puppet” said a girl with a stupid hair. Once chance has come by line, “Check weather” said Butyl, Aqib opened the computer, “It`s l: 15 and it`s H: 55 and it`s rainy” said Aqib. The clouds come to a happy to an unhappy. A cloud mixed a Military part, Aqib went inside the room and paint, but when Aqib started painting... The paint did itself and it pant a cow and a chicken, Aqib slapped the paint, the paint painted Aqib`s face, “What are you” said Aqib, “I`m doing overtime before you die and frequency really Irksome you” said the paint, Aqib ran and felled into the mud outside the cliff, Aqib got up and ran to the cliff II to the top of the assembly. The cut I ran over “What are you doing” said Smith Jones R. Max, The cliff screamed, but Aqib kept running until finally. He was home. “Nice day”

Los Angeles galaxy – New Kansas wizard
Aqib was at a famous soccer field, “Let`s get started folks” said the coach “1…2…3..GO!”. As Aqib started dragging the ball to Max, Then one team from the Los Angeles galaxy steeled the ball and kicked it fast, But the goalie blocked the ball, all of the Kansas wizard scream and clapped with other people, but when from the los Angeles galaxy throw, the ball went into a wet mud a wet puddle and into a person and got someone`s pants, and underwear, all of Kansas wizard and Los Angeles galaxy players laughed. “When do a cliff mud ball” said Aqib. But when a run goal cliff went so slow, the entire Los Angeles galaxy shouts “Hooray for us!” The next game, Aqib had to kicked the ball into the net hair stack, Aqib gave running past and jumped an kicked, but a hole group came an kicked, one kicked Hall one kicked Jar. But when the high wire injured 2 people, Aqib made a goaled “Good job” said Alex; Aqib won so many goals the group screamed, but… “You guys are cheating because you have the greatest players of them all, Aqib” said one of the players “I quit” said Alex “I quit to” sad all of the people even Aqib, “If my argument is on my side for 5 days” said Aqib “That ball is going by, by”. “How can I say it” said Matthew “How could you do that”. But Aqib pushed Matthew up from the gate, Matthew push Aqib back. “Stop” said Aqib. Aqib went playing with Yudi, “You know, it`s better if you know you`re different” said Aqib, Yudi kicked a hard ball. But did Aqib make it, yes! Aqib kicked a out kicked ball. “Sometimes you have to go to the ending place” said Aqib. Then another person came, “Can I play” said the guy, Yudi passed the ball and left. The guy kicked the ball fast, Aqib can`t catch it. Then it was time to leave, but the guy kicked. “Low high” said Ashton, One of Aqib`s classmates

PG, Aqib plays with a group of people playing soccer

 * (2007) Aqib finds himself into a really confusing mystery

Operation of the mystery
Aqib was at Dog st. Aqib was running and trying to find the tape recorder, "Hiya Aqib" said Jar, "Buppp" said Aqib running back to Jar "Maybe I can tell Jar to help me" imaged Aqib "Help me" said Aqib, "Okay, I`ll help you do your mystery" said Jar, "What, how did you know that i`m on a mystery test to find the golden tape recorder?" asked Aqi, "I know" said Jar. As soon as Aqib and Jar were walking, they saw a naked Cowboy with his electri gatuar. "Naked cowboy, Oh I`m a naked cowboy" yelling the cowboy, Jar and Aqib giggled, Then Sen showed up to play with Aqib but Jar pushed Sen, Sen went away crying. But someone said "But scach i`m playing with girly stupid of buty poop".Jar remember that he swallowed the golden tape record; As if Plokigirl was trying to avoid Aqib and Jar from getting the diliver. "I have a great idea from that pickel" said Plokigirl, Plokigirl walked and saw one of her mens with underwear and some were naked. "What are you up to playing" said Plokigirl, "Nothing" said one of her mens. But Plokigirl was playing with her baby teddy. But only her computer can see.

Udi Tudi-Tudi?
Aqib was at a Wetter place, until a cliff hit-ed Aqib, And A but sign fell on his head. “How can this place get anything more worst” said Aqib, There was an American army person walking by, The American army spoke to the governor, We have to get more people, he would join a safe nice hotel and be rested if anyone can join use” said the American army, The governor pointed at Aqib to join the Military army, “No” said Aqib. A ear sign dropped on the governor, Aqib looked up, Aqib saw the most evilest villain, Udi Tudi- Tudi. “You`ll never get me” said Udi, Udi laughed. Aqib jumped really far and kicked Udi Tudi- Tudi. Udi landed, At Underpants Jail, “Udi, I think you should be maybe….funny” said The police man, Udi took revenge, But Aqib slapped Udi, and Udi felled down.

PG-15, Aqib was bored then as there was a enemy called Udi-Tudi Tudi

 * (2008) There is a person who is Bombing the place everywhere around the Junkin`s Mazarooni place.

Bomb Bombless
Aqib was at the Junk Hammer, Until, Jar came skipping along his great journey. "There is a big bad guy bombing hiding" said Jack in Aqib`s face, "Relax, I think your just making a stupid exclamation" said Aqib pushing Jar. Just then A bomb blasted behind the Junk Hammer, Inmates came and smached the Junk Hammer, Aqib was at Lincoln Tower until, Jar and Sen came (The page that the required seeing should be adding comment). "There is A bomb" said Sen. Aqib was home, "Nuckleheads" Said Aqib, Then when Aqib put a straw in the juice, BOOM! The bomb exploded. “I guess Jar and Sen were right; When Aqib ran “U were right guys” said Aqib. Then Sen ran until, BOOM! “Bomb” said Sen during the Explosion. “Ouch” said Sen.

Junklins of Junklins
Aqib was at the Junk yard at Junklins, There was big marks on the road. The cliff were gently big. "High centers are really stupid" said Aqib but can I do something if times I could just play. "3.100.1" said Jar. But Junklins came along, "Come on let`s be friends" said Junklins; When the enemie arrived at the course line. "Hammis....Unification should be arrival, but I don`t know, but there was a ledgen arrivel to meet the mitchalcil with" said Aqib. The lench could have made a creation. But the flip crusier is made in the publisher, But the adiaunce said "Take good real boys" said Plokigirl, "If I can make a long week, It has bin a other job, yawner with zee any one will can over champer" sang Plokigirl, "I had long week, I need a hazard, I`m on a another level turn up the missing tevel" sang Plokigirl; Aqib as he went forward went the ledgend of the Vicious Mith more; But Plokigirl made a comment on her blog, "I`ll have revenge on that pesky Aqib", Plokigirl imaged that she could be ruler of Earlytoen; Aqib and Jar were walking to Plokigirl`s house. and Poof! There was Plokigirl, Plokigirl kicked Jar, Aqib ducked, Plokigirl kicked until, BANG! Aqib kicked Plokigirl really hard. Over. Game

PG-13, There is A Junklins place that Plokigirl would take revenge of Aqib Aze

 * (2008) Aqib goes on a fight with battling new levels fighting different animation cartoon.

Aqib goes on fight with 4
BRAND NEW! MIK UP CARTOONS,

Aqib was at bed, "Another bad dream, This dosen`t make any sent... I have to go to the Impressient" said Aqib; When Aqib was at the fight station, The zee cliff hired a king, "Guys, Let`s train that Aqib vs. Kitty, Perman vs. Sneezer, Okay got that,The person who wins in crown champion" said King Julien, When it was started, 1...2...3...go!. Then later when it started to happen a stuff, Aqib went down the road and hollered until, Kitty was trying to get Aqib then when Perman keep kicking the Sneezer. “I`ll scratch him with my ten cloths” said Kitty, when Aqib landed on a stream red wall and started walking, then until, Gummibar walked and knocked on Aqib, Kitty was here; Perman beat the sneezer so hard, the sneezer fell inside the pool down at the ball; When still Kitty was lazering Aqib, until a bag hit kitty, Until a big Bathtub hit Gummibar and Aqib, A big loud noise came from the Sneezer. When Kitty and Aqib landed into the pool, Gummibar landed into the high motor place and it was the red wall, Gummibar kept walking, Until a big pile of snowballs head and hurt Aqib. When a big cost of snowballs, after came until, Perman started to be flying down. When a big loud voice came from Kitty and Aqib, Kitty slapped Perman and the Sneezer. Until, Aqib got a super equipment. Kitty jumped and hit Aqib so hard, Aqib felled back on the low stage, The crowed screamed, “Maybe I`ll have a big sneeze at these 3 people” said the Sneezer, But the sneezer only sneezed Kitty Katswell and Perman; When it was down it was time for bed. “What a great time at the stadium, I won the award of winning the difference Fighting show TV Star” whispered Aqib to himself

Mody Moty
"Don`t be so stupid" said Aqib, "Sherlcok Holmes" said Jar. But can I get a decided me for time after the cliff II, "Human beam got it" said Jar, Ma Ma...Ma, But the lauch expired to be the Locho Launch of the best Shirts, After then cup to the challenge of the Mody racing of little giantest mermaids of the see, "Until" said R`rivetorm, "Until the launch expired, we had to turn the lights" told Jar. After the chain, the big Mody expired Jar to move of to the right, "Duface" said Another Smith Max, "Check proof" said Lincoln,After the challenge. "My challenge is correct" said Aqib while moving his hand. Blah, After the checkers man play after the comment, "What the heck" said Mun. Aqib and Jar even Lof and Duf looked, Lof dropped a shell, on the beach way.

PG-13, Aqib is playing the Mody games on Jar

 * (2003) Polkigirl go`s haunted differently but after they find, Polkigirl was not bad!

Haunted Polkigirl
Aqib was having a wonderful time until Polkigirl was walking threw the outhand hall-way, "I have to find out what that tricky girl is doing this time" said Aqib. Soon when Aqib was at the groundland.Polkigirl took a elevator. Aqib missed the turn; Polkigirl was on her way until when she walked she got paper-towel on-her; Jar was coming ahead, "Polkigirl came .O.K." said Aqib. As they walk along Polkigirl was just right behind them. Until. "RHHH!" roah Polkigirl. "OH NO" said Aqib. "Run" said Jar. "Nice deal" said Aqib. That was ungreat until a newspaper that was called a hurricane. Polkigirl was tackled in the Newspaper and got hurt. Aqib was still going until.......... Aqib tripped her. Next, here it comes Polkigirl, "What! Were you doing?" asked Aqib. "Ya!" said Jar. "I was trying to talk with my boys" said Polkigirl. "Hay" said Obama (One of Polkigirl`s boys). Polkigirl walked and they talk.

Polkigirl wasn`t bad this time

Mashrooms with Sashrooms (The new storie on the Aqib Aze show)
Sen was at the Lowhow park assembly with Aqib, Jar and Ashtrn. Soon the play was done until; when Sen was back home until then he ate so many Mashrooms at dinner. Sen burped, "I`m full" said Sen; At High School; "Hay Aqib" said Sen while the Mashrooms was sticking out of Sen`s whole body parts, "Mashrooms on Sen" said Aqib. "What, Oh aren`t there mashrooms on me" said Sen,"How did you know" said Aqib. "I read Mr.Fluancyse`s story teller, and a book magazine" said Sen; Aqib and the gang carried Sen to the doctors, "What`s wrong Clime" said Aqib, "I`m sure....There`s a disease" said Clime the doctor, "You know, when mashrooms above the number nine it shows up before". "How many did you ate" said Aqib, "twenty-nine" said Sen. Everybody felt scared. "Stop eating mashrooms" said Clime. "All right" said Sen; after those 6 days of out of those Mashrooms. "You feel good" said Clime. "HOORAY!" said the gang. "Thank you! Clime!" said Aqib. "Your Welcome" said Clime

'''After all. New Mashrooms maybe coming to you!, Just kidding'''

PG-14, Sen eats to much mushrooms and get into a big problem.

This story animations is a spooky haunted trivia,

PG-13. Aqib and Jar has to find a perfect place to be cool and warm. PG IN-PG- The new cotton candy attacks Aqib and his gang

Who will notice me of the lead
When Aqib was at the column of the greats right. Because It have bin told after you from years. "After I know" said Aqib, Jack reply a message above the cliff of the fire or fir of the II or the EE test assembly before locating the missle. After launching the mi or me because it`ll not be a good idea for Aqib do be lost in the forest of the new climate because he can jump over easy as a jumping of-of (O-V) the France climate because I can`t jump. "I`ll noticed myself" said Jar. I can be one of myself or or odd of the hacker`s club. After none as the great wish. "Nice time" said Aqib. After none as great witches rewarded the world as a folktale marry-time after the 1806, also Lincoln was born. After Mr. Washington married Martha. She turned her name into Martha Washington. "Line me up, I have none of marry monkeys kissing each other on the lips of there nasty little mouth" said Aqib while pausing a little bit.

The Hotland
"I`m tired of this huge massive heat, the sand is burning hot" said Aqib "I know, isn`t it right" said Jar, they walked to Alaska for 2837 miles away starting from Bolivia; It was super cold that Jar and Aqib froze to death, "Hchhan ta planiy" shake Jar, they came on the plane and fell in San Diego, CA, It was super hot that they almost turned to dust, "Launch Goch Boch, we need to move out of this hotland and return to a good place" said Jar, "Virginia" said a man, "Who are you?" asked Aqib "My name is Denfagachai Descert Stylight" said the man. "Anyhow big poop, we are ---", The man punched Jar, "Can you take us to a perfect most perfect place", "Where it is it?" asked the man, "I knew you wouldn`t tell us where this stupid wasteland and this stupid will make this stupid trip asking for the stupidity of you, Now show us where this area is chuck" yelled Aqib, The man ran away 4 miles away. "Okay, he left, now where are we going to go now smarty-head" yelled Aqib meanly "Run really....really Quick to the center of the world in the ocean" said Jar. They ran to the the Atlantic Ocean and it felt...... "Good" said Jar "This is really great, I`m going to stay here for a long time `till I die" said Aqib' "We will die now" said Jar "That`s great uuuu........, What do you mean" said Aqib by stopping. There was a giant shark heading toward Aqib and Jar, "Goodbye folks, we`ll see you next time" said Jar and Aqib.

The attack of Cotton Candy (A Movie) - 0:50
One afternoon nice day, Aqib,Jar, Cale and Awesome Finn were getting cotton candy. "A Nice day for a good treat" said Cale, when they were walking to Mr. Defnas Stream`s Cotton Candy cone shop. "4 cotton candies please" said Aqib. When Awesome Finn got his cotton candy. Red eyes. Red bloody teeth opened left and right of the cotton candies teeth. "It is alive" screamed Cale. Jar said "We will hide in the attic" ; Everybody were hiding in the attic "Cotton candy man" giggled Jar, "We have to take over the candy people" said Jar. They took a 3 seconds look out. "Let`s get them" said Awesome Finn. They all jump out and so a hole glop of people get spiting and sucked into the mouth. "The King of Cotton Candy" said Aqib. A Cotton bomb was in the air and bombed a building, No harm but the gang kicked a little bomb. A cotton candy spitted at Jar. But it landed on Awesome Finn. Instead they jumped, "Kicked the King`s leg" told Jar to Cale. Cale kicked the head. Jar jumped and kicked really hard The amount of cotton was hold. Polkigirl was hiding behind a cotton candy that Awesome Finn was kicking. Polkigirl poked Awesome Finn in the Location of the Lungs. "I will kill you all" growled Polkigirl while growing into a large monster Polkigirl; She growled that the gang hit a building. "That hurts"said Aqib. "Meet, Sr. Leo, Monband, Lodger, Max, and Laver Rajalasipinko" said Polkigirl. The 5 Nimrods charged at the gang "Super flying expires" shouted Aqib. "One day I`ll get that chunk" growled Polkigirl; "What`s going on right now" said Aqib. "I think not so good" said Jar. Awesome Finn ran to Justice and did his double kick. Instead he got bumped by the cotton. "We need you" yelled Cale. Awesome Finn came back, When a Cotton Candy came, Awesome Finn kicked him really hard that the Cotton`s eyes got black and exploded. But the Cotton got more Candy to get larger and more harder to get them! "How will we get them now?" asked Aqib. "Aqib, don`t be stupid, be awesome" said Cale, Than Aqib jumped into action. He kicked three (3) Cotton Candies. (5) COTTON CANDIES CAME FROM NOWHERE. The Gym was swung into PARIS! Polkigirl said "I came back". The gang severed into action and scattered and bong thy army. The Whose in the right side was spreading water and evaporated (4) Cotton Candies. Awesome Finn did his madness kick attack bishop kick. And it took away (6) Cotton Candy men. Aqib did his Bishop madness fighting King power. It took away (11) Cotton Candy. "Your time is ---" The gang did the kick as Polkigirl was saying the speech. He kicked the legs of his army took away (25) of the army men (45-55) was the balance. There were only 16 Cotton Candie left. The whole jumped into action and punched the king and the cottons. Only (2) were left was Polkigirl and Caroli. Polkigirl made a Double Dodge Kick into madness. The (45) men of Polkigirl flew away even Polkigirl "I`ll have my revenge, revenge---" As Polkigirl was done telling about revenge. Aqib shot a super awesome chew toy for dogs and cats. It shot in Polkigirl`s Mouth. "That will take care of here" said Aqib. A RAIN COTTON CANDIE CAME FALLING OUT OF THE SKY. The gang got there cone and had Cotton witch was not alive. "Another sample" Jar request.

Not processing good. We are trying to find the Wiki for the Aqib Aze Show 2!

title: User:Mabuabsdd/The Aqib Aze Show


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

title: File:StrMatAppACentroid2.JPG


text:
User talk:BJW45

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User talk:Jradachowsky

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User talk:Tha sob

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User talk:Flaleite12345

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Classical Chinese/Structure

Classical Chinese is a very succinct and potent language. Its efficiency at conveying information rests on 2 pillars of the language. The fact that most words, whether verb, noun, pronoun, adjective, or adverb, are composed of a single character, and its use of implicit, or already stated, knowledge. Also, there is no punctuation in Classical Chinese, though there is a similar system that will be discussed.

Below, the basics of word order, nouns, verbs, adjectives, and adverbs of Classical Chinese will be discussed.

Word Order
Classical Chinese's basic structure is similar to English. It is on a basic level Subject-Verb-Object (SVO), like English.

 * The king rules the state.

In this English sentence, the subject is king, the verb is rules, and the object is state.

In Classical Chinese,

 * 王wáng治zhì國guó
 * the king rules the state (literally, "king rule state")

Here, the subject is wáng 王 "king", the verb zhì 治 "rule", and the object is guó 國 "state".

Though English and Classical Chinese share the same basic word order, notice that Classical Chinese does not use anything equivalent to the, a, or an, like Latin.

Modifiers, such as adjectives and adverbs, precede the word they modify.

 * 良liáng<rb>藥</rb><rt>yào</rt><rb>苦</rb><rt>kǔ</rt><rb>口</rb><rt>kǒu</rt>
 * good medicine tastes bitter (lit. "good medicine bitter taste")

We can see here the adjective liáng 良 "good" coming before the noun yào 藥 "medicine", which it describes; likewise the adverb kǔ 苦 "bitter" precedes the verb kǒu 口 "taste".

Nouns
Nouns in Classical Chinese are usually a single character. Most multi-character nouns you will encounter are usually foreign loanwords or names. This helps contribute to Classical Chinese's brevity. In addition to this, plural nouns are not usually marked. Nouns can be understood to be plural from context or from attached adjectives.

 * <rb>鳥</rb><rt>niǎo</rt><rb>飛</rb><rt>fēi</rt>
 * lit. "bird fly"

This can be interpreted as "the bird flies" or "the birds fly".

 * <rb>楚</rb><rt>chǔ</rt><rb>有</rb><rt>yǒu</rt><rb>多</rb><rt>duō</rt><rb>鳥</rb><rt>niǎo</rt>
 * lit. "Chu have many bird"

The noun niǎo 鳥 "bird", is understood to be plural in this sentence because of the adjective duō 多 "many; multiple". So: "Chu has many birds".

 * <rb>國</rb><rt>guó</rt><rb>只</rb><rt>zhǐ</rt><rb>有</rb><rt>yǒu</rt><rb>一</rb><rt>yī</rt><rb>王</rb><rt>wáng</rt>
 * lit. "country only have one king"

The noun wáng 王 "king", is understood to be singular in this sentence because the numeral yī 一 "one", precedes it. So: "A country only has one king."

Verbs
Like nouns, the vast majority of verbs in Classical Chinese are single characters. Unlike English, which still retains various tenses for verbs, Classical Chinese has no tenses, conjugations, or agreement for verbs; an unmarked verb can refer to a past action, a current one, a habitual one, or sometimes one that will occur in the future.

 * <rb>兵</rb><rt>bīng</rt><rb>食</rb><rt>shí</rt>
 * soldier eat

This is could be any tense because there is nothing suggesting that this occurred or will occur; there is no way of being certain of the time frame of this action.

Like nouns, we can sometimes infer the tense of a verb with the information in the sentence.

 * <rb>茲</rb><rt>zī</rt><rb>父</rb><rt>fù</rt><rb>休</rb><rt>xiū</rt>
 * now father rests

The father here is understood to be presently resting because of the word zī 茲 "now" indicating that the action is taking place currently.

 * <rb>昨</rb><rt>zuó</rt><rb>公</rb><rt>gōng</rt><rb>習</rb><rt>xí</rt><rb>論</rb><rt>lún</rt>
 * yesterday the duke studied the Analects

We know the duke to have been studying in the past because of the given information; zuó 昨 "yesterday" sets the information that is part of its clause and after it in the past, specifically the previous day.

Adjectives
Adjectives in Classical Chinese are also similar to the way they are used in English. The adjective usually goes before what is being described.

樂老走市 (le4) (lao3) (zou3) (shi4)

The happy old man walks to the market.

The subject is 老, old man, and what describes him, 樂, happy, comes before.

悲王不言 (bei1) (wang2) (bu4) (yan2)

The grief-stricken king does not speak.

Adverbs
Adverbs go before the verb they modify, whereas in English, adverbs sometimes go before or after the verb.

兵響號 (bing1) (xiang3) (hao4)

The soldier screams loudly

號, to roar, is the verb which 響, loudly, modifies.

竹高長 (zhu2) (gao1) (zhang3)

The bamboo grew tall.

Return to Lesson Page

title: Classical Chinese/Structure


text:
User talk:Cmonzon~enwikiversity

 Hello Cmonzon, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Erkan Yilmaz uses the Chat 01:51, 7 January 2011 (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 Cmonzon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cmonzon~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 23:32, 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:Cmonzon~enwikiversity


text:
User:Mabuabsdd/Aqib Aze`s special Chapter books

Chapter books
1. The Wide open wizard


text:
User talk:Mabuabsdd/The Aqib Aze Show

Eh?
Is this some kind of coded message for a hacker's club?

 * No, most likely it is some quite smart middle school kids. But I'll drop the section headers down a couple of levels. They may not realize that section headers should have two equal signs on each side for a basic header, three for a subheader, or four, or five. Excess equal signs just make it look silly.
 * Welcome to Wikiversity. You are welcome to play with these files, now that they are in my user space, and if you want your own sandbox, you can register an account, assuming you have email access, and you can generally put pretty much you want, as long as it's not harmful, in your own user space. There are some exceptions, but feel free to ask me if you'd like help. Usually, if what you want to do is not harmful, there is a way to do it here. We just don't want mainspace filled with not-useful stuff, kind of like not playing noisy games in a library. There is a sandbox in the yard for that, and you can have your own sandbox any time you want. Ask me if you don't have email access and you'd like an account, you can leave a note on User talk:Abd. --Abd 03:19, 7 January 2011 (UTC)

Subhead Aqib and great storys!
Great storys, Great that your adding more and more and are you happy! Because User:Abd have bin portecting your page. _You know I have a great feeling about times- Jaco66--Jaco66 21:25, 7 January 2011 (UTC)

 * If you are happy I am happy. Jaco66, if you register an account, then you can sign with ~, that is, four tildes, the wiggly little character. If you do that with an IP edit, not logged in, the contributions list for the IP address will be dropped in by the program. I see that you took this and replaced the IP address with your name, but the Contributions list is blank because there is no user registered here by that name. There is a Jaco66 on other wikis, though, is that you?

 * I don't know anything about you and don't need to, but there is a privacy policy (you can follow the link to read it) that cautions young users not to share personal information on Wikiversity. It's okay to use a first name or nickname, but not good to use a full name, or to give other personal information out that could identify you. If you register an account, you can choose about any name you want, if it isn't taken, and then you can have your own user page and user space, and we can talk with you about pages you create or help you with any problems that might come up. But you can continue as you have been, it's fine. --Abd 02:36, 8 January 2011 (UTC)

Material from redirect page
Text book of click

Characters of Aqib Aze

 * 1) Aqib = Aaqib
 * 2) Jar = Jack
 * 3) Mohmion= Mohamed
 * 4) Sen = Sean

I copied the above from the redirect in mainspace that points to Aqib Aze here. (Please do not edit the redirect, and, after some time, it will probably be deleted. It was left there so anyone who had edited the page might find it when they look for it. These pages here can remain, though.)

If anyone who created a page wants it deleted, please ask me to request deletion, if you don't know how to do that. --Abd 02:58, 8 January 2011 (UTC)

 * What appear to be real names were placed on the Aqib Aze page. I've allowed the use of a last initial, assuming that the names are real names. If users are not minors, full names may be used, but should be used only with the user's permission, and we'd need registered accounts to handle this. It's also possible to use real names with minors, but it gets very complicated, it requires verified permission from parents. Let's not go there. If this gets too complicated, I can't keep this up.

 * Please let us know what's happening here. Violation of the Privacy policy could force the deletion of these pages, it would be completely out of my hands. Playground rules, my friends, I can't do anything about that. Please keep it simple here. --Abd 21:00, 8 January 2011 (UTC)

Have a great summer!
To all involved with the Aqib Aze Show, have a great summer! See you next year! --Abd 00:28, 17 June 2011 (UTC)
 * Too bad the gang isn't going to be back in a long time:( --Goldenburg111 03:51, 7 November 2014 (UTC)

title: User talk:Mabuabsdd/The Aqib Aze Show


text:
User:Rusty-182

I have only recently created a Wikimedia account.

I am interested in expanding my knowledge on many topics and helping others do the same. More specifically I am interested in learning more about physics, chemistry and how the world works. Also am interested in maths and engineering

title: User:Rusty-182


text:
User talk:Rusty-182

 Hello Rusty-182, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:40, 7 January 2011 (UTC)

title: User talk:Rusty-182


text:
User:Golies

Yes I exist here on Wikipedia, I survive on daily free, accurate knowledge. My contribution might be limited, but my support is endless.

Open the Web, come on |"don't be evil"

Follow my Tweets

title: User:Golies


text:
User:Egm6321.f09.mtg1

=EGM6321 - Principles of Engineering Analysis 1, Fall 2009= MEETING 1 - Tuesday, 25Aug09

1-1
1-1 defined as (Meeting Number) - (Slide Number) Watch video: Magnetic levitation, Transrapid Vu-Quoc & Olson (1989) CMAME The magnet (i.e vehicle) and structure (i.e. guideway) interaction is shown below. Where: $$ y^1(t)= \ $$ nominal motion $$ u^1(s,t)= \ $$ axial displacement of guideway $$ u^2(s,t)= \ $$ transversal displacement of guideway

1-2
$$ f(y^1(t),t) \ $$ Total time derivative of f is given as: EQ1) $$\frac{d}{dt} f(y^1(t),t)= \frac{\partial f}{\partial s}(y^1(t),t) \dot y^1(t)+\frac{\partial f}{\partial t}(y^1(t),t) \ $$ Where $$ \dot y^1(t)=\frac{d}{dt}y^1(t) \ $$ $$ \frac{d}{dt}f=f_{,s}(y^1,t) \dot y^1+f_{,t}(y^1,t) $$  EQ2) $$ \frac{d^2}{dt^2}f=f_{,s}(y^1,t)\ddot y^1+f_{,ss}(y^1,t)(\dot y^')+2f_{,st}(y^1,t) \dot y^1 + f_{,tt}(y^1,t) $$ Where $$ \dot y^'= \dot y^2 $$ Coriolis forces - Dynamics

Material time derivative - Continuum Mechanics

Reynolds transport theorem - Continuum Mechanics EQ3) $$ c_3(y',t) \ddot y^1+c_2(y^1,t) (\dot y^1)^2+c_1(y^1,t) \dot y^1+c_0(y^1,t)=0 $$ is an example of a nonlinear ordinary differential equation (ODE)

title: User:Egm6321.f09.mtg1


text:
User:Egm6321.f09.mtg3

=EGM6321 - Principles of Engineering Analysis 1, Fall 2009= MEETING 3 - Thursday, 27Aug09

3-1
To find class homepage, go to Wikiversity: Main Page (http://en.wikiversity.org/wiki/Wikiversity:Main_Page) and search for--> user:egm6321.f09

My Wiki address is: http://clesm.mae.ufl.edu/wiki.vq/index.php/Main_Page

From p2.3, Eq(1): If $$ P(x)\ne \ 0 \ \forall x$$, divide throughout by $$ P(x) \ $$ to get: EQ1) $$ 1y''+\frac{Q}{P}y'+\frac{R}{P}y=\frac{F}{P} $$ Where: $$\forall \ $$ is defined as "for all" $$ a_2(x)=1 \ $$,

$$ a_1(x)=\frac{Q}{P} $$,

$$ a_0(x)=\frac{R}{P} $$, and

$$ f(x)=\frac{F}{P} $$ $$ \forall x_0 \ $$ such that $$ P(x_0) \ne\ 0 \ $$ then $$ x_0 \ $$ is a regular point Any $$ x_0 \ $$ such that $$ P(x_0)=0 \ $$ is a regular point

3-2
2nd order--> need 2 conditions to solve for 2 constraints Boundary Value Problem (BVP) Prescribe: (1) $$ y(a)=\alpha\ \ $$ (1) $$ y(b)=\beta\ \ $$ where $$ \alpha\ \ $$ and $$ \beta\ \ $$ are known values Initial Value Problem (IVP) Prescribe: (2) $$ y(a)=\alpha\ \ $$ (2) $$ y'(a)=\beta\ \ $$ where $$ \alpha\ \ $$ and $$ \beta\ \ $$ are known values Solve IVP by ODE from p3-1 Eq(1) or initial condition p3-2 Eq(2) Two points: 1) Existence and uniqueness of solution

3-3
2) Superposition based on linearity of differential operation L(.) (1) $$ L_2(.) = \frac{d^2(.)}{dx^2} + a_1\frac{d(.)}{dx}+a_0(.) $$ Where the 2 in $$ L_2(y) \ $$ is defined as 2nd order (2) $$ L_2(y)  = y'' + a_1y'+a_0y \ $$ (3) Linearity of  $$ L(.) \ $$: $$ \forall u,v \ $$ in a function of x  and $$ \forall \alpha\, \beta\ \ $$ belonging to $$ \mathbb R \ $$ (scalars, real numbers); $$ L( \alpha\ u+ \beta\ v)= \alpha\ L(u)+ \beta\ L(v) \ $$ Where $$ \mathbb R \ $$ is defined as a set of real numbers Example: Matrix Algebra $$ \mathbf{A} \epsilon\ \mathbb R \ ^{nxm} $$ matrix with n rows and m columns of real numbers $$\forall \mathbf{u}, \mathbf{v} \epsilon\ \mathbb R \ ^{mx1} \ $$ is a column matrix $$ \forall \alpha\, \beta\, \epsilon\ \mathbb R \ \ $$

3-4
Clearly: $$ \mathbf{A}(\alpha\ \mathbf{u} + \beta\ \mathbf{v}) = \alpha\ \mathbf{A}\mathbf{u} + \beta\ \mathbf{A} \mathbf{v} $$ Example: $$ \frac{d}{dx}(.) \ $$ is a linear operation $$ (\alpha\ u+ \beta\ v)'= \alpha\ u'+\beta\ v' \ $$ linearity allows the use of superposition $$ y=y_H+y_P \ $$ $$ L(y) = L(y_H) + L(y_P) \ $$, where the subscripts H and P stand for homogeneous and particular in respective order.

title: User:Egm6321.f09.mtg3


text:
User:Egm6321.f09.mtg5

=EGM6321 - Principles of Engineering Analysis 1, Fall 2009= MEETING 5 - Thursday, 03Sept09

5-1
Note: p4-1 Eq(2) and Eq(4) $$ y'(x)=p(x) \ $$ Integrate from a to x: $$ \int_{s=a}^{s=x} y'(s)\, ds = \int_{s=a}^{s=x} p(s)\, ds $$ $$ \left [ y(s) \right ]_{s=a}^{s=x} = y(x)-y(a) $$, where $$ y(a) = constant \ $$, $$ y(x)=\int_{s=a}^{s=x} p(s)\, ds +y(a)= \int_{}^{x} p(s)\, ds $$ another way: $$ y(x)=\int_{}^{} p(x)\, dx +k $$ Where $$ \int_{}^{} p(x)\, dx = F(x) $$ and $$ k=constant \  $$ $$ \Rightarrow \ y(a)=F(a)+k \ $$ $$ \Rightarrow \ k=y(a)-F(a) \ $$ $$ \Rightarrow \ y(x)=F(x)-F(a)+y(a) \ $$

5-2
But $$ F(x)-F(a)=\int_{s=a}^{s=x} p(s)\, ds \ $$ EQ1) $$\Rightarrow \ y(x)=\int_{s=a}^{s=x} p(s)\, ds+y(a)=\int_{}^{x} p(s)\, ds=\int_{}^{} p(x)\, dx+k \ $$ p4-2 Eq(3): Why this form of nonlinear 1st order ODE? Most general form: EQ2) $$ F(x,y,y')=0 \ $$ Application: EQ3) $$ x^2y^5+6(y')^2=0 \ $$ Where $$ x^2y^5+6(y')^2 \ $$ is defined as $$ F(x,y,y') \ $$ HW: Show that $$ F(x,y,y')=0 \ $$ in Eq(3) is a nonlinear 1st order ODE. Hint: Define the differential operator $$ D(.) \ $$ associated with Eq(3).

title: User:Egm6321.f09.mtg5


text:
User:Egm6321.f09.mtg7

=EGM6321 - Principles of Engineering Analysis 1, Fall 2009=

title: User:Egm6321.f09.mtg7


text:
User:Egm6321.f09.mtg9

=EGM6321 - Principles of Engineering Analysis 1, Fall 2009=

title: User:Egm6321.f09.mtg9


text:
User talk:Egm6321.f09.mtg3

 Hello Egm6321.f09.mtg3, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Egm6321.f09.mtg3


text:
User talk:Egm6321.f09.mtg7

 Hello Egm6321.f09.mtg7, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:56, 7 January 2011 (UTC)

title: User talk:Egm6321.f09.mtg7


text:
User talk:Egm6321.f09.mtg5

 Hello Egm6321.f09.mtg5, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:56, 7 January 2011 (UTC)

title: User talk:Egm6321.f09.mtg5


text:
User talk:Egm6321.f09.mtg2

 Hello Egm6321.f09.mtg2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:57, 7 January 2011 (UTC)

title: User talk:Egm6321.f09.mtg2


text:
User talk:Egm6321.f09.mtg1

 Hello Egm6321.f09.mtg1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:57, 7 January 2011 (UTC)

title: User talk:Egm6321.f09.mtg1


text:
User talk:Egm6321.f09.mtg9

 Hello Egm6321.f09.mtg9, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:57, 7 January 2011 (UTC)

title: User talk:Egm6321.f09.mtg9


text:
User talk:Slskier

 Hello Slskier, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:57, 7 January 2011 (UTC)

title: User talk:Slskier


text:
Psycholinguistics/Participants

List of Participants

 * Aaron J Newman
 * Garrett Nicolai
 * Alexandria Muise-Hennessey
 * Bengisu Gonul
 * Matt Orr
 * Charlie Kramer
 * Samantha Arseneau
 * Kitt Holeman
 * Laura Doane
 * Elaine Toombs
 * Claire Brousseau
 * Chantel Deck
 * Meg Smith
 * Stepheny Vossen
 * Angela Taylor
 * Joel Sardinha
 * Ju wen Ou
 * Andrea VanderHeyden
 * Jacqueline Vincent
 * Nathanael Crawford
 * John Boudreau
 * Jillian Baker
 * Hilary Van Loon
 * Katelyn Grechuk
 * Kathryn Fraser
 * Ben Corrigan
 * Jennifer Browning
 * Taylor Dyon
 * Megan J Mac Donald
 * Heather Gallant
 * Amie Windle
 * Minzhou Sun
 * K-Lee Fraser
 * Anna Richter
 * Eleanor Greer
 * Keegan Colville
 * Ben Parker
 * Maged Aly
 * Emily McGuire
 * Michelle Jansen
 * Jennifer Chetwynd
 * Moragh Jang
 * Ellen Fesseha
 * Emma Horner
 * Julien Gallant
 * Suzanne Walsh
 * Catherine McIntyre
 * Allie DePetrillo
 * Martha Schram
 * Jennica Lounsbury
 * Jayme Segal
 * Emre Vs

title: Psycholinguistics/Participants


text:
Theory Design Lab/Karma Lab/Karma and predestination

Course prerequisites: Karma theory, Predestination

Karma and predestination
For this learning resource it is assumed that karma and predestination do exist and that they represent interrelated concepts.

If an unspecific theory of karma and an unspecific theory of predestination appeared to apply that would mean that life could be subject to unknown external influences that were not properly understood. Clearly that could be seen as a very unsatisfactory situation.

How could predestination and karma be imagined to influence each other?
How could karma influence predestination? An intentional reputation system for instance could demand a certain amount and type of reputation in order to be able to apply for a job. To be a candidate for the presidency, for instance, you might require a sufficient amount of reputation and the right type of reputation.

Moral obligations concerning predestination and karma
Health mentoring, for instance, could be seen as a measure that reduces the effects of problems that may be difficult to control for some individuals. (A belief in better karma would, for instance, be justified by the fact that the prevention of problems for others in this case is likely to improve one's own health consciousness, which would constitute an immediate beneficial effect for the health mentor.)

Predestination as an influence on karma
If the predestination of a group or person did exist as an unknown influence on the karma of a group or person then that influence might modify expectations (and cognitive biases) concerning karma that may otherwise be taken for granted by the naive observer. Thus a person might be forced to recognize the just-world fallacy as a fallacy if a "predestined influence" can be established.

For instance the population of a planet that does not sufficiently address climate change may have to live with the long-term effects of climate change. That could be seen as a scientific view of "group karma" which cannot easily be rejected and whose effects may clearly affect future generations.

An example of "reputation systems" that describe the interaction with the physical world are carbon offset providers.


text:
User:TheEleventhDoc

Matt Orr
A third year Psychology student at Dalhousie University as well as the vice president of the Dalhousie Gaming Society.

title: User:TheEleventhDoc


text:
User talk:TheEleventhDoc

 Hello TheEleventhDoc, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:02, 7 January 2011 (UTC)

title: User talk:TheEleventhDoc


text:
User:Joel Sardinha

Jan 5 - 7, 2011
The start of a new year and a new semester. This annual event brings a lot to look forward to such as familiar peers in new classes and new evaluation strategies like those implemented in this psycholinguistics class. The amazing yet intimidating world of Wikiversity opens a new dimension of online learning and interaction to enhance our learning of psycholinguistics. Although i admit that the 50% weight tagging along with the chapter requirement in this course is terrifying I stay positive and hope to learn a great deal about the topic I choose to write about. I picked the topic on multilingualism because this topic greatly fascinates as well as applies to me personally as I am a bilingual and have been exposed to multiple other languages throughout my life. Human capacity to retain and fluently use multiple languages without confusing lexicon and grammatical structure is quite impressive. Being bilingual there are instances where certain words apply perfectly in one language but make no sense in another and expressing a thought becomes quite frustrating. Through creating this Wikiversity chapter I hope all multilingual enthusiasts will learn something and I also hope to learn a bit about myself.

Jan 10 - 14, 2011
I agree with the concept that language is an innate part of human nature and we need language to survive and communicate with the people around us. Although i do not necessarily agree with the concept of being unable to think without language. The main reason is mental manipulation of the world around us do not necessarily require a language as people can use visual representations or mental models. Linguistic relativity has some merit but I would argue that advanced societies are linguistically evolving at a faster rate in terms of our lexicon. As new technology develops we constantly have to create new words to describe them and gradually, as mentioned in class, nouns get transferred to verbs and so on in our sentences (eg. google-noun -> googled-verb). What seems fairly straight forward but I never really thought about before was coping mechanisms to communicate. When you put two different speaking language cultures together, they somehow find a method of communicating which makes me wonder about what if all our cultures were forced to interact early in language development, would we develop a universal language and would it be an amalgamation of all existing modern language?

I found it quite heartwarming that certain aspects of our society try and instill positivity such as the "Like" button on facebook and the motivation to create Toki Pona. Prior to this lecture I was aware that different cultures may not agree on certain contrasts in colors but the fact that some languages have no distinction for different colors like blue or green (Setswana) totally surprised me. The fact that as humans, they have the visual capability to distinguish the colors yet, due to their language seem to group blue and green in the same category makes me wonder what the English language constrains us from.

The lecture on brain anatomy was a good refresher about the techniques used in brain imaging. It was fairly straight forward material that I had been predisposed to in previous classes so I will not elaborate any further.

Jan 17 - 21, 2011
On the surface aphasia seems like a fairly straightforward deficit, but the different types and their specific damage was astounding. I totally agree with the concept that people with different aphasias cope with their deficit by using alternative routes through the language network to achieve their goal. The example that left me confused was when Dr. Newman mentioned people with a specific deficit (i believe pure word mutism) were unable to answer back, but were able to understand what was said. The reason being the connection between understanding and the production of speech was damaged and in order to overcome this people could write down their thoughts, read them and then say them. However my question arises because while reading the person would have to comprehend the sentence and then would they not consequently end up in the same pathway as the initial comprehension.

Prosody between different languages is also a concept that made me ponder. Languages differ in great contrast in the importance of prosody from the boldness of Arabic to the melodic flow of Spanish and even to the uniqueness of the African (click) languages. Organization of discourse made me wonder about Apache and the aboriginal language discussed in previous classes. In these languages each single word is an expression of multiple concepts, therefore organizing the ideas and concepts of stories is a much more complicated task. What astounds me further is that story telling is an essential part of this culture for passing on information to future generations. I would not be surprised if these cultures had a significant advantage over others in tasks heavily reliant on discourse organization.

Sign language as a whole seems limiting in terms of phonology and prosody due to their restriction to vision. Sign language seems hard to break down in terms of phonemes due to their specific movements and also in terms of phonological rules because sign language does not seem to be an innate language in humans. In terms of prosody also sign language is restricted because visual cues are much harder to convey than acoustic cues.

Jan 24 - 28, 2011
The lecture on acoustic phonetics was quite interesting especially all the different techniques and experiments done. The Spectrogram is an intriguing manipulation of acoustic information into visual information. The pattern playback device is quite a unique method of testing human acoustic understanding as it shows us that we rely on a lot of supportive information along with the acoustic information. This made me wonder about how congenitally deaf people learn to interact with other people. It can be hard for people of different countries to communicate in English but congenitally deaf people have exceptional ability to understand through lip reading. I have 3 aunts in my family that are congenitally deaf and have never learned any sign language but yet are perfectly capable of communicating with any stranger through lip reading. Contextual variance also cannot be applied to deaf people as they cannot interpret the changes in acoustic frequency. Considering how acoustically dependent English is and how language affects brain development, I wonder if congenitally deaf people have the same brain development but transfer their dependence from acoustic cues to visual cues to obtain their information. Categorical perception is also another interesting area because all humans have the same acoustic hardware, but depending on the language in which we develop can have a huge influence on how we hear and perceive different sounds. The second formant transition feature, where we hear discrete sounds even though they exist on a continuum made me wonder if cultures not dependent on the place of oral stop such as the African 'click' languages would perceive the continuum as discrete rather than continuous. The McGurk effect brought me back to the congenitally deaf idea where either visual or acoustic information is restricted and how the brain compensates for the lack of such information. I would assume that congenitally deaf people would be way better at identifying the true meaning because they have trained to identify minute cues. It surprises me that some cultures have not developed reading and as a consequence also writing. The data on the saccades and fixation on content words while essentially skipping fillers made me wonder if this trend also affects blind people reading braile. Coincidentally the data about human perceptual span was linked to a story I read earlier about how 3D media can be visually taxing and not worth pursuing. The reason being our ability to only focus on the small region of the fovia whereas in order to get the full effects of a 3D movies it requires us to focus on the entire screen, which is not humanly possible.

Jan 31 - Feb 04, 2011
I was quite surprised by the complexity and diversity of language even at the allomorph level as there are differences within a single language that is agreed upon by the societal norms (eg. differences between American and Canadian English). The recursivity phenomenon gives the english language huge flexibility in developing new words and meanings from these words can be easily generated. I would assume this gives english speakers more plasticity advantage over other languages such as the Navaho or aboriginal languages that require a string of concepts to create a word so the recursivity phenomenon would be extremely limited within these languages. The diversity of morphological typology is also quite astonishing and raises a few questions. Since polysnthetic languages are a combination of agglutinative and synthetic, would it be easier for a native polysynthetic speaker to learn an agglutinative or synthetic language? Also since infixing languages requires the brain to know the template word, development of the brain around language of an infixed native language speaker will be quite different than any other morphological typology different language speaker. This has great impacts on linguistic experimentation as different languages cause different responses in different people making controls extremely hard.

Feb 07 - Feb 11, 2011
It is unique how the English language has the capability of phrasal meanings where a string of non related words make up a whole new meaning. Phrasal meanings are subject to community support therefore different meanings can arise in different populations speaking the same language and this further increases the novelty of the English language, constantly adding new words and meanings. This concept of community generation also transitions to the creation of multiple words for a similar meaning if the word is used frequently enough. Different cultures use different words in different frequencies, so the necessity arises for generating more words with slightly altered meanings in different contexts. The word type dimension raises an interesting though because it activates a complex network of sensation for concrete rather than abstract words in normal people. However, would the same activations be seen in congenitally blind or deaf people? I would assume their activations would be different since their communication is heavily reliant on making the concrete into abstract and manipulating these abstract concepts as seen in ALS when describing people. Language register also brings a few interesting thoughts since we become more aware of our language when speaking to authority and different languages even convey diverse meaning when speaking in different registers. It is astounding that because of our discrete combinatorial system, English has the ability to create and infinite grammatically correct sentence and is only limited by our human mind. It is astonishing how the order of the sentence components vary between languages such as if the head proceeds the role players or vice versa. It was also mentioned in class that the learned language determines the specific parameter, so I was wondering if the L1 parameter would have any effect on L2 parameter and vice versa in an early acquisition bilingual. Also would the L1 parameter prevent the learning of alternative parameters in L2 learned later in life?

Feb 14 - Feb 18, 2011
It is quite fascinating how languages differ in their structure such as head first or head final languages. All language arose from a need to communicate and the different structures of languages are evidence for the capability of the human mind to comprehend both structures. However in terms of multilingualism would the brain be capable of comprehending both head first and head final languages simultaneously during early leaning? Is is possible to learn the opposite structure after the first is already established as the native language? The garden path sentences are also another fascinating exercise in linguistics. I would assume however that this phenomenon is not possible in the languages of the Navajo or other aboriginal North American languages as described in previous classes where words are drawn together from a multitude of meanings and therefore sentences could not be formed into a garden path formation. It seems astounding that while reading we are restricted to a single meaning and only once we completely parse a sentence and figure out it is semantically wrong do we return to the beginning and look for solutions. These sentences provide evidence for support that humans process information serially and incrementally where each word is processed individually and expectations of the next words are formed based on the information already possessed. It seems rather strange that the experiments of Hahne & Jescheniak with the Jabberwocky sentences showed identical paths between syntactically correct and incorrect sentences, with only the early negativity difference in the incorrect sentences. The difference between regular German words and nonsense syntactically correct Jabberwocky was also very minimal and this could possibly hint at a system that is specific for detecting correct syntactic structure within the human brain. The experiments of Stromswold, Caplan & Waters on syntactic transformation proposes that the human brain uses the most convenient structure which is most likely right branching. However there are certain instances where the sentences are quite complex and the brain may adopt a center embedded structure, which could propose that the brain can decide which structure to use depending on the conditions of the different sentences.

Feb 28 - Mar 04, 2011
The language and music lecture brought up a lot of interesting ideas especially within the similarities and differences section. I was aware that there are some similarities between language and music but the extent of overlap exposed during the lecture was completely astonishing. Language and music are similar in many aspects ranging from medium, to structure, to meaning, to organization and even to generativity. It seems almost as if music can be considered a language and that adds to the whole notion of considering music as the universal language. In further support of this claim is the innateness of music within humans and our ability to distinguish correct vs incorrect musical progressions even early on in life without previous exposure. The extreme amounts of similarity make me wonder if the deficits encountered with language are also applicable to music. These would include things like aphasia, developmental problems and even cortical organization. In terms of aphasia, language is extremely susceptible to a vast array of different aphasias, as discussed in previous lectures, so is music also susceptible to the same extent of aphasias in individuals? In terms of developmental problems there seems to be a critical period for successful acquisition of language during development, therefore I wonder if we are also restricted in our ability to attain "native like proficiency" in music ability by a critical period. As far as cortical representation is concerned, the question arises whether a highly proficient musician activates similar cortical populations to his native language. We see activations in Brocca's area for professionals while listening to music, but to extend it further would other music tasks similar to language tasks activate similar neural populations? Furthermore to extend the similarities between language and music I would assume that different genres in music could be paralleled with different languages where different genres have different structures and organization similar to different languages. The orthographic component however is identical between genres due to the universal standardization of musical notes. Speech production is also another fascinating topic and the multitude of speech errors, especially slight errors with semantic and structural meaning intact, suggest that speech production has various levels of processing. The different layers could correlate with a many different aspects of language such as phonological, semantic, syntactic, etc. It seems rather strange that there is no cross linguistic lexical bias and more astonishing that English has a much higher rate of errors than other languages like Spanish. It seems counter-intuitive that syntax would precede phonology in a reaction task because one would assume that the sound would have to be processed first in order the determine the correct reaction before processing the sentence structure.

Mar 07 - Mar 11, 2011
The class on models of speech production was quite interesting, especially the Tip of the Tongue Phenomenon. It is quite amazing to note that this simple common phenomenon provides evidence that there are multiple layers of linguistic access and the only the lexical retrieval level is hindered because we know everything else about the object, just cant retrieve the word. I wonder if this has some relation to Brocca's aphasia where the words cannot be spoken, but everything else about speech is fine. The progression of speech was also quite straightforward once it was laid out, starting with semantics, moving to syntax and morphology, and finally going to articulation. I thought that Dell's model and its relation to substitution errors was quite interesting especially because I notice myself producing these errors often in speech. I usually tend to substitute or combine words that are similar in semantics and produce words that are either wrong in the context or completely odd. In addition the Weaver model helps strengthen this process because self monitoring occurs at a conceptual level therefore speech is more prone to whole word substitution or errors rather than smaller errors if it were monitored at other levels. The lecture on gestures was also quite interesting and made me more aware of the gestures I produce while speaking. I found it rather intriguing that we anticipate speech from the gestures produced by a speaker. In terms of gesturing with congenitally deaf people, they would obviously be more reliant on gesturing to compensate for their hearing loss and to aid in communication. However I was wondering if they produced any unconscious gesturing since most of their communication is through sign language, which is conscious. In addition I found it odd that people still gesture when they know that the person they are communicating with cannot see them. I understand that guesting has some benefits to the speaker as well but what got me thinking was do congenitally blind people also gesture. Since they cannot see and do not know the patterns seen by others would they still gesture and would this be similar in representation to normal gesturing. Also is gesturing similar between congenital blind people or are there tremendous individual differences based on personal interpretations of the objects and subsequent gestures. This question ties into the different types of gestures, especially metaphoric gestures because it is a concrete representation of abstract concepts. It is also interesting that different cultures differ in the amount of gesturing and this makes me wonder if high gesturing cultures have lower verbal communication or less meaning in their sentence that they need to gesture more in order to compensate. The Krauss study which restricted hand motion also bring up questions with people who lost their hands early in development, would they also produce less speech output compared to a normal human? It is quite interesting to note the logical progression of symbols to letters and the evolution of writing language. Rebus writing seems like a logical start to language and I wonder why it did not become the main template for language communication in different languages. It is also quite interesting that different languages innovated their own language and added things from previous languages.

Mar 14 - Mar 18, 2011
This week we discussed the concept of Language development which is a critical and interesting component of linguistics. The whole concept of a critical period of language acquisition, even in ALS, indicates the innate and essential role that language plays in normal functioning. This is further supported by the unfortunate case of Genie who was never exposed to language for all her early years of development. Even the concept of pidgins and creoles is quite fascinating to know that communication occurs no matter the barriers and new language can develop from a need to communicate effectively. The fact that creoles are created by children when no structure is present to guide them, indicates that as humans we have an innate need for a structured grammatical language and as long as we are within the critical period we have the ability to create one. Even the creation of INS by kids is a great testament to the need of communication between humans when no language is present. This situation also provided no barriers to the organisation of the language and therefore we see that INS is much more segmented than traditional signing indicating that children found this method more easy and efficient and therefore adopted it. The experiments by Kam & Newport also lend support to the fact that kids are better at extrapolating information from inconsistent data since they are still in the learning phase and have not developed strict rules, making them much more flexible. The concept of sensitivity to prosody in infants, where a familiar language is preferred, raises question about preference in congenitally deaf infants. Since they have no exposure to communication till they can see, would the first language they are exposed to be reinforced for preference. In addition do early acquisitioned multilingual children show preference for one language or are all languages equally preferred. Evidence that infants as early as 4 weeks have the capability of categorical perception indicates that this phenomenon is innate and depending on our language, certain categories get reinforced and therefore maintained, whereas other degrade. This made me wonder about multi-linguals, since they are exposed to many more languages, would their categories be much more diverse if regularly maintained, and could this have potential other benefits other than simple discrimination. The perceptual Magnet effect in children also raises some thoughts, such as is this phenomenon bound by a critical period and could this phenomenon be seen or even developed in a child like Genie. I have always been amused and slightly perplexed by the motherese phenomenon because it would seem counter-intuitive to reinforce speaking in a higher tone in children especially because almost no normal language in adults communicate in that fashion. However the reinforcement patterns outweigh the potential harms of reinforcing a false tone of communication. Also do we see any motherese strategies in ALS and if not are there any significant differences like learning time between children of the different languages.

Mar 21 - Mar 25, 2011
This week consisted of two classes on bilingualism and one guest lecturer on Aphasia. The topic on bilingualism has always fascinated me and also applies to my life. The fact that bilingual children follow the same developmental path as monolinguals and have no disadvantage, made me wonder if humans have an innate language capacity. The concept of metalingusitic awareness indicates that bilinguals are much better at word switching tasks especially bilinguals of different branching languages, because they do not strongly map the word with the meaning and are less prone to confusion. The whole critical period and age of acquisition of language is quite fascinating. The notion that learning a language later in life is much more difficult makes sense because the native language will be more prominent and therefore consequent languages will be based on the native language as a template. Difficulty rises when branching structure and organisation of the second language is different from the native language and this supports the idea that native language is used as a template. Acquisition early in life, within the proposed critical period, does not depend on a language template therefore multiple languages can be acquired without detriment. This made we wonder if simultaneous bilinguals are much more susceptible to confusion or mixing up their languages since they learned both languages at the same time. All the theories supporting the critical period make sense, but the one that stood out the most was the maladaptive gain theory. This theory took a unique approach to state that the smaller working memory of children is advantageous because it helps retain only the relevant information in a sentence. This approach is further supported by how we teach language to children by stressing on certain parts of a sentence to indicate importance and essentially ignore unimportant parts. It is interesting to see that early bilinguals show neural overlap in structures for both languages whereas late bilinguals use separate cortical areas. This suggests that early bilinguals are more efficient because they use less neural populations. However I wondered if over prolonged exposure and increased proficiency, would the activation profiles eventually overlap after high proficiency is achieved even if the languages were acquired late. Furthermore are there activation differences between young adult and senior learners to indicate if there is a steady decline or a sudden drop and plateau effect of language acquisition. What was interesting is that Wernicke's area showed similar overlap for both early and late bilinguals. This indicates that language processing and feedback is not affected by a critical period. The study by McLaughlin et al. (2004) was quite surprising in their finding where students were able to detect pseudowords even in the first session. I wonder if this indicates that some understanding of rules and structures of foreign languages are developed once a native language is established. This notion is further supported by the fact that studies have shown implicit correction in the brain even without the subjects awareness. The videos on the different aphasics and the way they respond to the same stimuli was quite interesting. The one question that I wondered with fluent aphasia was that there was damage to the feedback loop, therefore people could not regulate their speech, but why would this affect speech of their own thoughts? Since the thoughts are their own, they would not need a verbal feedback to regulate and subsequently alter their speech. Furthermore with a fluent aphasic would they be able to write down their thoughts and then properly verbalize them, effectively overcoming the auditory feedback detriment.

Mar 28 - Apr 1, 2011
This week we started the class debates which was quite interesting because of the hotly contested issues being presented. First was the debate about whether Ebonics should be the primary language of communication in the school system where a majority of the community speaks Ebnonics. The main point from the group supporting this proposition was that many children have a difficult time understanding the language taught in class and therefore do not do as well. By integrating Ebonics into the classroom these children will have a better opportunity to understand and have a better education. They gave valid evidence to show that Ebonics can be considered as a separate language therefore learning English in school would be like learning an L2 which is extremely hard given that they have not been previously exposed to the language. The against side stated that by learning the major language of the country the kids will have better options in the future because Ebonics is only restricted to certain communities. Ebonics can be learned and reinforced at home or their community. What I wondered was is there any bilingual program in these communities that help transition the students at early grades from their L1 to the common L2 of the country. This way they can have a proper shift to the major language spoken and as well retain their native language giving them the advantage of bilingualism. I thought both sides presented very convincing arguments and I can understand why this is such a debated topic.

The second debate was whether the Fast ForWord program iss greatly beneficial to dyslexic children and whether this program should be integrated into the school system. The side supporting this decision stated many point as to the advantages of the program including that it was an addition and not replacement to reading. The program was very personal as it recorded and upgraded the scores daily of each person and therefore the exercises were progressing at the pace of the individual. Also the program was very incentive driven to keep the children interested in the exercises which I thought was a very ingenious idea. The against side has some good points stating that all the research done on this program comparing it to other similar programs were done by the agency that created this product. Also independent researchers could not have open access to this product since it was under patent protection, so the data cannot be completely reliable and may be biased. What made me wonder was how different this program was from the leading dyslexic program. What makes it stand apart and what is its main asset that abides by the leading dyslexic research. Is it possible to have similar gains in improvement by using similar strategies and not being in the program.

The final debate was on whether only oral communication was to be used for children with cochlear implants. The against side presented some strong arguments stating that oral on top of other normal forms of communication for congenitally deaf children should be used since it will help reinforce communication and improve oral ability. The children will also be able to interact with normal children who are unable to interact through ASL, reducing their isolation when compared to only oral thought children. In addition they stated that only oral communication works for about 50% of the population so implementing it to all subjects will result in success for only half of them which is no feasible for implementation. The for side had some good points, but were mostly theoretical like faster learning is accomplished through greater exposure. Therefore if high oral proficiency is required, the students have to be completely immersed into only that form of communication and will have larger gains than those learning a combination of oral and other forms of communication. That being said I would have to concede that trying to defend something as extreme as learning only oral communication when you child is congenitally deaf can be quite hard especially due to the huge weaknesses in the argument. One of the biggest one is learning a new way of communication when you have never been exposed to that stimuli before. Obviously it would be beneficial and children would learn more if there is more exposure, but if they cannot understand or interpret the stimuli then excessive exposure can be frustrating and detrimental. This can be paralleled to learning a new language without any translation or reinforcement to the language you already know. As a result the best solution would be a synthesis of the two arguments where a lot of oral communication is needed but it has to be properly complemented with other forms of communication already established to get a better transition to normal oral communication.

April 4 - April 8, 2011
The final week of classes were concluded with three additional interesting debates. The first topic was whether right hemisphere activity helps aphasics in left hemisphere damage recover. The for side made some valid arguments and stated many programs that showed right hemisphere activity to compensate for left hemisphere damage. The first program is offered here at Dalhousie and is called inteRACT, the only adult aphasia treatment program in North America. This program is for adult aphasics and is an intensive 4 week training program with excessive exposure to speech therapy. This may seem like a positive program, but its relativity to the debate was a bit vague. The for side did not mention much in terms of increases in right hemisphere activity before and after the program to strengthen their point. The one question that came to my mind was which part of the brain was heavily activated with the intense exposure to the treatment and how does that area relate to the results produced. The second program mentioned was the melodic intonation program, where singing is used rather than talking. From the data presented by the group, it was shown that aphasics are much better at singing certain information compared to talking about it, therefore this program encourages melodic communication. What seems weak about this program is the practicality issue. I understand that aphasics just want to be able to communicate with others no matter the method, but it seems rather impractical to be communicating everything through melody. Furthermore what makes the melodic stream different from the verbalization stream, in the end the person is still producing the same words, it would seem then that the melodic stream is just another level over the verbal stream. However if the verbal stream is damaged, causing aphasia, then how does melody overcome this barrier? The final method shown was intension treatment, where aphasics select only one output and stress on that particular concept to produce it properly. This would entail a much longer time to communicate but at least it is some progress. The against side also made some very valid points with their main argument being that the left side and right side have different functions, therefore compensation cannot occur across the hemispheres. They showed that neural areas still intact around the lesion site seem to be activated excessively to compensate for the loss. This seems rather intuitive as many cases have show neural optimization in people with congenital problems. Mostly cases of undeveloped senses are shown such as congenitally blind people, where the area normally used for sight in the brain is taken over by neighboring neural populations and other senses are slightly heightened. My overall thought on this matter is that at older ages right hemispheric activity is not drastically enhanced, but if the problem occurs early in life then, complete right hemisphere activity will be seen. This is on the evidence of complete lobe removal in young children and their subsequent normal functioning into adulthood. The extreme neural plasticity of the early brain can compensate for large left hemispheric lesions.

The second debate was by my group about whether the majority language should be thought to minority speaking groups in school. Since my opinions on this topic are quite biased I will not elaborate any further.

The final debate of the class was on whether language affect the way we think. The for side produced some valuable points and different theories like the determinant and constraint theory of language. A rather ingenious analogy of the constrains of our senses determine out outlook was used and they wrapped up with some data on performance studies comparing different language speaking cultures and even touched on bilingualism. The against side used some valuable data and points such as the content and the context limits your ability to think rather than the language you speak. They brought up the evidence of the color categorizing study between different cultures, where certain languages had only specific categories for colors, but overall all cultures grouped the colors similarly regardless of the diversity of their categories. The one question that I thought about was studies on infants before they develop or are exposed to any sort of language. The results on these subjects would help determine if language did in fact have any influence on human thought. It would seem rather straight forward to think that experience would have a greater impact on restriction on the way a person thinks rather than the language they speak.

title: User:Joel Sardinha