text:
Film Scoring:Exercises:Green Tea Smoothie

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A scene called "Green Tea Smoothie"
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Simple and Complex

 * This is a pair of scene. The second scene is very complex.

 * The problem is the mood of the scene is not clear. Therefore, when the music explains the music, it can be almost anything you want.  But what is correct?  If you look at the original motion picture, it is not clear either.

 * If you prefer, this scene can be scored very simply. My instructions below give you the simple view of how to score this scene.

 * Or if you prefer, you can locate and watch the original motion picture (multiple versions of this motion picture were released under different names in different countries) and then decide for yourself the moods that are needed to explain this scene to the audience.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Disk required
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Disk required for this lesson

 * Lesson requirements
 * You must purchase a disk from the Star Movie Shop. If you have enough points, the disk is free.

 * The disk is "Green Tea Smoothie".

 * Earn points
 * By completing a film score for these two scenes, you earn enough points to get the next disk for free.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Attention college students
 * style="width:40%; vertical-align:top; border:1px solid #77f; background-color:#eef;" |

Special instructions for college students

 * Use GarageBand
 * If you have been assigned to edit and also create the film score for "Green Tea Smoothie" :

 * Use Apple's GarageBand
 * Do NOT use Apple's Soundtrack. That is only for multimedia, documentaries and event video.
 * Do NOT use loops. That is only for songs, multimedia, documentaries and event video.
 * Do NOT use the royalty-free surround music beds, etc. These are only for transitions, montages, titles and credits.

 * Symphonic film scoring
 * Unless you are a professional musician, use synthetic instruments of the symphony orchestra.

 * For the instruments of the symphony orchestra, use Apple's Jam Pack:Symphony Orchestra or use the free Ben Boldt's instrument package for GarageBand called "Boldt 24-Pack".

 * How to write a film score
 * If you do not know how to write a film score, there are two sets of instructions.

 * If you are a filmmaker and not a musician, start at the beginning of this film scoring introductory course.
 * If you are a musician, look at the very short film scoring course for musicians.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The story for the movie and the scenes
 * style="width:100%; vertical-align:top; border:2px solid Gold; background-color:LightYellow;" |

An important visitor

 * The background :
 * The man wants to save the farm by selling his uncle's collection of wine. The Hong Kong buyer has arrived to inspect the bottles of wine in the collection.  To celebrate his arrival, the visitor is given the specialty of the house which is a Green Tea Smoothie.  But there is a problem.  There are no straws.

Scene 1

 * The story of the first scene :
 * 1) The cook is preparing the drink.
 * 2) The man rushes in to get the drink for the man from Hong Kong.
 * 3) The cook is mute and does not answer when the man asks for a straw.

End of scene.

Scene 2

 * The story of the second scene :
 * 1) The man gives the visitor the Green Tea Smoothie.
 * 2) The man apologizes for a lack of straws.
 * 3) The visitor has his own stray. He seems slightly crazy.
 * 4) Now the man begins to wonder if he made a mistake.

End of scene.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The first scene - Making the Green Tea Smoothie
 * style="width:100%; vertical-align:top; border:2px solid Blue; background-color:#fff6dd;" |

[[Image:Blue check.svg|32px]]Your assignment

 * Create the film score for this scene :
 * Load the edited version of the scene with time code into your music program and begin.

 * Timecode 01 : 00 : 00 : 00 to 01 : 00 : 20 : 00

 * 1. Narrative music - Happy and busy music.

 * With your music, you must explain that everyone is very, very busy in eager anticipation. (Try a repeating rhythm with a very simple melody over it.)

 * Timecode 01 : 00 : 20 : 00 to 01 : 00 : 27 : 00

 * 2. Narrative music - The amazing drink and the wonderful cook.

 * With your music, you must create the feeling of a magical event. (Try a delicate repeating rhythm with just a single note over it such as a single note from a violin).

 * Timecode 01 : 00 : 27 : 00 to 01 : 00 : 31 : 00

 * 3. Dialog - No music

 * You want these words to stand out so you do not want any music.

 * Timecode 01 : 00 : 39 : 00 to END

 * 4. Narrative music - Dumb confusion.

 * Your music must express is her mute silence and his confusion. There is no dialog so you can do a full film score.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The second scene - Drinking the Green Tea Smoothie
 * style="width:100%; vertical-align:top; border:2px solid Crimson; background-color:#fff6ee;" |

[[Image:Blue check.svg|32px]]Your second assignment

 * Create the film score for the second scene :
 * Load the edited version of the scene with time code into your music program. (Or you can use a program like Movie Player with QuickTime Pro to combine the two scenes into a single movie file so you can score both scenes at the same time.)

 * Timecode 02 : 00 : 00 : 00 to 02 : 00 : 08 : 00

 * 1. Narrative music - Busy music.

 * With your music, you must explain that there is a problem. Try using the same busy music as the first scene but now make it sound slightly sick or confused.  Note: You have only 8 seconds.

 * Timecode 02 : 00 : 08 : 00 to 02 : 00 : 15 : 00

 * 2. Dialog - No music while they are talking.

 * Timecode 02 : 00 : 15 : 00 to 02 : 00 : 23 : 00

 * 3. Narrative music - Perhaps a hint of the magic music for the cook as the man looks at the drink

 * You can repeat the music from the first scene. Note: you only have a few second.

 * Timecode 02 : 00 : 23 : 00 to 02 : 00 : 31 : 00

 * 4. Dialog - No music

 * No music will help the awkwardness stand out.

 * Timecode 02 : 00 : 31 : 00 to 02 : 00 : 40 : 00

 * 5. Narrative music - The secret of the suitcase

 * Tell the audience that something amazing is about to happen.

 * Timecode 02 : 00 : 40 : 00 to 02 : 01 : 13 : 00

 * 6. Dialog - No music

 * No music so you can hear his dialog clearly.

 * Timecode 02 : 01 : 13 : 00 to 02 : 01 : 25 : 00

 * 7. Narrative music - Pleasure or insanity?

 * What is happening in this scene? You have to decide.  Rent the original motion picture and study the movie.

 * Timecode 02 : 01 : 25 : 00 to 02 : 01 : 28 : 00

 * 8. Narrative music - Confusion

 * The music must explain his growing confusion. Should be subtle. (Try using single notes from the instruments of the orchestra.)

 * Timecode 02 : 01 : 28 : 00 to 02 : 01 : 35 : 00

 * 9. Dialog - No music or perhaps a single sour note very softly in the background.

 * His dialog is very loud and clear so you can put a sharp chord in the background to emphasize his confusion.

 * Timecode 02 : 01 : 35 : 00 to 02 : 01 : 40 : 00

 * 10. Narrative music - Indignation

 * The music must explain Mr. Tangs indignation. (Try using single notes from the instruments of the orchestra.)

 * Timecode 02 : 01 : 40 : 00 to 02 : 01 : 44 : 00

 * 11. Dialog - Background music

 * These words ("Would you like to see my passport. La?") are not important. The tone (mood) is more important than the words.  Therefore, this is one of the few times you can combine music and dialog.  (Try using a single, very our note or chord from the instruments of the orchestra.)

 * Timecode 02 : 01 : 44 : 00 to 02 : 01 : 52 : 00

 * 12. Dialog - No music

 * By having no music, you will emphasize his words.

 * Timecode 02 : 01 : 52 : 00 to End

 * 12. Narrative music - Full music

 * Now you get to go wild with music. You can even add a simple song here if you wish.  Or you can have music which follows exactly each of the facial expressions of Mr. Tang.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The next scene is very long but interesting
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Soon I will point you to the next exercise when you are done.

 * }


text:
Film Scoring:Exercises:Home Wrecker

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A scene called "Home Wrecker"
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

A very boring scene

 * Most people who look at this scene say it is very boring. Very little happens in this scene. It takes a long time for something to happen.  There is too little dialog in the scene.  And the scene has no emotion.

 * This is fantastic. You have lots of room to create the story and the emotion.  You become the filmmaker.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Disk required
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Disk required for this lesson

 * Lesson requirements
 * You must purchase a disk from the Star Movie Shop. If you have enough points, the disk is free.

 * The disk is #6 - "Home Wrecker".

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Write a film score
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

What did she do last night?

 * The story (background)
 * The young woman is a super hero. She protects the world from vampires.  And she is super strong.

 * But after 6 seasons of slaying vampires on television, the young woman still cannot get a boyfriend (because of her super strength) and she cannot get a good job (because she is too busy killing evil monsters every night.)

 * He is one of he undead. But he is really, really cute.

 * What is a girl to do?

 * Now it is the morning after. Now she realizes what she has done.  (And she wrecked the house doing it.)

 * The story of this scene
 * 1) The young woman and the man are sleeping.
 * 2) The young woman wakes up and is suprised... and maybe horrified or, perhaps, secretly happy.
 * 3) When the young woman realizes that the house has been destroyed and she asks, "When did the house fall down?"
 * 4) The man replies, "I don't know. It must have been between the first time and..."
 * 5) The young woman (and the audience) thinks about this for a while.
 * 6) Finally the young woman says, "Oh. Oh my Gosh!"

End of scene.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Your film scoring exercise using a real scene
 * style="width:100%; vertical-align:top; border:2px solid Blue; background-color:#fff6dd;" |

Your assignment

 * Compose and perform the film score for this scene :
 * Load the edited version of the scene with time code into your music program.

 * The music can start two seconds before the beginning of the scene. This creates continuity between scenes.

 * Timecode 01 : 00 : 00 : 00 to 01 : 00 : 21 : 00

 * 1. Narrative music - the two people are asleep and it is now almost morning.

 * With your music, you must explain that it is morning and these two are sleeping (or that all is peaceful.)

 * Timecode 01 : 00 : 21 : 00 to 01 : 00 : 36 : 00

 * 2. Narrative music - the woman is surprised and even horrified.

 * With your music, you must create the feeling of fear and surprise.

 * Timecode 01 : 00 : 36 : 00 to 01 : 00 : 39 : 00

 * 3. Faint background music or absolutely no music - Perhaps add the emotion of astonishment when she asks, "When did the house fall down?"

 * No music.

 * Timecode 01 : 00 : 39 : 00 to 01 : 00 : 46 : 00

 * 4. Narrative music - the man looks around in wonderment.

 * Your music must express is amazement or maybe his sinister delight at this amazing situation.

 * Timecode 01 : 00 : 46 : 00 to 01 : 00 : 51 : 00

 * 5. Faint background music or absolutely no music - Perhaps add the emotion of surprise when the man replies, "It must have been between the first time and..."

 * No music.

 * Timecode 01 : 00 : 51 : 00 to 01 : 01 : 06 : 00

 * 6. Narrative music - Explain to the audience what the man and the young woman did last night to cause the house to fall down.

 * I think it is called "Sex!"

 * Your music must explain what kind of sex would cause a house to fall down.  (If you are under 18 years old, do not do this part of the assignments.  You are not supposed to know about things like this.)

 * Timecode 01 : 01 : 06 : 00 to 01 : 01 : 07 : 00

 * 7. Background music or no music - Perhaps add the emotion of surprise, horror, joy, or disgust when the young woman says, "Oh."

 * Your music (or just one musical note) must explain how she feels.

 * Timecode 01 : 01 : 07 : 00 to 01 : 01 : 15 : 00

 * 8. Foreground music - Drown her expletive with music when the young woman says, "Oh my Gosh!".

 * Your music must express her anguish and at the same time, hide the fact she used bad words.

 * Note : The ending music can continue to 01 : 01 : 20 : 00 (which is into the next scene.)

 * This creates continuity between the scenes.

You must drown her words!

 * Here is the exception to the rule.

 * The rule

 * Previously, you learned that you never use foreground music (loud music) when there is dialog.

 * The exception to the rule

 * When you do not want the audience to hear the words of the actor, you can cover the words with loud music. The audience will still hear the words but because of the loud music, the audience will not understand the words or pay attention to the words.

 * Please cover her words
 * That is needed here. You must add music to prevent the audience from thinking about the words of the young woman.  She was supposed to say, "Oh my Gosh!".  She said something different.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" We still have copyright problems that must be solved
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * I will point you to the next exercise when you are done.

 * }

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

title: Film Scoring:Exercises:Home Wrecker


text:
Introduction to nuclear physics

Nuclear Physics deals with the interaction of mostly radioactive atoms, isotopes, and elements inside of a nuclear reactor and its corresponding nuclear components. The primary area of interest for Nuclear Engineering, is the atomic level behavior of particles inside of a nuclear reactor which lead to the production of energy via the fission process. For simplicity, we will begin our discussion of nuclear physics by considering a boiling water reactor and the fission process. A basic understanding of the fission process is therefore desireable and is the starting point for our discussion of Nuclear Physics.

Neutron Physics
Neutronic behavior inside of nuclear reactor is largely theoretical but there are some calculations to explain their behavior. Typically, a neutron source such as Beryillium is needed to start the chain reaction of the fission process inside of a nuclear reactor.

Basic Neutron-Uranium Interaction
Neutron--->U235 atom = more neutrons + Gamma energy + Alpha energy + fission "daughter" products

Nuclear Physics - The Fission Process
Uranium 235 (U235) is a naturally occuring isotope in nature with a yield of about .0711%. U235 is enriched to 1-3% to be used inside nuclear fuel bundles to fuel a typical boiling water reactor (BWR). U235 is usually combined with Gadolinia 157 inside of a typical fuel bundle in order to 'moderate" the fission process. This will be explained later.  In the fission process, a slow thermal neutron bombardes a u235 atom which causes the atom to split and give off 'fission products'.  These products are typically gamma rays, alpha rays, more neutrons, and two new 'split' atoms roughly half the atomic weight of U235.  This split or fissioning of atoms causes incredible amounts of heat to be released into the reactor coolant water which heats the water to steam which is used to turn the turbine.

title: Introduction to nuclear physics


text:
User talk:Romeo

Hello Romeo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 13:55, 12 July 2007 (UTC)

Image copyright problems

 * The images in question are Image:Romeo A.JPG and Image:Romeo A.jpg. – Mike.lifeguard | @en.wb 21:51, 13 February 2008 (UTC)

title: User talk:Romeo


text:
User:Whiteknight/BoeBots

Course Name
What should I name this course?
 * Introduction to Robotics
 * Robotics Using BoeBots

Preface
This course is going to be broken up into logical instructional units that will generally correspond to a university-based course of study. No ridged time line will be enforced, although the ordering of the material should be maintained. Each block of material will roughly correspond to 1 or two weeks of combined lecture and lab. Teachers may feel free to break this material up as needed to maintain the pace of the class.

This course will require that students have access to a BoeBot, or similar device. BoeBot's can cost approximately 150$ for a complete startup kit. Because of the expense it will be tempting to have multiple students in a group. However if the groups are too large, there will be a tendency for some students not to participate as much as others. Groups should be kept to 2-3 students each.

 * /About This Course/

Teaching Materials

 * /Syllabus/
 * /Grade Sheet/

title: User:Whiteknight/BoeBots


text:
Category:New media arts

Materials having to do with New Media Arts.

title: Category:New media arts


text:
International Building Code

The page is designed to be a flash card type study guide for the International Building Code 2006. Click on the questions to reveal the answer. All questions are created directly from the text.

Overview
Based on Model Program For Special Inspection Provided by International Accreditation Service /What is special inspection?/ /Which documents contain the special inspector's responsibilities and scope of work for a project?/

Duties of special inspectors
/In general, what are the duties of the special inspector?/ /If any such item is not resolved, what should be done?/ /What information should the list of discrepancies contain about each nonconforming item?/ /Where should the discrepancies list be posted?/ /Who should receive the inspection reports and how often?/ /What should be contained in the inspection reports?/
 * 1) /What must a special inspector do before arriving at a jobsite?/
 * 2) /When arriving at a jobsite, what must the contractor personnel be notified of?/
 * 3) /Which document defines the work for which the special inspector is responsible?/
 * 4) /Who must be informed of all nonconforming items and when?/
 * 1) /How often should the special inspector write and organize complete inspection reports?/
 * 1) /What should be included in the final report?/

Duties of the project owner
/Who is responsible for funding special inspections?/ /Who is prohibited from employing the special inspector?/

Duties of the design professional
/In general, what are the duties of the design professional?/ /Who approves periodic inspection and the frequence of such inspection?/ /In general, which code must a special inspector be certified under in order to be qualified as an inspector?/ /Which organization can accredite a special inspection agency as qualified?/ /Which factors affect the choice of special inspector or agency?/ /What is the preferred method for fulfilling the requirement for the preparation of a special inspection program?/ /Who must be informed of any verbally approved deviations from the approved plans?/

Duties of the Contractor
/In general, what are the duties of the contractor?/ /Who is responsible for notifying the special inspector regarding individual inspections required by the building department?/ /How much notice must be given?/ /Where should the contractor keep all special inspection records?/

Duties of the Building Official
/Who is the only team member with the legal authority to enforce the special inspection provisions of the IBC?/ /In general, what are the duties of the building official?/ /What must occur before the building official can perform a final inspeciton?/

1704.1 General
/Who is responsible for the employment of the special inspectors?/ /When are special inspections not required?/

1704.1.1 Statement of special inspections
/Who is responsible for submitting a statement of special inspections as a condition for permit issuance?/ /With which section shall this statement be in accordance?/ /When is a statement of special inspections not required?/

1704.1.2 Report requirement
/Who shall keep records of inspections?/ /Who must receive the inspection reports?/ /What should be in the reports?/ /Who must be informed of discrepancies and when shall this occur?/ /Who should be informed if the discrepancies are not corrected and when shall this occur?/ /What should be contained in the final report?/

1704.2 Inspection of fabricators
/When shall special inspection of fabricated items be required?/

1704.2.1 Fabrication and implementation procedures
/When inspecting at a fabrication shop, what are the responsibilities of the special inspector?/ /When are special inspections not required at a fabrication shop?/

1704.2.2 Fabricator approval
/Who must review and audit approved fabricators?/ /At the completion of fabrication, to whom must the approved fabricator submit a certificate of compliance/

1704.3 Steel construction
/When is special inspection of the steel fabrication process not required?/ /When are periodic inspections appropriate?/

1704.3.1 Welding
/Which code must welds be in compliance with?/ /Which code creates the basis for welding inspector qualification?/

1704.3.2 Details
/The special inspector shall perform an inspection of the steel frame in order to verify compliance of what details shown on the approved construction documents?/

1704.3.3 High-strength bolts
/Should high-strength bolts be inspected periodicly or continuously?/ /Which specifications define the inspection criteria for high-strength bolts?/

1704.3.3.1 General
/For bolts requiring pretenshioning, when shall the special inspector observe the preinstallation testing and calibration procedures?/ /Specificlly, what must a special inspector observe during the installation of bolts.?/ /When does the special inspector not need to monitor the installation of bolts? What must still be verified?/

1704.3.3.2 Periodic monitoring
/Which methods of bolt installation require only periodic monitoring of bolt installation for pretensioning?/

1704.3.3.3 Continuous monitoring
/Which methods of bolt installation require continuous monitoring of bolt installation for pretensioning?/

title: International Building Code


text:
International Building Code/Who is responsible for the employment of the special inspectors?

The owner or the registered design professional acting as the owner's agent.


text:
International Building Code/When are special inspections not required?

Special inspections are not required:
 * 1) For work of a minor nature as approved by the building official.
 * 2) For building components unless the desigh invovles the practice of professional engineering or architecture.
 * 3) For occupancies in Group R-3 as applicable in Section 101.2 and occupancies in Group U that are accessory to a residential occupance including those listed in Section 312.1.


text:
Computer-aided design/Engineering drawings

Engineering drawings

 * Engineering_drawing
 * Orthographic projection
 * Dimensioning & tolerancing
 * Introduction to engineering drawings


text:
User talk:Anatura

Hello Anatura, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 18:59, 12 July 2007 (UTC)

title: User talk:Anatura


text:
User:JayzRaptorz~enwikiversity

See my Wikipedia User Page to learn about me

title: User:JayzRaptorz~enwikiversity


text:
International Building Code/What is special inspection?

Special inspection is the monitoring of the materials and the workmanship of the contractor and their employees.

Section 1702 Definitions

"Inspection as herein required of the materials, installation, fabrication, erection or placement of components and connections requiring special expertise to ensure compliance with approved construction documents and referenced standards."


text:
Colonial America/Week 1

Resources

 * Natural: Timber, Fish, and Wide, deep Rivers
 * Human: Ship Builders, Artisans, and Fisherman
 * Capital: Metal tools and equipment and Buildings providing service.

Specialization
What are they really good at? Basically Specialization here means What the New England Colonies Produced.

 * 1) Fishing
 * 2) Shipbuilding
 * 3) Metal, tools, and equipment
 * 4) Naval supplies

Geography

 * Appalachian Mountains, hilly terrain, rocky soil, jagged coastline, and Boston Harbor.

What was the climate like?
New England Summers are neither very cold or very hot, but are relatively short.

New England Winters, on the other hand, are known for being long with a great deal of snow.

Social/Political Life
This is where New Englanders interacted with other people.

 * 1) The centers of life were Churches and Villages.
 * 2) There were many religious reformers and separatists (Plymouth and Massachusetts Bay)
 * 3) Political and civic (community) issues were discussed in Town Halls and Town Meetings.

Interdependence
Things New England could not produce for themselves and got from other colonial regions.

Mid Atlantic Colonies
Livestock and Grain.

Southern Colonies
Cottons, Tobacco, Rice, Indigo. Also for wooden products like lumber, tar, and pitch.

Resources

 * Natural: Rich, fertile, farm land and Rivers.
 * Human: Unskilled/Skilled Workers and Fisherman
 * Capital: Tools and Buildings

Specialization

 * Grain
 * Livestock
 * Fish

Geography
Appalachian Mountains, coastal lowlands, harbors and bays, wide and deep rivers.

What was the climate like?
Moderate and Mild summers and winters.

Social/Political Life
(Where Mid Atlantic Colonists interacted with other people)

 * 1) People lived in villages and cities
 * 2) Lifestyles were varied and diverse
 * 3) Religions were also diverse.
 * 4) Political and civic (community) issues were discussed in market towns.

Interdependence
Things the Mid Atlantic could not produce for themselves and got from other colonial regions.

New England Colonies
Metal tools and farming equipment.

Southern Colonies

Tobacco, Rice, Indigo, Cotton, and forest products such as lumber, tar, and pitch.

Resources

 * Natural: Fertile Farmlands, Rivers, and Harbors.
 * Human: Slaves, Farmers
 * Capital: Tools and buildings

Specialization

 * Tobacco
 * Rice
 * Cotton
 * Indigo
 * Lumber Products: Lumber, Tar and Pitch.

Geography
Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers.

What was the climate like?
Summers: Hot and Humid Winters: Mild; Little-Very Little Snow

Social/Political Life

 * People lived in Mansions on Plantations.
 * Large landowners relied on slaves and indentured servants for labors.
 * The Southern region had fewer Schools and fewer cities.
 * The colonists belonged to the Church of England.
 * Political and civic (community) issues were discussed in the local county seat.

Interdependence
Things the Southern Colonies could not produce for themselves and got from other colonial regions.

New England Colonies
Metal tools and equipment.

Mid Atlantic Colonies
Livestock and Grain.

title: Colonial America/Week 1


text:
User talk:Wheresmichael

Hello Wheresmichael, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 23:24, 12 July 2007 (UTC)

title: User talk:Wheresmichael


text:
Introduction to Probability/Quiz/level2

{Sample space is the set of all possible outcomes + TRUE - FALSE
 * type=""}

{For a given set of numbers x1, x2 ... xn, the most famous and useful of the center is: - median + mean - standard deviation
 * type=""}

{Bernoulli is a type of distribution for events with a chance of success or failure. + TRUE - FALSE
 * type=""}

{Given: A = (1,3,5,7,9) B = (2,3,5,7) C = (, 7,8,9) What is the probability of A? - 1/5 + 5/9 - 1
 * type=""}

{Given: A={1,3,5,7,9} B={2,3,5,7}C={6,7,8,9} Compute P(A|B) - P(A|B)=3/9 + P(A|B)=3/4 - P(A|B)=1/4
 * type=""}

{It is said that two events are mutually exclusive or: +Disjoint - Disjunct - Empty
 * type=""}

title: Introduction to Probability/Quiz/level2


text:
Introduction to Probability/Quiz/level3

{True or False,Espacio muestral es el conjunto de todos los resultados posibles + TRUE - FALSE
 * type=""}

{Para un conjunto dado de números x1,x2...xn, la medida más conocida y útil del centro es: - mediana + media - desviacion estandar
 * type=""}

{True or False, Bernoulli es un tipo de Distribución para eventos con posibilidad de exito o fracaso. + TRUE - FALSE
 * type=""}

{Dados: A={1,3,5,7,9} B={2,3,5,7}C={6,7,8,9}Cuál es la probabilidad de A? - 1/5 + 5/9 - 1
 * type=""}

{Dados: A={1,3,5,7,9} B={2,3,5,7}C={6,7,8,9} Calcule P(A|B) - P(A|B)=3/9 + P(A|B)=3/4 - P(A|B)=1/4
 * type=""}

{Se dice que dos eventos son mutuamente excluyentes o +Disjuntos - Disyuntos - Vacios
 * type=""}

title: Introduction to Probability/Quiz/level3


text:
User talk:JayzRaptorz~enwikiversity

Hello JayzRaptorz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 23:43, 12 July 2007 (UTC)

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (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 JayzRaptorz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JayzRaptorz~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 23:39, 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) 06:12, 19 April 2015 (UTC)

title: User talk:JayzRaptorz~enwikiversity


text:
Wikiversity:Main page project

This is a brainstorming page to collect ideas for a new Main Page on Wikiversity. Feel free to put your ideas on this page!

 * Page should be easy to navigate
 * Page should be attractive
 * Page should reflect the unique goals and culture on Wikiversity
 * Page should emphasize help for those new visitors who need the most help learning how to participate
 * There should be a clear route for people to continue on to whatever interests them most in Wikiversity (eg. finding learning resources, creating learning resources, developing shared learning activities, understanding more about Wikiversity, developing policies, etc.) Cormaggio talk 15:39, 16 July 2007 (UTC)
 * I think the Browse feature is particularly helpful for this, but many users may not realize how important the Browse feature is for finding things. The Jade Knight 07:07, 19 July 2007 (UTC)
 * Yes, but I think it's more complex than finding content (which is what "Browse" is for), but also about ways in which to participate, or how Wikiversity works, etc... Cormaggio talk 12:07, 19 July 2007 (UTC)
 * I think that generally, the links on the left are not prominent enough. Maybe we should consider making them bigger? --HappyCamper 17:59, 19 July 2007 (UTC)
 * Page should have links to friendly help pages
 * Page should explain how Wikiversity relates to other Wikimedia projects

Content ideas
List out useful items to put on the main page

 * Introduction to Wiki-ing
 * Explanation of what Wikiversity is...something short and simple, with links to a page with more thorough explanations...

Layout ideas

 * Put things in 2 panels - reads easier because columns widths are shorter
 * Go with the rule of thumb "simple is best" - aim for a simple simple page for now, and make it more sophisticated later.

Other ideas

 * Change the (+) on talk pages to something like "add a discussion thread" so newcomers don't have as high a learning curve to participate in discussions.

title: Wikiversity:Main page project


text:
Colonial America/Week 2

Florida
Spain established a few small settlements in Florida, most of which were soon abandoned. The most important settlement was at St. Augustine, Florida, founded in 1565. It was never more than a fortress, and was repeatedly attacked and burned, with most residents killed or fled. Missionaries converted 26.000 natives by 1655, but a revolt in 1656 and an epidemic in 1659 proved devastating. Pirate attacks were unrelenting against small outposts and even St Augustine.

The British and their colonies made war repeatedly. South Carolina launched large scale invasions in 1702 and 1704, which effectively destroyed the Spanish mission system. St Augustine survived, but English-allied Indians such as the Yamasee conducted slave raids throughout Florida, killing or enslaving most of the region's natives. St Augustine itself was captured in 1740. The British and Spanish had been enemies for many decades. The conflicts in Spanish Florida were one part of a larger, global struggle. In the mid-1700s, invading Seminoles killed off most of the remaining local Indians.

Florida had about 3000 Spaniards when Britain took control 1763. Nearly all quickly left. Even though in 1783 control was restored to Spain, Spain sent no more settlers or missionaries. The US took control in 1819, by giving Spain 5 million dollars through a treaty.

California (1765-1821)
Spanish explorers sailed along the coast of California from the early 1500s to the mid-1700s, but no settlements were established.

During the last quarter of the 18th century, the first European settlements were established in California. Reacting to interest by Russia and possibly Great Britain in the fur-bearing animals of the Pacific coast, Spain created a series of Catholic missions, accompanied by troops and ranches, along the southern and central coast of California. These missions were intended to demonstrate the claim of the Spanish Crown to modern-day California.

The first quarter of the 19th century continued the slow colonization of the southern and central California coast by Spanish missionaries, ranchers, and troops. By 1820, Spanish influence was marked by the chain of missions reaching from San Diego to just north of today's San Francisco Bay area, and extended inland approximately 25 to 50 miles from the missions. Outside of this zone, perhaps 200,000 to 250,000 Native Americans were continuing to lead traditional lives. The Adams-Onís Treaty, signed in 1819 set the northern boundary of the Spanish claims at the 42nd parallel, effectively creating today's northern boundary of California.

Father Junípero Serra, a Franciscan missionary, founded the mission chain, starting with San Diego de Alcalá in 1769. The California Missions comprised a series of outposts established to spread the Christianity among the local Native Americans, with the added benefit of confirming historic Spanish claims to the area. The missions introduced European technology, livestock and crops. The highway and missions have become for many a romantic symbol of an idyllic and peaceful past. The "Mission Revival Style" was an architectural movement that drew its inspiration from this idealized view of California's past. The Spanish (and later the Mexicans) encouraged settlement of California with large land grants which were turned into ranchos, where cattle and sheep were raised. The Hispanic population reached about 10,000 in the 1840s.

New France
New France was the area colonized by France from the exploration of the Saint Lawrence River, by Jacques Cartier in 1534, to the cession of New France to Spain and Britain in 1763. At its peak in 1712, the territory of New France extended from Newfoundland to Lake Superior and from the Hudson Bay to the Mississippi River and the Gulf of Mexico. The territory was then divided in five colonies, each with its own administration: Canada, Acadia, Hudson Bay, Newfoundland and Louisiana. About 16,000 French settlers came, and concentrated in villages along the St. Lawrence River. The area around New Orleans and west of the Mississippi passed to Spain, which ceded it to France in 1803, allowing France to sell it as the Louisiana Purchase to the United States.

title: Colonial America/Week 2


text:
User:Terence wiki

I'm currently trying to develop a range of topics and courses, some of which I started and others were already present.

Renewable Energy Systems
See Renewable energy systems

Solar Energy
See Topic:Solar energy

Energy Storage
See Topic:Energy storage

Remote Sensing
See Topic:Remote sensing

Climatology
See Topic:Climatology

Paleoclimatology
See Topic:Paleoclimatology

title: User:Terence wiki


text:
Colonial America/Week 3

Early colonial failures
In 1526, Lucas Vázquez de Ayllón founded the colony San Miguel de Guadalupe in present day Georgia or South Carolina. The colony only lasted a short while before disintegrating. It was also notable for perhaps being the first instance of African slave labor within the present boundry of the United States.

Pánfilo de Narváez attempted to start a colony in Florida in 1528. The Narváez expedition ended in disaster with only four members making it to Mexico in 1536. The Spanish Colony of Pensacola in West Florida (1559) was destroyed by hurricane in 1561.

The most notable English failures were the "Lost Colony of Roanoke" (1587-90) and the Popham Colony in Maine (1607-8).

Jamestown
The first successful English colony was Jamestown, established in 1607, on a small river near Chesapeake Bay. The venture was financed and coordinated by the London Virginia Company, a joint stock company looking for gold. Its first years were extremely difficult, with very high death rates from disease and starvation, wars with local Indiginous Americans, little gold, and a lack of food/water (the water was infected by malaria). The colony barely survived, by turning to tobacco as a cash crop. By the late 17th century Virginia's export economy was largely based on tobacco, and new, richer settlers came in to take up large portions of land, build large plantations and import indentured servants and slaves.

In 1676, Bacon's Rebellion occurred, but was suppressed by royal officials. After Bacon's Rebellion, African slaves were rapidly replacing English indentured servants as Virginia's main labor force.

The colonial assembly that had governed the colony since its establishment was dissolved but was reinstated in 1630. It shared power with a royally appointed governor. On a more local level, governmental power was invested in county courts, also not elected. As cash crop producers, Chesapeake plantations were heavily dependent on trade. With easy navigation by river, few towns and no cities developed; planters shipped directly to Britain. High death rates and a very young population profile characterized the colony during its first decades.

title: Colonial America/Week 3


text:
Wikiversity:Learning projects/Guide

The original source of this discussion was the Colloquium.

Guide to Learning projects
I think we can develop a Guide to Learning projects based on Guide to WikiProject in wikipedia. This could help clearer up things about Learning projects. Srinivasasha 06:24, 1 December 2006 (UTC)
 * I like the idea of a Guide to Learning projects. Wikipedia WikiProjects are mostly concerned with "the improvement of articles within a certain subject area". I think Wikiversity should view its pages in the "School:" and "Topic:" namespaces as "WikiProjects" for the improvement of Wikiversity educational content in certain subject areas. In my mind, it is easy to divide Wikiversity educational content into two broad categories: learning projects (activities for learners) and more static learning materials. At Wikimania this past Summer Jimmy Wales announced the launch of Wikiversity and said, "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source) I think that last sentence in Jimbo's statement is important because it emphasizes the reality that we need to discover efficient ways to form and foster learning communities in the form of Wikiversity learning projects. Here at the start of the project, Wikiversity learning projects need to encourage participants to explore topics that they want to learn about while also encouraging those same participants to create the educational content of Wikiversity. --JWSchmidt 16:40, 1 December 2006 (UTC)
 * I was taking about Learning project's organizing issues not its contents. I think Learning project's organizing issues is very similar to organizing issues in WikiProjects in wikipedia. Srinivasasha 02:33, 2 December 2006 (UTC)
 * I agree; they are both wiki-based collaborations. Most of the Wikipedia WikiProjects are concerned with efforts to create/improve/develop encyclopedia articles for a topic area. Wikiversity learning projects can have many different objectives and are themselves part of the educational content of Wikiversity. I have to admit that I have never understood why there are some Wikipedia participants who think it is their job to try to regulate WikiProjects. I've always just ignored those efforts to regulate collaborations at Wikipedia. Exactly what kinds of "organizing issues" are you interested in? --JWSchmidt 02:57, 2 December 2006 (UTC)

The guide proposed above has been started at Learning_projects. Mirwin 06:01, 13 September 2007 (UTC)

title: Wikiversity:Learning projects/Guide


text:
Talk:Iran

Arabs
Article 16 of the Constitution of the Islamic Republic stipulates, "Arabic...must be taught after elementary level, in all classes of secondary school and in all areas of study." Also, 3% of Iranians are Arabs.--Thinker 01:41, 13 July 2007 (UTC)

title: Talk:Iran


text:
File:Scene33 Green Tea Smoothie.png

For use in film scoring exercises.

title: File:Scene33 Green Tea Smoothie.png


text:
File:Scene32 Green Tea Smoothie.png

For use in film scoring exercises.

title: File:Scene32 Green Tea Smoothie.png


text:
New Zealand Law/Criminal

Mens Rea
see Mens Rea

Secondaries and Complicity Liability
see Secondaries and Complicity Liability

Accessories after the fact
see /Accessories after the fact/

Attempt
see Attempt

Threatening
see Threatening

Conspiracy
see Conspiracy

Homicide
see Homicide

Assault
see Assault

Sexual Crimes
see Sex Crimes

Theft
see Theft

Receiving
see Receiving

Burglary
see Burglary

Robbery
see Robbery

Blackmail
see Blackmail

Demanding with intent to steal
see Demanding

Drugs

 * Misuse of Drugs Act 1975

Summary Offences

 * Summary Offences Act 1981

Traffic Offences

 * Land Transport Act 1998

Domestic Violence

 * Domestic Violence Act 1995

Harassment

 * Harassment Act 1997
 * R v D [2000] 2 NZLR 641

Mistake
see Mistake

Self-Defence
see Self Defence

Insanity
see Insanity

Compulsion
see Compulsion

Necessity
see Necessity

Automatism
see Automatism

Intoxication
see Intoxication

Provocation
see  Provocation

Bill of Rights Act
see BORA

Procedure

 * Part XII Crimes Act 1961
 * Summary Proceedings Act 1957 Parts II & IV

Jurisdiction

 * Part I, Summary Proceedings Act 1957
 * Part IIA, District Courts Act 1947

Statutory Provisions

 * Crimes Act 1961, Part XIII
 * Summary Proceedings Act 1957 Part IV

Cases

 * R v Ramage
 * R v Radich
 * R v Watson
 * R v Clark
 * R v Donaldson

Bail
see Bail

Capacity/Mental Health

 * Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003
 * Criminal Procedure (Mentally Impaired Persons) Act 2003

Sentencing
see Sentencing

Evidence
see Evidence

title: New Zealand Law/Criminal


text:
New Zealand Law/Contract

Topics to be covered:

Formation of contracts

 * Boulder Consolidated v Tangaere
 * Powierza v Daley
 * Aotearoa Int'l v Scancarriers
 * Markholm Construction v Wgtn City Council
 * Money v Ven Lu Ree Ltd
 * Couch v Branch
 * Anton's Trawling v Warwick Aird Smith

Conditions

 * Buhrer v Tweedie
 * Provost Developments v Collingwood Towers
 * Connor v Pukerau Store
 * Powierza v Daley

Mistakes

 * Contractual Mistakes Act (as amended)
 * Contractual Remedies Act (as amended)

 * Paulger v Butland
 * Mechenex Pacific Services v TCA Airconditioning
 * Phillips v Phillips
 * National Bank v Murlan
 * Tri Star v Denning

Section 2 – Definition of mistake
Definition: Positive idea, which is wrong. In law, or fact. Fact is past or present, not future. Law is in reading a statute. Interpreting a contract is not a mistake. A subjective opinion cannot be a mistake.

Section 6 – Type of mistake, and criteria
Criteria:
 * Unilateral – made by one party to the other, and the other knows about it – actual knowledge.
 * Common – made by both, same error (i.e. its common between the parties)
 * Mutual – two mistakes on the same fact
 * Mistake influenced party to enter contract (material to that guy)
 * Mistake is before or when the contract was made (not after!)
 * There is a substantial unequal exchange in values, or consideration substantially disproportionate
 * A term in the contract doesn’t oblige liability (i.e. assume risk of the mistake)
 * If the party becomes aware of the mistake, but still enters the contract, then the mistake doesn’t count

Section 7 – Relief

 * Discretionary for the court
 * Court considers how much to blame you are at – i.e. “extent to which you caused the mistake”
 * Reliefs are:
 * Validation and subsistence of contract
 * Cancellation – (refer other notes on cancellation)
 * Variation – this is rectification, i.e. “court orders a change in a written document to reflect what it ought to have said in the first place”
 * Restitution or compensation – this is damages
 * Vest property -“take” stuff that is related to the contract from one party, and “give” to the other

The Parol Evidence rule
Parol evidence basically means that a contractual written document “superscedes” any previous oral agreements or written drafts of that agreement, etc. It seems kinda unnecessary if you think about offer + acceptance, with counter-offers. There are some specific exceptions, but it’s perhaps not a major.

Misrepresentation

 * Contractual Remedies Act (as amended)

 * Ware v Johnson
 * NZ Motor Bodies v Emslie
 * Savill v NZI Finance

Section 6 – Definition of misrepresentation
Definition: Also common law things (which aren’t in the legislation!)
 * Misrepresentation: False statement of Fact (positive idea)
 * Induced party to enter contract
 * Whether innocent or fraudulent,
 * Made to party,
 * By or on behalf of other party
 * Not a puff
 * Not an opinion or belief (or intention)
 * Exceptions to opinions include:
 * Statements of intention – if you lie about what your opinion is, then it’s misrep. Doesn’t matter if you intention changes, all that matters is if you lied (remember in the exam we assume all facts can be proven).  Edgington v Fitzmaurice, which raises idea of opinion containing a implied statement of your “state of mind” when making the opinion.
 * Access to superior knowledge – implies reasonable ground for making the statement, thus if it’s false, is misrep. NZ Motor Bodies, the “coach building case” where the business was being sold and the superior knowledge implied the statement of opinion regarding profitability included implied statement of fact that opinion was based on accurate figures.
 * Implication of proper skill and care – a forecast which turns out to be wrong isn’t misrepresentation, unless it was prepares without proper skill and care. Esso Petroleum, where man had 40 years experience, which implied he would have taken care in preparing the figures, but he didn’t.
 * Not silence
 * Exceptions to silence include:
 * Half truths – Lunch bar case with a new one opening up within ½ a mile, vendor was silent about this
 * Becomes untrue – silence regarding change in circumstances is misrepresentation
 * Facts subsequently discovered to be false – if party who made statement later finds out it’s false, they have to communicate this, or else it’s misrep.
 * Uberrimae fidei – things that specifically require you to disclose, such as fiduciary contracts, insurance contracts, and guarantees.

Inducement

 * You have to actually believe the statement!
 * Statement must make you want to enter the contract – but need not be the only reason
 * Party making representation must want to induce you to enter the contract – compare “small talk” to actual representations
 * Exceptions:
 * If you are unaware of the statement
 * Where you know it’s false but enter anyway
 * Where you don’t act on the statement

Section 6 – Damages (remedy/relief)
Assume the representation was a term of the contact, and that term had been broken. E.g. find the difference in values between the house now, and under the assumption that the term was true, and damages would be the difference.

Remember that damages are compensatory and are meant to put parties back in the position as if no wrong had been done – they are not to punish the wrong-doer.

Sales of goods are excluded from the CRA.

Section 7 – Cancellation (remedy/relief)
Cancellation may be available in addition to damages. This is a self-help remedy which means you don’t need the court to get involved, but you want to be careful to cancel properly.

Definition: Refer section 8 for this stuff: cancellation means stuff going forward does not happen, but you get to keep whatever has already happened. This is different to rescission, which “undoes” the contract and you gotta put back all the shit that’s moved, to the party it originally belonged to. (Nullifying a contact by discharging it is slightly wider than a rescission or cancellation).

You can cancel a contract if the other party has done: misrepresentation, repudiation, or breach (actual and anticipatory).

Cancellation under misrepresentation
(Innocent party) has been induced to enter contract by misrepresentation, innocent or fraudulent, made on or on behalf of (guilty) party.

Cancellation under repudiation
Definition: Other party makes it clear (by words or conduct) they do not/will not perform under the contract (including completing performance of an under-way contract).

Cancellation under breach (actual and anticipatory)
Breaking a term, or made clear that a term will be broken. The term must be essential to the cancelling party, and substantially alters benefit/burden.

Criteria
For these three above things, one the following must be true:
 * It is essential (I mean “It” in regards to the representation, term, or performance of the contract), OR
 * Effect will be substantially different (for cancelling party, reduce benefit, increase burden, or otherwise substantially different to the contract).

Other notes on cancellation not in the legislation (i.e. from common law)
All that is required is that justifiable grounds exist, in order to be able to cancel – you don’t need to actually know about it.

Notes on affirmation
Cannot cancel if you have affirmed (i.e. confirmed that you will “write off” the error, pretend it never happened and move forward anyway).

Section 8 – How to cancel

 * Must communicate to the other party.
 * Or some other overt means if cannot communicate.
 * By words or by conduct.
 * Cancellation means “stuff going forward doesn’t happen, but stuff that happened in the past stays as it is” – compare this to rescission which “undoes” the contract and stuff from before the rescission date must be returned.
 * Can get damages as well!

Section 9 – Application of relief (remedy/relief)
If a contract is cancelled, the court might vest property. Damages can be paid. Orders of specific performance or injunction can be made.

Other notes about remedies
CRA doesn’t allow for representation made by anyone except the parties transacting in the contract, e.g. third parties. You need to go under the FTA to go after third parties who have misrepresented, which you would do under the torts of deceit or negligent misstatement. You can’t go after the second party under those two torts (but FTA still stands). This is probably not going to be examined.

Section 4 – Merger and Acknowledgement clauses
The theory states there are two kinds of clauses:
 * Merger clauses (or “entire agreement” clauses)
 * Parties cannot sue under any representations/terms contained within the contract.
 * Acknowledgement clauses
 * Acknowledgement by one party that the other has not made any misrepresentations
 * Or denies misrepresentation
 * Or states they did not rely on any representations by the other party.

These prevent the court from enquiring into whether any representations were made.

The merger or acknowledgement clause must be fair and reasonable, and does not cover “true” exclusion clauses.

Duress
Basically this is extreme coercion (against your will). Two key elements: This seems mostly to be like common sense. There is:
 * Illegitimate pressure – which is basically a moral judgement
 * Inducement or coercion.
 * 1) Duress to Goods
 * 2) Duress to the Person
 * 3) Economic duress

Relief/Remedy
Innocent party may rescind contract. You gotta do this ASAP (no sitting on your rights!)

Undue Influence
This is a legal “gap filler” when the circumstances aren’t as extreme as duress – such as violating trust of someone. Two key elements: Two kinds: (I think they basically relate to the influence of the dominant party)
 * Existence of relationship
 * If special relationship categories (parent + child, etc) UI presumed on Dominant party (Allcard v Skinner).
 * If not a special relationship, then need to show excessive trust and confidence (ASB v Harlick).
 * Dominant party’s influence was improper
 * Show the facts are not a “expected consequence” of that relationship (Royal Bank of Scotland v Etridge)
 * Must consider factors:
 * Size of the transaction, and
 * Disadvantage to the weaker party.
 * Also consider can rebut, by:
 * Independent advise given
 * Advice would have been disregarded
 * Actual
 * Must prove that if it weren’t for the undue influence, you wouldn’t have entered the contract.
 * Presumed
 * Start with special relationship categories, parent + child, etc. UI presumed on Parent (Allcard v Skinner).
 * If not a special relationship, then need to show excessive trust and confidence (ASB v Harlick).

Imputed Undue Influence (with a Guarantor situation)
Definition: Think about “Imputed” in this situation to mean “to put on to someone else” – so this is basically putting the liability of the undue influence onto someone else. I.e. imputing the UI from one party to the third party. (I think the actual definition of imputed relates to “ignorance of the law is no excuse” but basically the effect is as above, for this). Typical three-party scenario.
 * Wife/Parent of adult child = guarantor for mortgage, party providing security.
 * Husband/Adult child = party seeking mortgage
 * Bank = third party, party which is “imputed” by the undue influence

Bank put on notice (of Undue Influence) if:
According to Royal Bank of Scotland v Etridge:
 * Nature of relationship between surety (guarantor) and debtor is “non-commercial,” and
 * On the face of it, transaction has little or no financial advantage to surety.
 * Also, maybe consider (substantial risk that dominant party committed legal or equitable wrong.)

If the bank knows the first two situations exist, then bank is put on notice. Once bank is put on notice, bank must take reasonable steps to ensure “mortgage valid” – basically taking guarantor aside and confirming they genuinely understand the risk of being a guarantor, etc.

If bank has taken reasonable steps, then mortgage is valid and (presumably) can enforce it.

But if they haven’t (and undue influence is exercised) then they can’t enforce the mortgage – this seems to means the undue influence in the situation has been “imputed” onto the bank and they are “liable” (in a general sense of the word).

Relief
Rescission by innocent party – “undo” contract (void it) and restore parties to position as if contract had never existed. Casually be aware that if you take too long it might not be available (“those who sit on their rights lose them”).

Unconscionable Bargains
Remember that a court will not do anything just because the contract is “bad” for you – in most cases. If there is fraud etc that’s different, but just because you made a “bad deal” doesn’t mean it will be set aside. Unconscionable bargains are for “bad deals” but where one party is “disabled” e.g. old or mentally retarded etc. This addresses bargaining power of the parties.

The key case for this is Nichols v Jessup – the old lady and the driveway (man wanted to split his and her property to develop a ROW, or something along those lines.)

Three key elements

 * Weaker party under “significant disability”
 * Not just a difference in bargaining power, but must be “special” or “significant”
 * Old lady was “naïve” and “ignorant” which was disability enough.
 * Other party must have actual or constructive knowledge of disability
 * Old lady lived next door to other party, so that seems enough knowledge of naivety and ignorance
 * Victimisation – this is the fact that there is a bargain for the stronger party at the expense of the weaker
 * Man did not seek out to exploit old lady, but passively accepted a deal which he knew would exploit.

Also two other sub-key points:
 * Inadequacy of consideration
 * Old lady’s property devalued by $3,000 plus she got extra noise from cars, and man’s property increased by $45,000. There was Zero consideration to old lady!
 * Procedural impropriety – i.e. no legal advise obtained
 * Old lady didn’t talk to lawyers.

Relief
Rescission (same as Undue Influence – contract voidable by innocent party.)

Cancellation of contract

 * Starlight Enterprises v Lapco
 * Schmidt v Holland
 * Young v Hunt
 * Jolly v Palmer
 * Brown v Langwoods Photo Store
 * Crump v Wala

Damages

 * Astra v Pharmac
 * Stirling v Poulgrain
 * McElroy Milne v Commercial Electronics
 * Whelen v Waitaki Meas
 * Crump v Wala
 * Newmans Tours v Ranier Investments (HC)
 * aka Coxhead v Newmans Tours (CA)

 * Tak v AEL Corp
 * Gina Heffernan "Exemplary Damages in Contract: Another Anomaly" NZPGLeJ (2005/1)3

Other

 * Frustrated Contracts Act 1944 as amended thru 1996 (1999 Reprint)
 * Frustrated Contracts Amendment Act 2002

 * Judicature Act 1908, ss 92, 94A-94B

 * 92	Discharge of debt by acceptance of part in satisfaction
 * An acknowledgment in writing by a creditor, or by any person authorised by him in writing
 * in that behalf, of the receipt of a part of his debt in satisfaction of the whole debt shall
 * operate as a discharge of the debt, any rule of law notwithstanding.

 * 94A	Recovery of payments made under mistake of law
 * (1)	Subject to the provisions of this section, where relief in respect of any payment that has
 * been made under mistake is sought in any Court, whether in civil proceedings or by way of
 * defence, set off, counterclaim, or otherwise, and that relief could be granted if the mistake
 * was wholly one of fact, that relief shall not be denied by reason only that the mistake is one
 * of law whether or not it is in any degree also one of fact.
 * (2)	Nothing in this section shall enable relief to be given in respect of any payment made at
 * a time when the law requires or allows, or is commonly understood to require or allow, the
 * payment to be made or enforced, by reason only that the law is subsequently changed or
 * shown not to have been as it was commonly understood to be at the time of the payment.

 * 94B	Payments made under mistake of law or fact not always recoverable
 * Relief, whether under section 94A of this Act or in equity or otherwise, in respect of any
 * payment made under mistake, whether of law or of fact, shall be denied wholly or in part if
 * the person from whom relief is sought received the payment in good faith and has so
 * altered his position in reliance on the validity of the payment that in the opinion of the Court,
 * having regard to all possible implications in respect of other persons, it is inequitable to grant
 * relief, or to grant relief in full, as the case may be.

 * Minors’ Contracts Act 1969 as amended thru 1994 (1997 Reprint)
 * Minors' Contracts Amendment Act 2005

 * UN Convention on the International Sale of Goods

title: New Zealand Law/Contract


text:
User:Krrao62 hyd

I am 59 year old man working with manufacturing unit as Sr. Engineer taking care of maintenace department. My organisation manufactures the precision components with help CNC machines and other machine tools.

title: User:Krrao62 hyd


text:
User talk:El Racionalista Prenihilista

Hello El Racionalista Prenihilista, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 14:58, 13 July 2007 (UTC)

title: User talk:El Racionalista Prenihilista


text:
User talk:Thinker~enwikiversity

Hello Thinker, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 15:02, 13 July 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 Thinker. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Thinker~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 23:45, 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) 06:24, 19 April 2015 (UTC)

title: User talk:Thinker~enwikiversity


text:
Template:Star Movie Shop

Star Movie Shop

title: Template:Star Movie Shop


text:
User talk:Krrao62 hyd

Hello Krrao62 hyd, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 15:58, 13 July 2007 (UTC)

title: User talk:Krrao62 hyd


text:
User:JoachimGrzega/IntroLgx

Marion Schöner and I are planning a book with the working title Basic Linguistics – An Alternative Introduction to Language and Languages.

title: User:JoachimGrzega/IntroLgx


text:
User talk:Olive~enwikiversity

Hello Olive, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 21:37, 13 July 2007 (UTC)

French Mentoring
Salut, Olive. 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) 09:48, 22 November 2008 (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 Olive. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Olive~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 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Olive~enwikiversity


text:
User talk:JoachimGrzega

Hello JoachimGrzega, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 21:37, 13 July 2007 (UTC)

University
I just noticed your userpage says you studied at the University in/at Salt Lake City. Do you mean the University of Utah, perhaps? The Jade Knight 10:35, 5 September 2008 (UTC)
 * Yes, I do. I studied there Autumn and Winter Quarter 1993/94. - JoachimGrzega 17:24, 10 September 2008 (UTC)

title: User talk:JoachimGrzega


text:
The US Civil War

The Official Records of the United States Government on what is alternatively known as The American Civil War, started to be compiled in 1864, began publication in 1881, and finished publication in 1901.

The Compilation consists of 128 books totaling 138,579 pages and is called: The Official Records of the War of the Rebellion. During the prewar (or Antebellum) period the United States Government functioned quite differently from how it does today, and the American South existed as an entirely different culture.

The fundamental questions of Republics, Confederations, Democracies, and Freedom itself were all put to the test, and the resulting consolidation of federal power was a critical watershed moment in the development of the United States of America as the world power it eventually became.

Class Information
This comprehensive course on the War of the Rebellion will be available in several sections each containing several review quizzes and an exit exam, all students and contributors are encouraged to register and render assistance to each other in on the discussion pages of the lessons.

Class Registration

 * Gipsy Princess
 * CSLysander

Class Contributors

 * William Hamblin 11:44, 15 May 2010 (UTC)
 * KonKweesta (discuss • contribs) 14:26, 29 April 2013 (UTC)
 * --Atcovi (Talk - Contribs) 22:47, 7 May 2015 (UTC)

Class Syllabus
Course Syllabus

Lessons

 * Week 1 (Civil War Overview)
 * Week 2 (Prelude to a War)
 * Week 3 (Fort Sumter)
 * Week 4 (The Gentleman's War)
 * Week 5 (1861)
 * Week 6 (1862)
 * Week 7 (Battle of Antietam)
 * Week 8 (1863)
 * Week 9 (Battle of Gettyburgs)
 * Week 10 (1864)
 * Week 11 (1865)
 * Week 12 (Appomattox Court House)
 * Week 13 (Reconstruction)

Quiz
Quiz

Important People
important people

Master Time line
Time line

Selected Bibliography
Recommended Bibliography

School and Department Links

 * Department of Military History
 * School of History

title: The US Civil War


text:
The US Civil War/Week 1

 * "The Civil War" is the most common term in the United States for this conflict.
 * "The War of Northern Aggression" is a term coined by Southern Historians for this conflict.

Current public knowledge of the Civil War is actually quite different from the real causes of the conflict. Even over 100 years later, these topics are controversial and are more likely than not to cause debate. We encourage you to decide for yourself what you choose to believe, and do not let one person's bias or belief influence your own. This Course is made by several people from several parts of the world. Before removing something you believe is incorrect or controversial in this course, please consult several different resources and have full knowledge on the subject before you remove it.

Overview
The American Civil War (1861–1865) was a major war between the United States (the "Union") and eleven Southern states which declared that they had a right to secede, or leave the Union, and formed the Confederate States of America, led by President Jefferson Davis. The Union, led by President Abraham Lincoln and the Republican Party, which had opposed the expansion of slavery into territories owned by the United States, rejected any right of secession. Fighting commenced on April 12 1861, when Confederate forces attacked a United States (federal) military installation at Fort Sumter in South Carolina.

Reasons for Conflict
The American Civil War was a result of several reasons and events that built up to the eventual armed conflict.

 * The Northern States did not institute slavery largely because of economic reasons. The North did not have soil that could sustain cash crops. The few farms that did exist in the North were mainly subsistence agriculture such as Corn, Wheat, and Potatoes. Instead, the North became industrious, using raw materials from the south such as cotton and producing a finished product such as clothing. The labor in these factories were cheap; Irish immigrants that had come due to the Potato Famine in Ireland and came to America for work and new opportunity. Historians today reflect that Southern Slaves had better housing, healthcare, and quality of food compared to the immigrants, whom were basically slaves to the factories.

 * Sentiment against Slavery in the North was largely passive. Radical Religious activists, although few in number, became a serious concern for the Southern planting elite. Stories of horror from Bleeding Kansas and actions from radicals like John Brown caused the Southern Slave-Holding States to believe their way of life was threatened by the North.

 * Tariff's created by Northern Lawmakers on raw exported goods crippled Southern profit. These tariffs were meant to force the Southern Plantation owners to sell most of their product to the Northern Factories well below the Global Market Price. This increased profits for the North while decreasing the profits for the South. Southern Discontent was prevalent in Washington over these ' Tariffs of Abomination'.

Government
The South believed in a strong central rights, while the North believe in a strong state government. The South believed they had the power to declare any national law illegal. This is known as states rights. The North believed the National government's power was supreme. The South feared the North would take control of congress, and Southerners began to proclaim states rights as a means of self-protection.

States Secede
The Presidential Election of 1860 had the Northern Republican of Abraham Lincoln victorious, despite his unpopularity in the south, including states like North Carolina not even having his name on the presidential ballot. Abraham Lincoln was known to be an opponent of slavery, he had still attempted to ease Southern worries by claiming he had no intention of abolishing slavery in his Presidential term. Despite his attempts however, Southern States felt like their interests and their influence had been compromised. 11 Southern States in total would eventually secede from the Union. First being South Carolina.

title: The US Civil War/Week 1


text:
User:Skunkmaster V

I am not really an active user on Wikiverstity, but if for some reason you feel the urge to contact me, you can do so on my Wikisource account. You will probably have more luck that way.

--Skunkmaster V 01:02, 27 May 2008 (UTC)

title: User:Skunkmaster V


text:
User talk:Daddio

Hello Daddio, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 04:48, 14 July 2007 (UTC)

title: User talk:Daddio


text:
Pillars of Game Development/Excitement

If a game has no excitement, it isn't fun. If it isn't fun, people won't play it. People don't invite one another over for a nice evening of Taxes, after all!

Some games might be considered to be more exciting than others. Or, you might think of it as being exciting, but in a different kind of way. Let's look at some card games.

UNO is a popular card game, and it has a high level of excitement. That's because play moves quickly and the players are allowed to make decisions that change the direction of the game.

Poker is also a very popular card game, but it's not as fast-moving as UNO. It's exciting, but in a different sense. While Poker doesn't have a kinetic, frenzied energy, there is a strong element of interest in the conclusion of each hand - a person might have money or at least chips riding on the outcome.

So, you might consider factors like: how long a person waits for a turn, what have they risked on their decisions, how much ability do players have to change the course of the game, etc.

Consider some factors of excitement in a game: [EDITS WELCOME]

Speed. Games that are geared for a younger audience require a constant, frenzied energy or else the kids will lose interest. Adults can tolerate games that are slower-paced, but will also get bored if they have to wait for long periods of time before getting a turn to play. Think about it: they didn't agree to play a game just so they could sit around and NOT PLAY! However, games like chess can keep players interested for a long time, since they can use the opponents turn to think ahead of what to do next.

Payback. Losing one round is tolerable for a player if they feel they might come back and win later on, or even exact revenge on another player.

Tension. Games like Scrabble have very little tension. But a game like JENGA is full of building tension. Players take turns removing blocks, knowing that each turn brings them closer to disaster. A game like Operation is also full of tension. One false move and a player will be punished with a nerve-jarring buzz.

Lastly, consider the human interaction involved in a game. People sitting quietly waiting for the other person to make a move can get boring for players, whereas a game that encourages interaction can be fun and exciting. Kids games and "ice breaker" games focus more on human interaction than strategy or puzzle type games.

title: Pillars of Game Development/Excitement


text:
Talk:Middle Ages/Dark Ages

=Dark Ages vs. Medival Ages= Often, the "Dark Ages" is used to refer to the time between the Fall of the Roman Empire and the beginning of Feudalism, a period of some 400 years from 400 (or so) AD to 800 (or so) AD. The Jade Knight 08:35, 14 July 2007 (UTC)
 * Others would say from Fall of Rome to RenaissanceThe G 15:07, 14 July 2007 (UTC)

 * That is clearly what defines the "Medieval Period" (the Middle Ages). Evidently, some people use the term "The Dark Ages" to refer to the whole Medieval Period.  Wikipedia's article on the Dark Ages, however, shows a correspondance to the Early Medieval Period.  Most modern scholars tend to use it to refer to periods when documents are particularly sparse during the Medieval Period, in particular referring to the non-Christianized areas of Europe (where Catholic or Orthodox historians had not recorded much).  The Jade Knight 18:40, 14 July 2007 (UTC)

 * Remember, it was only within the last hundred years or so (maybe 150 years) that the term Dark Ages refered to what you talk about, and you are right. However, mosy lay-people wouldn't know the difference. Also, this is only of the weeks in the Medival Ages class, there are more to come (when I can find time) that will discuss the other parts of the Medival Age. Does that help? The G 04:10, 15 July 2007 (UTC)

 * Well, the distinction is made by most modern scholars, and since people are coming here to learn more about the topic, they should be taught what is correct, not simply what is known by most lay-people. It may be helpful, however, to provide a simple one or two sentence explanation towards the beginning of this lesson about the differences between "the Dark Ages" and "the Middle Ages".  I will likely be involved in this project heavily as it progresses—the European Middle Ages happen to be my area of specialty in History, and I have taken a course specifically on the Early Middle Ages (ie, the Dark Ages).  The Jade Knight 11:27, 16 July 2007 (UTC)

= Wikibooks =

This material might be better suited for Wikibooks. Is there any particular reason it is here, instead of there? The Jade Knight 08:36, 14 July 2007 (UTC)
 * But why can't it be here? We need material to be here, again, many great lectures have been turned into books but if it was the other way around, then there would bee no need for Wikiversity. We need the material to be here. (Also this is a paper I wrote about the Dark ages)The G 15:07, 14 July 2007 (UTC)
 * Well, it could be here if there's some reason it would be better suited here than at Wikibooks. Right now it reads like an article out of a textbook (which is the sort of stuff that belongs at Wikibooks).  I have an idea, however—you could turn it into an actual lecture: make an audio recording of it, and post it to Wikiversity, and then it becomes an audio lecture.  We could keep the transcript of it here for reference' sake.  But, as it stands, it's more suited for Wikibooks unless something is changed to make it clearly not the stuff of textbooks.
 * Do you have any other good ideas for transforming this paper into the stuff of Wikiversity? The Jade Knight 18:40, 14 July 2007 (UTC)
 * I really wanted to actually make this into a more complete class (like I have over with the Russian Revolution) but I got side-track with the Russian Revolution and American History stuff. This paper is a basis for a week on Medieval inventions and stuff. My premise being, why reinvent the wheel when I have the lug nuts.The G 04:06, 15 July 2007 (UTC)
 * Well, there also exists a wikibook chapter on the Middle Ages, and a whole slew of Wikipedia articles, all of which would function very well. If the essay is going to be here on Wikiversity, as opposed to elsewhere, I'd like there to be a reason for it.  Audio/video content would be great, or if it could be transformed into something else less essay-like and more "learning project"-like.  If it's going to remain an essay, it probably ought to be moved over to Wikibooks, and reference from there.  The Jade Knight 11:24, 16 July 2007 (UTC)

???
Is this website supposed to be like a free online college?
 * In short, no, though various projects and Departments may handle things in the way of a college. Wikiversity provides collaborative education at all levels and (eventually) in all subjects.  Some of these projects may function similarly to college courses, but many do not.  Would you like to contribute?  The Jade Knight (d'viser) 08:37, 4 November 2008 (UTC)

title: Talk:Middle Ages/Dark Ages


text:
BCP/Thymus 'Spicy Orange'

Thymus 'Spicy Orange'

title: BCP/Thymus 'Spicy Orange'


text:
User talk:Skunkmaster

Hi, I've renamed this account to User:Skunkmaster V. Cormaggio talk 11:04, 14 July 2007 (UTC)

title: User talk:Skunkmaster


text:
User talk:Skunkmaster V

Hi there, I renamed this account, as per your request on Colloquium. Cheers, Cormaggio talk 11:05, 14 July 2007 (UTC)

Hello Skunkmaster V, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 11:05, 14 July 2007 (UTC)

title: User talk:Skunkmaster V


text:
File:Tunderboy9 Storyboard tiny.png

Used with the WikiU Film School Lesson on how to create thumbnail storyboards

title: File:Tunderboy9 Storyboard tiny.png


text:
File:Tunderboy9 Sample Storyboard Frame.png

Lesson:Thumbnail Storyboard


text:
File:Kasturika Thumbnail Storyboard tiny.png

Used with the WikiU Film School Lesson on how to create thumbnail storyboards


text:
Java Tutorial/Choosing the right text editor

An important aspect of every programming language is your code editor. The editor allows you to type your program in plain text and save it in the file format of your language. There are a huge number of text editors to choose from, ranging from the most basic to advanced. The most basic editors simply allow you to type your code manually and save it in a file format of your choice. The most advanced being Integrated Development Environments (IDEs). There is no universal best choice in picking your editor. You have to try them out and see which one works best for you.

Simple editors
Simple editors are editors that take up very little CPU and RAM. They are recommended for computers low on either or both of these things. Recommended for small simple programs/projects. However, for large projects, you will have to manually compile every program, and your code is not automatically formatted.

Notepad
Notepad is one of the simplest Graphical User Interface (GUI) text editors. It comes installed with Windows and should be on almost Windows computer that hasn't uninstalled it.

Pros:
 * Simple to use
 * Requires very little CPU and RAM usage

Cons:
 * No special tools to speed up programming process (e.g. no auto-indent)
 * No color-coding to help enhance keywords
 * Very limited

TextPad
Download Textpad from here pros
 * Auto-indent
 * Color coding
 * In-built Compiler
 * All functions needed for a text editor

Notepad++
Notepad++ is almost an upgraded version of Notepad. It is a free editor available on SourceForge. I personally prefer this editor because it is very multi-functional, providing support for many programming languages in addition to just plain text.

Pros:
 * Very multi-functional
 * Color coding, bold keywords, auto-indent

Cons:
 * Cannot predict what you are going to type next
 * Cannot show you syntax errors

Available at http://notepad-plus.sourceforge.net/uk/site.htm

Advanced editors (IDEs)
IDEs are very powerful tools in the programming and can dramatically speed up the programming process in large projects, and even smaller projects. However, on older computers IDEs can be very slow and take up a lot of RAM. Additionally, they can cause a little more trouble when writing programs with single files, or copying programs from a website like this one (unless they need packaging, which can be difficult).

Essentially, use IDEs for large or medium sized projects, but when programming small single-file applications, use a simple editor.

Eclipse
Available at http://www.eclipse.org/

Netbeans IDE
Netbeans is very advanced, runs on several operating systems and has functions for organizing projects, using CVS, automatically checking your code as you type, etc.

Pros:
 * Runs on several operating systems
 * Color coding, bold keywords, auto-indent
 * Can organize your code into projects
 * Predicts what you will type next so that you don't have to type it
 * Automatically checks for errors in your code as you type
 * Automatically builds your project into .class or .jar files

Cons:
 * Does not have many functions for non-project files
 * Might run slowly on older computers

Available at http://www.netbeans.org/

Note
There are many more editors out there, some free and some not. The editors listed above are only the ones I have used at one time or another. Poke around the web and see what you can come up with. If one editor just doesn't work for you, try another. If you try one that I have not listed above, feel free to add onto the list and give your own opinions on it.

If you see a mistake in my descriptions of editors, please correct me as I want this to be an accurate and comprehensive list.


text:
Java Tutorial/Hello World!

Congratulations! You are now ready (hopefully) to begin programming in Java. Since this is the norm for first programs, your first program in Java will be the infamous "Hello World!". All this program does is display the text "Hello World!" on your screen. Your screen will usually be the console window.

Now let's see the program:

Compiling the Program
Type this program up in your text editor and save it as. Go to your console window (in Windows, go to the start menu and click "run", then type "cmd.exe"; in Linux, open a terminal). Use the cd command ( or .. to go up one directory) to navigate to the directory where HelloWorld.java was saved. Compile the program using the command. Remember that Java is case-sensitive, so even when you compile your program, you have to make sure you are typing in the file name exactly.

Compiling the program will produce the file HelloWorld.class, the JVM version of your program. This code is machine independent.

Your first impression of this program is probably "This is really long just to display a line of text." While this may be true compared to other programming languages, this program shows a lot about the Java programming language, way beyond simply displaying a line of text.

Running the Program
To run the compiled version of the HelloWorld program, on the command line simply type:

Do not add the ".class" extention to the name; the Java interpreter will already be able to locate the file based on the class name you provided, and adding the extention incorrectly will simply confuse it.

Line-by-line analysis
Let us examine the program line by line. The first line

declares a class called HelloWorld. (Almost) everything in Java is contained in something called a class. Classes are the basis of Object-Oriented Programming (OOP) which we will discuss in a later lesson.

The second line

declares a method called main(String[]). Most of the actual code in Java is found within methods. Methods are one of the elements of classes. This particular method is executed when the HelloWorld class is executed using the  command. Note the. This means that the "arguments" will be passed into the main method - essentially, within this method, you can edit and see arguments.

The third line

does pretty much what you think it does: it writes "Hello World!" to your screen. means to print the string (text) provided and then add a line break (like the enter key).

The fourth line

exits the program with return code of 0, meaning success. Anything besides 0 means that an error was encountered. Note the  after. This is a comment, meaning that it will not be read by the compiler (javac). Comments all begin with a "//", and anything after the comment (on the same line) will not be read. Comments are used so that you or anyone reading your code know what the code is doing.

The remaining lines are to close the method and the class.

Excercises
Play with the Hello World program, and:
 * Change the text displayed
 * Display multiple lines
 * Play around with comments
 * Try deleting or changing parts of the program like changing "public" to "private" and recompile to see what happens.
 * Try adding \n\t\t\t at the beginning of the Hello World!!! string.

Example:

title: Java Tutorial/Hello World!