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South African Law

This department will provide learning resources for Wikiversity participants to consider various substantive aspects of South African Law.

Courses to be covered will be
 * /Cession/
 * /Agency/
 * /Persons/
 * /Contract/

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

title: South African Law


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Talk:Beginner Japanese/Particles

Xlbnushk 20:34, 10 November 2006 (UTC) -- I don't think the juxtaposition of English sentences and Japanese particles is a good way to teach. When you learn a new language, you should be thinking about that language in terms of that same language, not in terms of some other language. I think the second half of the page needs major editing. BTW, who's behind the IP address?

IB the IP
Me. I forgot to login.--Dnjkirk 18:02, 17 January 2007 (UTC)

Wa: The subject marker
Subject is a term for a part of a sentence. Topic is not an accurate description for what wa denotes. Wa identifies the subject of the sentence, period.--Dnjkirk 13:36, 23 January 2007 (UTC)

 * Thanks for the clear up.--Balloonguy 22:56, 23 January 2007 (UTC)

 * Spreading misinformation since '07. Topic is precisely what wa denotes. It is equivalent to English "as for ..., ..." (whereas the noun marked by ga is equivalent to the English subject). Read https://en.wikipedia.org/wiki/Topic_and_comment for details. When a noun marked by ga (i.e. the subject) is not explicitly stated, it is assumed to be whatever is marked by wa (the topic) in most (but not all) contexts. I'll go ahead and fix this. 193.115.117.231 (discuss) 08:40, 10 May 2020 (UTC)

title: Talk:Beginner Japanese/Particles


text: User talk:Diegoramos

title: User talk:Diegoramos


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User talk:Fletcher-Cook~enwikiversity

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 Fletcher-Cook. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fletcher-Cook~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
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title: User talk:Fletcher-Cook~enwikiversity


text: User talk:SJShah

title: User talk:SJShah


text: User talk:Osquar F

title: User talk:Osquar F


text: User talk:Beautifulmisfit

title: User talk:Beautifulmisfit


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User talk:Ludwitt~enwikiversity

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 Ludwitt. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ludwitt~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 23:37, 17 March 2015 (UTC)

Renamed
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title: User talk:Ludwitt~enwikiversity


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User talk:Naufana~enwikiversity

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 Naufana. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Naufana~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 23:44, 17 March 2015 (UTC)

Renamed
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title: User talk:Naufana~enwikiversity


text:
User talk:Elnole

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

Spanish Contributors Refresh
Hi a few weeks ago I have found Spanish Language Division completely void. I added a new course for beginners, but the problem was that the sites Spanish and Topic:Spanish had unfriendly environment to add something like Spanish: An Introduction. I wait for a while, but then I started to reorganize those sites. My aims are give more freedom on these sites and to use more friendly Wikipedia templates (e.g. this) than the former HTML script was. Finally I would like to ask you if you can sign in ones more here and reconfirm your offer to help. You can also visit this. Regards Juan 15:57, 28 March 2007 (UTC)

Spanish Language Division... again!
Hola Elnole. Hace poco que he llegado a la Wikiversidad inglesa y me he fijado en el proyecto sobre español. Por lo que he estado leyendo, ha tenido bastantes altibajos en cuanto a participación y desarrollo (de hecho, el último comentario que veo que tienes aquí sobre el tema es muy, pero que muy antiguo). En resumen, estoy tratando de averiguar quiénes siguen interesados en el proyecto para evaluar las posibilidades que tiene de salir adelante. Como podrás comprobar, si bien los contenidos no han aumentado mucho, estoy trabajando en la organización del portal, las categorías y la estructura del departamento. Antes de plantearme la continuación de las lecciones existentes, me gustaría ver con quiénes puedo contar y qué ideas previas tenían en cuanto a la organización del sistema. Atte. Akhram 03:06, 13 April 2008 (UTC).

title: User talk:Elnole


text: User talk:JoshEnglish

title: User talk:JoshEnglish


text: User talk:Rcmallari1

title: User talk:Rcmallari1


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School talk:Journalism

Who's in charge around here?--Elatanatari 22:54, 10 November 2006 (UTC)

Nobody & everybody, says I.

Overhaul
I'm going to begin working on a sort of overhaul on this page to make it more accessable and informative to the community at large. Thunderhead 10:02, 10 August 2007 (UTC)

Ethics of Journalism
With regard to the proposed course, Ethics of Journalism, please see the related Wikiversity Learning Project on Ethical Management of the English Language Wikipedia, where we are compiling educational resources related to Ethics in Online Media. —Moulton 09:29, 17 July 2008 (UTC)

title: School talk:Journalism


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Portal:Arabic

Welcome to the Arabic Department at Wikiversity. Part of the Center for Foreign Language Learning and the Language Studies.

The Arabic language (اللغة العربية al-luġah al-ʿarabiyyah), or simply Arabic (عربي ʿarabī), is the largest member of the Semitic branch of the Afro-Asiatic language family (classification: South Central Semitic) and is closely related to Hebrew and Aramaic. It is spoken throughout the Arab world and is widely studied and known throughout the Islamic world. Classical Arabic has been a literary language since at least the 6th century and is the liturgical language of Islam. Because of its liturgical role, Arabic has lent many words to other Islamic languages, akin to the role Latin has in Western European languages. During the Middle Ages Arabic was also a major vehicle of culture, especially in science, mathematics and philosophy, with the result that many European languages have also borrowed numerous words from it. The Arabic script is written from right to left.

Language References

كلية اللغة العربية fr:Département:Arabe pt:Portal:Letras/Árabe

title: Portal:Arabic


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Latin stream/Declensions

In Latin, not only is word order used to indicate what role a noun plays in a sentence or clause, but also what is called a declension and case. A case tells the speaker or reader what the noun does or is doing, and the declension of the noun decides how the case will look. In Latin, there are five declensions, and seven cases to use. This lesson will (hopefully someday) show all of them.

Grammatical Cases and Declensions
Many languages use different cases to show the relation of the word in a sentence. In Latin, the nouns, adjective and pronouns change their form depending on how they are used in a sentence. This form change is called a case. Although Old English also had this feature, it has mostly been lost during the transition into Modern English. However, a few English pronouns still exhibit this feature (i.e., "I"↔"My"↔"Mine"↔"Me" are all first-person singular pronouns).

A lot of languages change the ending of a word based on what case it is in. Latin, German, Russian, Finnish, Hungarian, and Greek are good examples of this. The word's meaning changes as its ending is modified to conform with its case's ending. For example, puella means ‘girl’, while puellae means “girls”, "girl's" or “of the girl”. Sometimes in Latin, endings of different cases coincide, forcing one to interpret the meaning based on the context of the word.

There are seven cases that are used in the Latin language: Nominative, Genitive, Dative, Accusative, Ablative, Vocative, and Locative. The last two, Vocative and Locative, are relatively rare compared to the other five, and the Locative case is actually only used with a few select words. The case is the most important part of the noun (besides its actual meaning). Cases define exactly how the noun is used in the sentence. Here are the cases and their uses:

Several languages, such as Latin, encorporate declensions into their grammar. Latin has five of them, all of which will need to be learned in order to become proficient in the language. Fortunately, the last two declensions aren't very common, and you will probably not need to know them for everyday use. Declensions will be covered in detail in the following sections.

title: Latin stream/Declensions


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Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Summary
Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Summary
Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Summary
Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Summary
Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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File:Ots200movieset.jpg

Summary
Illustration of the floor plan for a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

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title: File:DarkSide1-0.pdf


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text: Help:Images and other uploaded files

title: Help:Images and other uploaded files


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Introductory Classical Mechanics

Classical Mechanics is the study of large-scale physical phenomena. We will study the laws of motion formulated by Sir Isaac Newton and expand on them to discuss space and time, particle dynamics, work and potential energy, momentum, rigid bodies and rotational dynamics, as well as introducing concepts in Special Relativity and Quantum Mechanics.

Lectures

 * 1) /Introduction/
 * 2) /Units of Measurement/
 * 3) /Vectors/
 * 4) /Position, Velocity, Speed and Acceleration/

Books

Wikibooks

 * Physics with Calculus
 * Classical Mechanics
 * Introduction to Theoretical Physics

title: Introductory Classical Mechanics


text:
ESL for Primary School

Welcome to English as a Second Language for children, part of the English Language Division.

Content summary
Participants teach English as a Second Language in a classroom or tutoring environment to primary school aged students with a primary language other than English.

Lessons/Themes
Naming Common Objects and food- learn names of common household and classroom objects as well as foods. Show pictures representation when learning the name.

For Younger Students /Activities/ that are especially well-suited for younger students or for absolute beginners.

See also: the /Lesson plan template/.

Note: These 'lessons' may be carried out over more than one session in the classroom. They also include suggestions for activities that could be useful for each theme, or adapted to other themes.

Introduction

 * Teaching Without Training
 * Native English speakers often find themselves in the situation of being responsible to teach English as a Second Language with little or no training in teaching. These materials are intended to help ESL teachers in primary school classrooms.

 * A Place to Start
 * This is not a comprehensive teacher training course, and the lessons plans are not definite or set in stone. They are intended only to give a starting point and a few ideas to help you design your own lesson plans.

 * Rich Resources
 * The Internet is amazingly rich in resources for the ESL teacher, so much so that it can be somewhat overwhelming. On the other hand, it is great for idea-generating: when you are developing a lesson plan, google ESL and your topic, and you'll have lots of ideas to work with.

 * Learning Curve
 * To me two of the most important things in teaching are preparation and flexibility: you need to be prepared, and you need to be flexible enough to forget everything you've prepared.

Ideal Students

 * For ESL teachers in primary classrooms or ESL tutors
 * These lessons and ideas are for teachers and tutors of 8-12 year old ESL learners.

 * Teaching your native language
 * This course is especially for Native English speakers who are teaching in a primary level classroom with little or no formal teacher training.

 * Teaching is learning
 * Honestly, I think I learn at least as much from my students as they learn from me. So let us all be students as well as teachers, and learn from our students and from each other.

Texts

 * TeachersToolbox - Teaching methods.
 * Guide_to_First_Year_Teaching - Guide to First Year Teaching.
 * Teaching_Assistant_in_France_Survival_Guide - Teaching Assistant in France Survival Guide.
 * Tools For Teaching- Tools for teaching
 * First Year Teacher's Survival Kit- First Year Teacher's survival kit

Assignments
Feel free to add ideas of activities that have worked for you.

Enriching Activities
These activities may prove helpful if you have to teach "special" English classes - ie. extra English lessons for those who want to learn more than is required by the curriculum.

 * Working in teams, choose (a country) and create a poster about (a country) using pictures (drawn or photocopied) and words/ sentences that occurs to you when you think of that (country). Write them down with accompanying pictures and present the poster to the class. Be creative!

 * Choose a book to read from a selection. Look up words you do not understand. Take the book home. After practising for a week, read the book aloud to the class. Be aware of your pronunciation. You must be able to explain/translate if a student in the class does not understand a sentence or a word.

 * Find the meaning of the words (found in a specific book) in the vocabulary list in the English dictionary. Listen to this book being read out aloud. In sentences, answer simple questions about each chapter.

 * Imagine you have magic powers. What would it be? Why? Write it down in sentences, get it checked, and present your thoughts to the class.

 * Working in teams, imagine you own a shop. What kind of shop is it? What would you sell? Make a poster of your shop using pictures and words. Present the poster to the class.

 * Think of your favorite sport. Now, compare yourself to one of your favorite athletes in that sport. Write about how you look different, who would win if you had to play each other, and why that person is one of your favorite athletes.

 * Think of your ideal vacation. What is it? Where would you go? Write a short essay on your ideal vacation. Submit it for grammar and spelling checks. Practise saying it out loud then present to class.

Active participants
Active participants in this Learning Group

Learning Project Summary

 * Suggested Prerequisites: You speak English and want to teach it.
 * Time investment: The more time you put in, the more your students get out of it.
 * Assessment suggestions: Don't worry, your students will let you know what works and what doesn't!
 * School: "Foreign Languages" is the Division for now, but should it go in Education instead?
 * Departments: English as a Second Language
 * Stream: "English as a Second Language"
 * Level:: Primary School

title: ESL for Primary School


text: South African Law/Cession/Case law

title: South African Law/Cession/Case law


text:
ESL for Primary School/Lesson plan template

LESSON PLAN

LANGUAGE ELEMENT / VOCAB / PHONOLOGY / CULTURAL THEME:

PREREQUISITES:

DIFFICULT SOUNDS:

MATERIALS:

REVIEW OF PREREQUISITES:

PRIMARY ACTIVITY:

PASSIVE/NON-VERBAL UNDERSTANDING:

ACTIVE/VERBAL UNDERSTANDING:

EXTENSION / GAME / COMMUNICATION ACTIVITY:

WRITTEN COPY:

WRITTEN EVALUATION ACTIVITY:

NOTES/EVALUTION:


text:
South African Law/Cession/Object

The claim
As stated in Trust Bank of South Africa Ltd. v Standard Bank of South Africa Ltd. 1963 (3) SA 166 at 189: ‘The rule of our law is that all rights in personam, subject to certain exceptions based principally on the personal nature of the rights, not here relevant, can freely be ceded [...].’

The ‘claim’ refers to the cedent’s right to performance (ius crediti) from the debtor. It is the debtor’s obligation to the cedent and the subject of the cession between the cedent and the cessionary.

Thus schematically,
 * The Cedent ↔ (transfers his claim as subject of the cession) ↔ Cessionary
 * ↑(obligation to perform = the claim )
 * Debtor

Description of the claim
From the above, it is apparent that the claim must be capable of transfer. In brief:
 * 1) Claims must be legal.
 * 2) Claims cannot be too personal.
 * 3) Claims must be identifiable.
 * 4) For cessionability of the claim, the claim cannot be limited by a pactum de non cedendo.

Legality of claims
It is trite that an illegal contract is unenforceable, and an unenforceable contract cannot be ceded.
 * Thus if Donald the debtor promised to pay Cedric the cedent from the proceeds of the bank that he has just robbed; that claim is unenforceable. This means that:
 * Cedric could not sue Donald.
 * Cedric could not transfer his claim to Susan the cessionary.

 * Claims which are contra bonos mores but legal are capable of transfer. An example would be the cession of Donald's pay-packet.

Personal claims (delectus personae)
Certain obligations are of such a personal nature, that they cannot be transferred. If the transfer of the obligation will result in a substantially different obligation on the debtor, then the general principle that a person may dispose of his rights, is restricted. See Sasfin v Beukes 1989 (1) SA 1 (A) at 31.
 * Example might be:

 * A usufruct granted to a specific person entitling that person to live on a specific property.
 * Note that in general terms a legacy itself is capable of cession.

Remember that the claim is a personal right and a vindicatory claim is a real right. Accordingly a vindicatory claim is not transferable by cession, but is transferable in the normal course by a deed or agreement of transfer.
 * Certian obligations flowing from a marriage contract.
 * The obligation to perform specific employment. E.g. the obligation of Donald the accountant to perform an audit of Cedric's books, cannot be ceded.

Identifiability of claims
Although this might seem trite, in practice, it often happens that claims are so widely identified, that they become meaningless. From a drafting point of view, it is therefore important to state precisely what is being transferred. In this discussion we shall look at various problems with identifying claims, and in particular
 * 1) The specificity principle.
 * 2) Future and contingent claims.

Specificity principle
For an obligation to be identified, three aspects must be incorporated. The first two aspects need little or no explanation save to say that the cedent must have an interest or right to the claim. A cedent cannot cede a third parties claim unless he has an interest in it.
 * The identity of the debtor (obligor);
 * The identity of the creditor (obligee);
 * The nature of the obligation.

The nature of the obligation
It often happens that the nature of the obligation is too widely identified, and as a result the cession agreement will be void for vagueness.

Coopers & Leybrand v Bryant 1995 (3) SA 761 (A) is a good example of a very wide cession. The crisp fact to be decided was whether the cedent had locus standi. However, the court did not address this question, but looked rather at the cession agreement and the object of cession. The court found that Bryant had intended to cede his business debts to Standard Bank, but not his personal debts.
 * The respondent (Bryant the cedent) sued the appellants (the debtor), a firm of chartered accountants and auditors, in a circuit court for damages arising from an alleged breach by the appellants of a verbal agreement between them. The appellant, in a special plea to the respondent's particulars of claim, contended that the respondent's claim was subject to the terms of a deed of cession (‘the deed’) concluded between him and Standard Bank (‘the bank’). Consequently he had divested himself of locus standi to institute the action in question. Respondent averred that, upon a proper construction thereof, the deed covered only his business debts.
 * The cession agreement contained the following clause: ‘I / we the undersigned, hereby pledge, cede, assign and transfer [...] my/ our / the companies right title and interest in all book debts and other debts and claims of whatsoever nature, present and future due to and to become due to me / us / the company and all rights of action arising thereunder’.
 * The court found that the matter was essentially one of interpretation: according to the 'golden rule' language had to be given its grammatical and ordinary meaning unless it resulted in some absurdity, or some repugnance, or inconsistency with the rest of the document. (At 767D/E-F paraphrased.)
 * Further, that the ordinary grammatical meaning of 'book debt' was a debt owed to a tradesman as recorded in his account books, but that a particular word or phrase should never be interpreted in isolation. (At 767F/G-G and H/I.)
 * The purpose of the cession was to provide the bank as cessionary with continuing security for allowing the respondent as cedent banking facilities. (At 768E/F-F.)
 * The expression 'book debts' unquestionably referred to the respondent's trading debts, and that expressions such as 'trading', 'records', 'accounts', 'books' and 'in the name of the firm in which I may be trading' were obviously intended to refer to the respondent's business. (At 768G-H.)
 * There was nothing in the deed to indicate that the parties intended to provide security to the bank for the respondent's personal affairs (i.e. for his private account). (At 768H-H/I.)
 * The respondent's claim against the appellants was clearly a personal one which was unrelated to his trading debts, and that the terms of the deed were accordingly not wide enough to include the said claim. (At 766A-A/B and B.)

The case has been trenchantly criticised by Professor Susan Scott (and correctly so) who pointed out that the purpose of the cession was to secure the bank overdraft. The deed of cession explicitly covered personal and business debts, and the courts finding of only business debts is just plain wrong. Prof Scott goes on to state that: ‘If the courts were to place sufficient emphasis on the principle of specificity, to the description of the object of cession, lawyers will pay more attention to the drafting of cession documents and avoid costly litigation. Furthermore if the courts were to address the whole issue of locus standi in the case of security cessions properly, there will be no need for this type of interpretation in deeds of cession.’

Future and conditional claims
Future claims distinguished from contingent claims.

 * 1) A future claim is a spes futurae actionis. In other words there is merely an expectation of a claim in the future. There is no juristic fact from which it could arise, i.e. there is no existing obligation on which to base the claim.
 * 2) A conditional or contingent claim (debitum conditionale or debitum futurum) is a claim in which there is an existing obligation, but it is not enforceable at the present time.

 * future claim
 * 1) *Blondie wants to sell her car because Blondie needs money.
 * 2) *Blondie enters into negotiations to sell the car to Donald.
 * 3) *Donald hasn’t seen the car, and has merely expressed an interest in purchasing the car.
 * 4) *Blondie urgently needs money: Blondie cedes the claim to Susan the cessionary.
 * 5) *Oh dear! There is no cession, because all that Blondie has is a spes that Donald will buy the car.
 * conditional claim
 * 1) *Future event:
 * 2) **Blondie sells the car.
 * 3) **Donald says that he will pay if he wins the lottery. (if he inherits) (if he gets married). [subject to a future event.]
 * 4) **Blondie urgently needs money and cedes her claim to Susan. -Susan is also a bit dim. This is a valid claim.
 * 5) *Time clause
 * 6) **Blondie does sell the car.
 * 7) **Donald says he will pay in three months time.
 * 8) **Blondie urgently needs money and cedes her claim to Susan the cessionary.
 * 9) *Installments
 * 10) **Blondie sells the car.
 * 11) **Donald says he will pay in five installments.
 * 12) *Blondie urgently needs money and cedes her claim to Susan.

FNB v Lynn 1996 (2) SA 339 (A) is an example of a conditional claim. Oliver JA: The claim is a contingent or conditional right [ conditional on the certificate being issued]. Future rights can be ceded and transferred in anticipando. This is the basis for ceding book debts (including future debts), ceding future rights, and factoring of future rights. Van Der Hever JA: This is a conditional right not a future right. NEW (cedent) acquired a personal right to performance against QU-QUA (debtor). The personal right was delayed [pending the certificate]. The personal right was transferred [by the deed of cession in securitatem debiti].
 * 1) *Natal Earth Works (cedent) ceded its debts in securitatem debiti to FNB (cessionary).
 * 2) *They later obtained a contract with the Gov of Qua-Qua (debtor). Qua-Qua was due to pay them when a final certificate of approval had been issued.
 * 3) *Then they went insolvent before the final certificate had been issued.
 * 4) *The Liquidators (Lynn) then said that the cessionary (FNB) was not a secured creditor because the money due by Qua-Qua (debtor) was not due before NEW (cedent) went insolvent. FNB who was a secured creditor appealed.
 * 5) *The Court found that FNB (cessionary) was entitled to be treated as a secured creditor. There were various minority judgments. On various points.

PG Bison Ltd & others v Master of the High Court & another Supreme Court of Appeal (judgment delivered 29 November 1999 ) is another clear case of a conditional claim.
 * Pats Planks CC (the cedent) ceded its book debts to PG Bison the cessionary.]
 * It was common cause that the cedent's attorney inserted the following additional clause (‘the additional clause’) into the deed of cession prior to its execution by the corporation: ‘This cession will not be implemented unless the account is overdue by 30 days and 7 days notice of the intention to implement this cession has been given’.
 * It was also common cause that at the date of the cedent’s liquidation the account was indeed overdue by thirty days, but the seven days notice had not been given.
 * The court found that the outcome of the appeal depends mainly upon the interpretation of the additional clause, read in context. The first step in construing the additional clause is to determine the ordinary grammatical meaning of the words in order to ascertain the common intention of the parties.
 * The court found further that ‘There can be no doubt in my opinion that the rights were duly transferred to the appellants (cessionaries) and remained vested in them’ and that that the appellants (cessionaries) [can] only take steps to recover the debts directly once they have terminated the corporation’s mandate by giving notice in terms of the additional clause.

Transfer of Contingent Claims
This is to enable the cedent to determine what he is transferring and the cessionary to determine what he is getting. The following are not acceptable. The following is acceptable. Construction. Materialisation When does the claim pass? When the future event happens, is it for a brief instant an obligation in the hands of the cedent, or has it already passed to the cessionary. There is no uniformity of views and needs to be determined still. Priority
 * 1) The legality of contingent claims.
 * 2) *Cession of future contingent claims is not contra bonos mores, although it has been argued that such cessions limit a persons economic activities, and that they could lead to a clash of security interests.
 * 3) Specificity principle.
 * 4) *The future claim must be determinable regarding:
 * 5) **The identity of the cedent.
 * 6) **The identity of the debtor
 * 7) **The cause of the claim.
 * 1) Any future claim against Donald of R1000.00 where the future claim against Donald is not R1000.00. [Donald’s future claims may be R5000.00 and R3000.00]
 * 2) 50% of any future claim I have against Donald. [sum is not determinable].
 * 3) My future claims against Donald to the maximum of R50 000.00. (the cessionary doesn’t know which claim has a maximum of R50 000.00).
 * 1) 50% of each of my (specified) future claims against Donald.
 * 2) 50% of my (specified) future claim against Donald.
 * 1) The difficulty with ceding a future claim is that of delivery. De Wet & Van Wyk argue that a future claim cannot be ceded because transfer of a non existent thing is impossible. Prof Scott argues that there is a distinction between
 * A future claim and
 * A corporeal thing not yet in existence.
 * A future claim can be transferred, because there is a method of doing so. i.e the cession agreement, which would include the transfer agreement.
 * A corporeal thing not yet in existence cannot be transferred.
 * 1) Where more than one cession of the same future right takes place, the future rights to claim will take place in the same order as they appear.

title: South African Law/Cession/Object


text:
Wikiversity:Technical needs

Wikiversity is an educational wiki running on MediaWiki software - which has its benefits and drawbacks. This page is to brainstorm and discuss various technical needs that we may have - as individuals or as a community. Hopefully, we will be able to discuss these needs with the MediaWiki developer team - to identify what we really need in order to function better, and what's possible in both the short and long term.

 * See also Proposals for Wikiversity, at Strategic Planning.

Ideas
Please sign your suggestions so that people can get back to you about them!

Ideas which can be resolved internally
These are ideas which can be resolved internally (i.e. internal to WV's MediaWiki installation; no sandbox server backdoors). Typically they will involve templates, CSS modifications or human-organisational structures.

 * Course structuring - one idea from the KDE community is to have a web of content (ie lessons), over which is placed a network of specific "learning paths". Each learning path would specify what content the learner should look into in order to become proficient in that particular subject.
 * Improved file structure - Some instructors are creating more formal kinds of courses with lessons and pages of lessons, quiz pages, explanation pages, etc. A much stronger and clearer file structure is needed so this instructor can keep track of all of his pages and can easily set up navigation among the 2000 pages and illustration. Robert Elliott 13:22, 7 March 2008 (UTC)

Ideas which probably need a MediaWiki extension

 * File importing and exporting to/from wiki syntax - for example, the ability to automatically convert a formatted Word Document into a formatted wiki text and vice versa. Work on a PDF converter from wikitext is underway, but it could be useful for educators to be able to mass-upload content without having to do masses of work.
 * Comment: makes sense; would be a general request for all Wikimedia projects, not just Wikiversity, so somebody has probably already thought of it - is there a history elsewhere? --McCormack 06:56, 9 March 2008 (UTC)
 * See mw:Extension:Word2MediaWikiPlus --McCormack 06:58, 9 March 2008 (UTC)
 * Slideshow creation - eg. being able to upload a slideshow so that the viewer can scroll or click through the slides, one by one. it would also be nifty to link this to a spoken accompaniment - just like having a virtual lecture to hand, which can be accessed from any point.
 * See: mw:Extension:Slideshow, mw:Extension:SmoothGallery, mw:Extension:LightboxThumbs, mw:Category:Media handling extensions, mw:Extension:SlideShare. --McCormack 06:56, 9 March 2008 (UTC)
 * Media support - eg. embedding and/or playing video/audio within a page (Note: I think YouTube links would be out of the question since they are generally copyright, but could free content be embedded from another site? Cormaggio beep 18:05, 21 February 2007 (UTC))
 * See mw:Category:Video player extensions and mw:Category:Audio player extensions. --McCormack 06:59, 9 March 2008 (UTC)
 * Media uploading - could it be made simpler? (Think Flickr/Facebook)
 * Similarly, there needs to be a sensible way for people to upload media files which are not IMAGE files. The current method of uploading a PDF files is extremely confusing.  (Wikiversity says a PDF file is an IMAGE file but you must not use Image :  to retrieve it, Rather you must use MEDIA to access it.) Robert Elliott 13:22, 7 March 2008 (UTC)
 * See mw:Category:Flickr extensions and mw:Category:Media handling extensions. --McCormack 07:02, 9 March 2008 (UTC)
 * PDF pages - A way to directly display PDF pages (or some other eBook layout pages.) Using the Wiki language to layout pages is extremely awkward. Robert Elliott 13:22, 7 March 2008 (UTC)
 * You can change the format to djvu and than show tham like a slideshow.--Juan de Vojníkov 23:20, 16 March 2009 (UTC)
 * What do you mean by "some other... layout"? Can you give an example or a screenshot? --McCormack 06:56, 9 March 2008 (UTC)
 * FreeMind uploads - Although there is no possibility of editing mind maps online and in a wiki way with the current extension it could still be useful for discuss and find consensus about collectively build diagrams, that can be uploaded as an image by each user that modifies them. A kind of project' oriented task whose main objective is to create state of the art conceptual maps about a field that participants are learning about. The process could be like this: find information (in Wikipedia, for example) > discuss if concepts/people/ideas/facts are related to the core sketch > if so hierarchyze that information > download the map, modify it and upload it again > continue the research of information related to it, and so on. --Esenabre 17:42, 14 March 2008 (UTC)
 * Anonymous surveys - A way to conduct anonymous surveys in order to collect data using multiple choice, likert scales, open ended questions and possibly other methods. -- User:Remi
 * One possibility would be an install of http://limesurvey.org on a test server. -- Jtneill - Talk 05:35, 27 March 2008 (UTC)
 * The ability to conduct research anonymously, but at the same time being able to detect bad data

 * WikiTimeline - Activating the WikiTimeLine extension on wikiversity would be a good idea I think. Its the, kind of, interactive and real-time version of easytimeline. Controlled by the reader of the article instead by the writer. You add tags to an article, if the reader clicks on such a link, an event will be added to the timeline. You can add the events you want (and so create an individual timeline), zoom in/out and move around. See the live example and more information here (just click on a few of the links at the "Examples" section) and the MediaWiki page here. Its like a mix out of WikiTimeScale and the Simile Timeline. The interface is in JavaScript, so there's no heavy load put on the server since nearly everything runs client-side. Thus it can be used by heavy traffic wikis (like the wikimedia foundation wikis) too. The guys at bugzilla told me we would need to be interested here first and afterwards the admins of wikiversity could go to bugzilla/the developers of mediawiki and request the activation of the extension. Any interest? ColdCase 11:18, 31 July 2008 (UTC)
 * This discussion has moved to Colloquium ColdCase 12:32, 31 July 2008 (UTC)

 * Hidden subpages Be able to hide all (or select) subpages of a certain page from the random functions via magic words - preferably on the base page.
 * Page name truncation within categories - be able to display just one more of the lower pages without showing the root page
 * Interactive geometry software for math - eg. we could do some geometry exercises at GeoGebra and let the students interact with them.
 * See: mw:Extension:GeoGebra. Helder 18:32, 16 April 2009 (UTC)

Ideas which probably need a readjustment of LocalSettings.php

 * Easier name changes - Allow instructors to make greater and easier name changes. Some instructors occasionally make mistakes in the names that they select for pages. The current method for fixing this just creates more pages that eventually confuse everyone... including the instructor. Robert Elliott 13:22, 7 March 2008 (UTC)
 * It is possible to assign privileges to different categories of user using LocalSettings.php. For example, you could assign anonymous IP's the right to appoint bureaucrats. More sensibly, registered users could be assigned to the right to move pages. Even more sensibly, long-standing registered users with high edit counts and a need to apply sysop tools to their projects could be assigned sysop (custodian) status. --McCormack 07:09, 9 March 2008 (UTC)
 * On further reading of this (and thinking a bit this time), do you mean a new move function which does not yet exist? If so, please give a more precise description of how this would work; e.g. a combined "rename-and-delete-old-page-and-update-all-links" ? --McCormack 07:16, 9 March 2008 (UTC)
 * Yes, currently a name change is simply a new page with a redirect from the old page. What is needed is a SAFE way to completely change the name and ALL references to that name.  (That should be a challenge!) Robert Elliott 01:58, 17 May 2008 (UTC)
 * An associated issue is that of dealing with classes on a wiki. Sometimes we experience a rush of new user account creations as a class descends on a project. In the long term, it is sensible for classes to use prefixes or suffixes on their usernames (rather like school uniforms) so that the instructor can recognize them (at least a bit). It is also the case that classes faced with wiki sign-up tasks typically make a lot of mistakes and want to change their usernames anyway. It would be helpful if it was easier to change usernames. I'd suggest extending this privilege from bureaucrats to custodians for Wikiversity's specific needs in "classroom management". --McCormack 07:09, 9 March 2008 (UTC)

Ideas which may need both internal reforms and new programming

 * Metadata - could address search issues. This could take different forms (think categories and/or 'tagging') and it could be used to link/interface Wikiversity resources with other sites, such as OER Commons. (See the Semantic MediaWiki project for a metadata extension for mediawiki.)
 * Yes - a critical issue. Before we get metadata sorted out, we need to get subpages sorted out, so that we can then start an inventory process. --McCormack 07:20, 9 March 2008 (UTC)
 * Student assignment - A non-threatening way for students to upload assignments with a single button and present them in both the page for completed lessons and on the students USER page. Robert Elliott 13:22, 7 March 2008 (UTC) (Further details on this request here and here.)
 * On the whole I would see this as being so ambitious as to go beyond what is prudent or possible with MediaWiki. Perhaps others see it differently? --McCormack 07:20, 9 March 2008 (UTC)
 * The current system cannot be greatly changed, that is true. But MediaWiki was never designed as a way to organize and write lessons for a school.  Therefore, sometime down the road (possible for Wikiversity II), you will have to bite the bullet and create a new system more appropriate for a school.   Painful but necessary.  Therefore you can begin to plan now. ~ Robert Elliott 09:33, 16 March 2008 (UTC)
 * Categorized Search Results - Search results which are close to a subject but not quite right could help users narrow down the possibilities if a term or a phrase is not exact. Similarly, a missed connection (a page related to the subject but not what the user is looking for) could guide the user to the proper subject pages. - gustable 02:06, 8 July 2008 (UTC)
 * Anonymous pages - These pages could be created as anonymous, and then all contributions would be anonymous. Perhaps only stewards and/or bureaucrats could see who the contributors are. These of course could be deleted if they are inappropriate, and then also, moved if the page name needs to be used in non-anonymous ways. They could perhaps be only created as subpages maybe.
 * A seminar feature. Seminars play an important role at brick and mortar universities, and they could provide an important learning mode at Wikiversity. The seminar session itself would likely consist of several students (and perhaps an instructor) on a shared zoom (or other) video meeting. A difficulty that has to be addressed is identifying interested participants and scheduling a time for the seminar meeting. Game sites such as chess.com allow participants to find other players immediately because of the high traffic levels they serve. That is unlikely on Wikiversity at this time. An innovative queueing, scheduling, and notifying system will be needed.
 * Student discussion groups. Classroom discussions play an important role in brick and mortar universities. Wikiversity would benefit from providing an analogous capability. This might be implemented as a discussion widget that can be added to a course. This widget would implement an on-line chat group so that any student could join the thread and participate in real time text discussion of class topics. Perhaps a decade from now we can have a metaverse version of this!

Other ideas, uncategorised ideas and new ideas

 * Login - (opt-in) differential login for learners/students and facilitators/teachers (?)

 * Because there are people here that are teachers/mentors and students I don't think this would work very well. But an idea similar to this could be to make a userbox type thingy where you can label yourself as a teacher and then also list what things you are teaching. And then you can also list what courses you are learning from. Perhaps this could add you into the category system as well so it would be easy for people to find other teachers and other peers and such. --Devourer09 02:56, 7 September 2008 (UTC)

 * Certifications—provide students with a recognized certificate for completing some number of courses. One option would be to connect with the open badges project.
 * Federated WM Foundation project search - a way is needed to search across multiple WikiMedia Foundation wiki projects. It is inefficient and time consuming to search separately on the different domains. See also March, 2008 discussion about this on wikiversity-l -- Jtneill - Talk 16:02, 22 March 2008 (UTC)
 * Enhancing social features (eg SocialProfile Extension) Could this be extended to a way of finding people of similar interests, with whom you could collaborate and learn?
 * Yes. For example, ArmchairGM (the sports wiki where the social tools were originally developed) had a special page (Special:SimilarFans) to find users similar to you — users could choose their favorite sports and sports teams on a special page and the SimilarFans special page would look for users who like the same sports and teams as you. --Jack Phoenix 18:49, 16 August 2011 (UTC)
 * PRO: this could be done so far with Categories or userboxes or a central page where people add themselves, but this needs knowledge that these exist :-( Erkan Yilmaz Wikiversity:Chat  18:48, 11 March 2008 (UTC)

 * Discussions - how to keep discussions accessible and "current"? One idea might be LiquidThreads
 * Tracking and monitoring facility - a learner management system where the system tracks the progress of oneself on a particular course and/or the achieved test scores. source
 * Showing activity level of participants in a course: e.g. all people listed on a course page and sort them after their activity level by contributions ? ok, perhaps not so nice because of privacy reasons, but helps the others (instructor,...) to keep the overview. So far this was done manually here. Erkan Yilmaz uses the Wikiversity:Chat  10:35, 17 March 2008 (UTC)
 * RSS feeds for users' watchlists - -- Jtneill - Talk 12:07, 16 March 2008 (UTC)
 * This feature has existed for a while now, see Special:Preferences. --Jack Phoenix 18:49, 16 August 2011 (UTC)
 * When moving a page there could be a check box that would also move all its subpages to reflect to moved page's new name
 * Move category feature - moving a category would automatically edit all pages within that category to reflect the moved category
 * This was a Google Summer of Code project back in 2008; a lot of code was written, but the feature never made it to trunk. See mw:User:NicDumZ/GSoC and the code branch (which has been bitrotting for a while). --Jack Phoenix 18:49, 16 August 2011 (UTC)
 * Hiding noinclude sections from edit windows: This is something that was broken when the last major mediawiki update went through a month or two ago. Look, for example, at BCP/Taraxacum officinale, and specifically see what happens when you hit the [edit] button next to "Recent Logs" (on the right hand column). The way it used to work is that you would only see that section when you edited, and all we needed to tell people was "add *~ on a new line below the last one to log the plant". This doesn't work anymre though, since the nonincluded section (archived logs) also comes up in the edit window when you hit the button. I'm not sure that there's any advantage to how it is now, but it's a major difficulty in making that part of bloom clocking easy for the newbies to do. Using the clock is complicated as it is, but it was nice before that new users could "get their feet wet" by doing something quite simple (later on they need to start using templates on the profiles as well, but it's a "one step at a time" thing. --SB_Johnny | talk 14:44, 30 March 2008 (UTC)
 * Allow uploading of .blend files
 * Page name masks within categories - Since we use subpages fairly liberally here, if a page is named This or that page/Links, then within Category:This or that page, it could be displayed as "Links" and would link to This or that page/Links. Maybe syntax on the page being categorized could be something like.
 * Advanced Category Searching; ie, allowing one to search for all pages in the "Topic" namespace under Category:History and all subcategories. This sort of thing would be very useful in categorizing stuff.  The Jade Knight 09:56, 10 September 2008 (UTC)
 * Category Redirects (while I'm at it): It would be WONDERFUL if there were any way to make a category redirect to another category in such a way that everything in the first category would be immediately placed in the second category. This would save an awful lot of grunt work, and would be terribly convenient for making sure categories stayed consistent.  The Jade Knight 09:56, 10 September 2008 (UTC)
 * Collaborative 3d modeling with Cad support and wiki-like versioning
 * Collaborative programming You edit source files like you edit a wiki, but you can download all linked files in bundles ready to be compiled (or maybe even precompiled) with attatched resources (graphics)

Getting technical needs addressed
The mechanism for addressing technical needs within Wikimedia projects is generally to add a request to Bugzilla. Also, there is a mailing list for technical issues, Wikitech-l, as well as an IRC channel, #wikimedia-tech (on freenode).

Generally it is a bad idea to go along to #wikimedia-tech with a poorly-formed request, or even a well-formed one, and don't even dream of putting a vague request on bugzilla.. Get your development team and your proposal together in advance, and don't assume the MediaWiki development people will devote any resources to you, other than code-reviews (once they're convinced you aren't wasting their time). Start by contacting the people listed below instead, and learning how the system works.

Truly good ideas are also mostly old ideas, and there is often evidence of this on MediaWiki in the form of incomplete projects. One way forward is to take over a stalled project and move it forwards.

List of Wikiversitarians who have skills which could be used in implementing technical requests

 * McCormack
 * Historybuff

title: Wikiversity:Technical needs


text:
User talk:Laserenite

Hi - (Lena, is it?) - and you're very welcome to Wikiversity! I've replied to your question on School talk:Education - hope it's of some use to you. Any other points of clarification, I'd love to help - just leave me a message on my talk page (I should also add that I've some experience in teaching English as a foreign language). I'm adding a welcome box below - there may be some useful Wikiversity links (or not - let me know!).. Cormaggio 15:44, 11 November 2006 (UTC)

title: User talk:Laserenite


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Wikiversity:Publishing original research

Where do I publish
Increasingly online preprints databases are supplementing or replacing peer reviewed journals as sources for research. The major preprints databases are:

 * http://www.ssrn.com - Social Science Research Network
 * http://econpapers.repec.org - Working papers in economics
 * http://www.arxiv.org - Physics and astronomy preprints archive

How do I publish
The main thing that you need to do to publish an academic paper is to collaborate, collaborate, collaborate. Find a group of people to share ideas with and to argue with.

Start by getting together a rough draft on your wiki page, and use this to get comments from people. Don't be afraid that people will trash your ideas, because the purpose of sharing rough ideas is precisely to get people to trash them. Start with a few people that you are comfortable working with, and as the article gels, you can share it with a wider and wider group of people. At this point your draft article should probably have a "DO NOT CITE" tag associated with it, signifying that it is a rough article with possible incorrect data and assertions.

Over time your article will start to reach a form in which you feel comfortable signing your name on it. At that point you will need to upload it to one of the preprints databases. You can also at that point consider submitting it to one of the paper journals.

Publishing in wiki media
The original Wikiversity proposal of 2005 proposed that Wikiversity should, "test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results (within a policy framework developed by the community)".

 * "..... 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)

In order to support publishing of original research, Wikiversity can make use of systems for formal peer review.

Current wiki journals

 * WikiJournal user group - a set of peer-reviewed, academic journals similar to this initial concept
 * WikiJournal of Medicine - The flagship publication of the WikiJournal User Group
 * WikiJournal of Science
 * WikiJournal of Humanities
 * Scholarpedia - an academic-written encyclopedia
 * Ancilla Iuris - a law journal

Past wiki journals

 * Nupedia - a 2000–2003 academic-written encyclopedia
 * Citizendium - a 2006–2020 academic-written encyclopedia
 * academia.wikia.com - a 2006–2007 academic publishing wiki


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Wiki Journal (magazine)

 * This article is about the magazine. For the peer reviewed academic journal, see the WikiJournal User Group.

Wiki Journal was an online journal in wiki format that predated the Wikiversity project. It was for articles about wiki phenomena such as articles exploring the challenges and rewards of working in a wiki environment. The Wiki Journal also accepted review articles. These could be formal peer-reviewed articles or less formal reviews of existing wikis and wiki projects that are more like editorials. The Wiki Journal encouraged all authors and reviewers to register a wiki user account and associate their work with their real name.

The Wiki Journal had an article proposing peer-reviewed wiki format publishing that was developed at the Academic Publishing Wiki. See: Flexibility in wiki publishing: author desires, peer review and citation. However the journal as a whole was not peer reviewed.

Peer reviewed academic publishing has subsequently been developed by the WikiJournal User Group (with the WikiJournal of Medicine as the first established journal)

Does starting a journal seem like a daunting task? This is a wiki! If you want to organization valuable knowledge in a meaningful way, and if you want to disseminate new knowledge, consider starting a preliminary journal. It may develop into a full fledged journal eventually. You can format it similar to Preliminary WikiJournal of Business and Economics, or you can find your own way of proceding. Be bold, thoughtful, and creative.

title: Wiki Journal (magazine)


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Category:WikiJournal

This category contains pages relevant to the WikiJournal User Group.

title: Category:WikiJournal


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User:Misza13

Hi! I'm User:Misza13 at the English Wikipedia.

title: User:Misza13


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Talk:International law

I am a second year student of International LLB. thank you very much for opening such thing. hopefully it will be a brilliant sight for law students and academics. ANMTH

Couple of tips on International Humanitarian Law external resources
Hi, Just a couple of places you may want to visit if interested in this field of law:

1.- The International Committee of the Red Cross: the guardian of IHL.

2.- An interesting research tool, for more advanced students.

Enjoy! Phantom 13:47, 14 February 2008 (UTC)

Law of Armed Conflict/Sources of PIL
Hi just a suggestion of adding law of armed conflict to the subject. Also the addition of an explaination of the sources of PIL as there are some concepts unique to PIL, customary law and related opinio and usus.

title: Talk:International law


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CisLunarFreighter/Detailed requirements analysis

An overview of major requirements: What do we and the users want from a/the game?

1. Entertainment -- Should be fun.
 * Hands on ship control against fairly realistic G fields is fun.
 * Dodging debris and asteroids is fun.
 * Blasting asteroids to mine for valuable ore, artifacts, or other resources is fun.
 * Working together as a team to accomplish some giant task is fun.
 * Communicating with online buddies is fun.

2. Social -- Interaction with other people via
 * Chat -- most mud environments allow this
 * Possible IRC integration.
 * Possible GAIM integration.
 * Email -- useful or not?
 * Potentially useful.
 * Game consequences -- Makes the game more interesting
 * Loads delivered begin to pile up or generate demand for missions. Player or others may undertake new missions.
 * There could be a combat component
 * You could be a smuggler and have to smuggle space contraband

3. Educational - Exposure to some science, engineering, and operations concepts
 * Links to applicable background reading of various levels
 * Internal math and reading requirements
 * Math practice - Examples
 * Loading of fuel and cargo mass vs. destination decisions in math assistance screen demonstrating use of spreadsheets in load balancing calculations with easy reference and reading showing sample problem solutions to control the center of mass. Java applet with sliders to allow easy selection for within specification loading.
 * Learn about how gravity affects space crafts
 * Learn about theoretical fuel requirements to attain certain amounts of power and speeds
 * Malfunctions might occasionally require mission abort or manual calculations.
 * Misfortune (hijacked to Saturn by pirates) might require decisions about how much cargo to abandon or redistribute manually as fuel
 * Or how to combat/outsmart pirates using strategy or finger twitching
 * Reading around the web
 * Use of open source tools for modding
 * Software design and coding techniques

4. Reinforcement of Societal Norms
 * Aliens and Pirates are best avoided but blasting is ok for self defense. Self defense applies only if your ship has taken demonstrable damage from the other side of the battle.
 * Mistakes blasting other freighters results poor reputation, Space Patrol pursuit, and eventual game session loss or incarceration, ship lockdown.
 * Responding successfully to distress signals can improve standing with police.
 * Maybe have a karma system where you can be "bad" or "good". Why not allow the gamer to be a "good guy", a police man, a pirate, or alien?
 * Do we want aliens?
 * Mistakenly blasting a Space Patrol ship is not survivable since escalating levels of Space Patrol show up to capture or blast miscreants.


text:
CisLunarFreighter/UML case diagrams

Use Cases for CisLunarFreighter learning project.

A standard form of use cases have a title, preconditions, steps, postconditions, who benefits.

MUD operator
Install the central seed client necessary to coordinate applet activity

Preconditions:

 * Seed must work at x level, distribution developed, and tested incrementally so crashes of operator's environment are rare.

 * 1)  Find or develop Java MUD server and client classes adequate for initial login and security requirements.
 * 2)  Install and test on project developers servers and machines
 * 3)  Test it with jFreeRail and CisLunarFreighter applets
 * 4)  Package the releases for easy install and publish at SourceForge
 * 5)  Begin modding and importing new applets after rigorous code walkthroughs and testing.

Postconditions:

 * Feedback
 * Bug reports.

Actors who benefit. Players, Developers, Modders, Mud Operators

Player
Download, play, feedback.

Pre Conditions:	  PreAlpha is ready for incremental testing

 * 1)  Hear about game environment and decide to try it out
 * 2)  Download from Sourceforce and install
 * 3)  Beginner's orientation or interface is intuitive
 * 4)  Begin playing/learning
 * 5)  Provide suggestions for gameplay enhancement and bug reports.

Post Conditions: Learned all possible from game or bored with gameplay or community. Feeback processed into environment Bugs fixed or resolved somehow.

Benefits: Players, Developers, Modders, Mud Operators

Modder
Preconditions:
 * Specifications available
 * Tools are available (Hence, reliance on free^2 tools and components)
 * Source and intermediate data products (3D models) are available

 * 1)  Downloads and plays / looks over
 * 2)  Decides to tweak
 * 3)  Discusses intentions with developers
 * 4)  Implements and tests
 * 5)  Submits for developer evaluation

Postconditions: Benefits: Players, Developers, Modders, Mud Operators
 * Incorporation into baseline product
 * Published as tested mod

title: CisLunarFreighter/UML case diagrams


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User:Wildlifer

I student of sciences. I am neanderthol

title: User:Wildlifer


text:
User talk:Wildlifer

wildlife

title: User talk:Wildlifer


text:
User:Thunderhead/header

 Monday 29 July UTC

 Welcome to Thunderhead's' Page on Wikiverstiy, the free school that you can write!

title: User:Thunderhead/header


text:
User:Thunderhead

Admin on en.wikinews, Meta admin, and I hope to become more active here in some of the journalisim courses. I'll be glad to help in any manner, and I will definintly accept any help that anyone is willing to give.

title: User:Thunderhead


text:
User:Jb-adder

wikipedia:User:Jb-adder

title: User:Jb-adder


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CisLunarFreighter/Open source tools

Scriptwriting

 * OpenOffice

StoryBoarding

 * GIMP - Graphics Image Manipulation Program is useful for a wide variety of graphics image tasks including creating tilesets and sprites, translating file formats, and creating background and foreground stills and masks.
 * Inkscape

PDF File Creation

 * OpenOffice - A productivity desktop suite. Contains word processor which will create and export a pdf file.  Useful for storyboarding.  One file contains all pictures and text.

Modeling

 * Art of Illusion - An easy to learn powerful 3D modeling and animation environment. There are few import/export paths for this program but it is written in Java with an extensible object oriented framework.  Probably worth reading the code for graphical programming techniques and possibly classes.
 * Blender_(software) - A 3D modeling and animation suite with additional capabilities to support game programming. It has been confirmed that blender will import 3ds files.  Exporting from a now out dated version of 3DSMax to 3ds and imported into Blender3D has been accomplished successfully.  An external introduction to blender set of video tutorials..  Wikibooks has several online books on Blender.Blender
 * Make Human - Allow for quick and detailed modeling humans.

Sound Clip/Track Editing

 * Audacity - An open source sound processing tool.

Still Art Editing/Creation

 * GIMP
 * Inkscape - An open source illustration program.

Game Engines/Tools

 * Arianne - An open source 2D massive multiplayer online role playing game engine.
 * HiperGL - Game Framework - Framework for hardware accelerated 2D graphics.
 * Crystalspace3d - a 3d game engine
 * ImageJ - Written in Java this is an image processor focused on Scientific processing. It may also be useful for lifting techniques for graphics programming using the Java standard library.
 * Panda3D - A BSD-licenced 3D graphics and game engine.

Code version/build/test/programming tools

 * Ant - A build and test automation tool.  Has worked well so far with Beans and jFreeRails and ImageJ.  Well worth someone learning to package our distribution effectively.
 * ArgoUML - An open source UML editor. I have seen it alleged that this does not yet implement the full UML specification.  Anybody who can illuminate us please do so here.
 * Beans IDE - This is a very sophisticated and so far robust integrated development environment. It works well with ANT.  I have successfully compiled and tested ImageJ and jFreerails using the build xml files that came with them.
 * JVM - The Java Virtual Machine platform runs on most desktop or better hardware, making it ideal for widespread distribution of our applets.

 * 3D No Plugin - Uses Java and python to display 3D models online without plugins. A little slow. Useful for model evaluation

Information available at other projects
http://en.wikipedia.org/wiki/Elephants_Dream This article on the FOSS short creation process  has a list of tools used within the project.

title: CisLunarFreighter/Open source tools


text:
User talk:Darvo

Images without source
Hello. Could you please provide sources for the images you upload to Wikiversity? (for example Image:Bobbyclark.jpg, Image:Newton01.jpg, Image:Popper-karl-01.jpg) You have to prove they are released under the GFDL, or they will be deleted. Moreover, if they are really free, you should upload them on Wikimedia Commons so as to make them available to all Wikimedia projects. Thanks. guillom 23:06, 15 November 2006 (UTC)

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

Unsourced images
Could you please ensure that all the images which you have uploaded contain information on the source/creator/licence of each image? Michael Billington (talk • contribs) 13:23, 2 January 2007 (UTC)

title: User talk:Darvo


text:
User talk:Clumpidy~enwikiversity

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 Clumpidy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Clumpidy~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

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

title: User talk:Clumpidy~enwikiversity


text:
User talk:Monkey~enwikiversity

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 Monkey. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Monkey~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) 06:16, 19 April 2015 (UTC)

title: User talk:Monkey~enwikiversity


text: User talk:Asalim 25

title: User talk:Asalim 25


text: User talk:Jb-adder

title: User talk:Jb-adder


text: User talk:Addmachina

title: User talk:Addmachina


text:
User talk:Meridionale~enwikiversity

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 Meridionale. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Meridionale~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 23:38, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Meridionale~enwikiversity


text: User talk:Horsechic6

title: User talk:Horsechic6


text:
User talk:Publia~enwikiversity

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 Publia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Publia~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Publia~enwikiversity


text:
Template:Course1Location

 * bgcolor="#ccff99" | Course:
 * style="border: 1px #cccccc solid;" | Course #01 - Basic Filmmaking
 * bgcolor="#ccff99" | Department:
 * style="border: 1px #cccccc solid;" | Narrative Film Production
 * bgcolor="#ccff99" | Division:
 * style="border: 1px #cccccc solid;" | Film and Television
 * bgcolor="#ccff99" | Portal:
 * style="border: 1px #cccccc solid;" | Fine Arts Portal
 * bgcolor="#ccff99" | School:
 * style="border: 1px #cccccc solid;" | Art and Design
 * bgcolor="#ccff99" | Faculty:
 * style="border: 1px #cccccc solid;" | Humanities
 * bgcolor="#ccff99" | University:
 * style="border: 1px #cccccc solid;" | Wikiversity (English)
 * style="border: 1px #cccccc solid;" | Art and Design
 * bgcolor="#ccff99" | Faculty:
 * style="border: 1px #cccccc solid;" | Humanities
 * bgcolor="#ccff99" | University:
 * style="border: 1px #cccccc solid;" | Wikiversity (English)
 * bgcolor="#ccff99" | University:
 * style="border: 1px #cccccc solid;" | Wikiversity (English)

title: Template:Course1Location


text:
Information security

Information hiding is a process of embedding it in a digital media, and retrieving it back. The major requirements of the process are to be imperceptible, robust, and secure.

The major criteria for data hiding are: The most important, and the most misunderstood topic of this course is the security. It is formed by:
 * Fidelity - how is the data degraded due to embedding
 * Robustness - how is the data protected from flows and manipulations.
 * Payload - the amount of information that can be reliably embedded.

Information hiding methods are different, on basis of the And upon the type of threat (attacks) which are malicious (intentional) and non-malicious (not intentional)
 * Nature - (audio, video, image, text, software, etc)
 * Robustness, where robust is highly immune, and fragile, meand low-immune.
 * Synchronous/Asynchronous communications.

What to hide
The things we are supposed to hide are:
 * Media
 * Software
 * Hardware Design and Implementation details

Why do we hide?

 * Protection from malicious use. examples(copyright, watermarking)
 * We want to conceal the existence of information from everyone. examples(encryption, steganography)
 * To avoid the ugly Meta data, data bridging, etc.

The areas of the course

 * General Information Theory
 * Signal processing and transforms
 * Game, and Coding theory
 * Cryptography, and Protocols
 * Detection and estimation

Information Theory
The most important aspect of the security plans is the understanding of the properties and behaviors of the information to be protected. Information has also identity, by which is can be validated, authenticated and addressed. It stays combined with values until and unauthorized change. The information identity combined with vales is called Information Integrity.Piratesation? is the process of evaluating the degree of protection for various items of importance. However practically nothing is fully guarded. In order to be feasible the plan must have a scope. Security plan has three important parts:
 * Protecting information's core. Since the information is at the core of the model, we coat it with a protective covering called cryptography. Cryptography is tightly couples with an information and follows its ways. Authentications are required through the so-called Digital Signatures.
 * The information is too vast, and cannot be narrowed sufficiently to take single set of preventive measures.
 * However different measures can be applied to different pieces of information, making it more manageable. The best model is with outer layers.
 * Information can be replicated cost-effectively, while the entire system cannot. So, data defense requires backup processes
 * Information has mathematical properties and support counter-measures.
 * Strengthening the resources (systems and networks) is the issue, addressed to minimizing the risk that the data will be destroyed, stolen, or altered both "at home" or via network.
 * Authentication of those who can access the information

Cryptographic method layers
is a second layers of the encryption model. Cryptography disguises informations to be read by attacker, even is wrongly obtained. Its methods are extremely complex and need great deal of time to be analyzed and broken. Cryptography methods are varied, because once the attackers came up with some method of breaking information - this method should be invalidated. Those methods are improving from time to time, and becoming more complex. General cryptography elements are:
 * Plain text, which is user-generated message.
 * Ciphertext, which is a disguised plain text, the result of cryptography.
 * cryptographic algorithm, which is used to encrypt the plain text
 * encryption key, is a secret which is shared between two or more trusted parties.

Authentication and verification layer
it determines, whether the presented information about the accessor? is real. Authentication techniques usually take advantage of the following FOUR factors.
 * Possessing factor - something the user has to issue to the system in order to get access to the information.
 * Biometric factor - some user's identity that is unique (face, fingerprint, DNA)
 * Knowledge fact (something that user may know, in difference of someone's else)
 * Integrity Factor - something that allows user to authenticate factor.

Data to Information
information seats at core of model

Metadata
the data about data is meta data

Information systems
The most important phases of the information system life cycle are:
 * Input, when information is acquired from users.
 * Process, when the information is percepted by the system, and the
 * Output, when the processed information is displayed back to users.
 * Feedback, is a phase that lies on a path from the output back to process. Together with the Process and Output is forms a loop. This loop improves continuously, and is the subject of our course.

Mathematical Principles of Cryptography
The information must be treated the same, on the binary level. The type of information (whether it is in bits, float, doubles) doesn't have any meaning. The information has binding in order to be encrypted, the binding can be removed only using some cryptographic procedure. All the methods of number theory must be applied to the binding. On today's dates, the encryption, carried on the character level is not capable of generating a code with significant countermeasure.

Symmetrical Key Cryptography
This type of cryptography works by having a cipher (and key) which are the same for encryption and decryption.
 * Plain message text, should be coded as a natural language.
 * a ciphertext which is obtained by converting a plain text using an encryption method.
 * Encryption Algorithm, executed by software in order to carry out the cryptographic strategy.
 * Decryption Algorithm is a software that makes a reciprocal function of the encryption algorithm.
 * Both of these processes may use a secret key, which does not have any relation with written text.

Asymmetrical Key Cryptography
This type of cryptography works by usually having 2 keys which one encrypts (public) and the other decrypts (private). Its main use is to secure communications such as email or instant messaging. Also in this scheme it can be used to sign messages and files (such as programs) to verify their authenticity with their corresponding public key.
 * Public-key cryptography is the scheme used by this type of cryptography.
 * Diffie–Hellman key exchange is a type of public key cryptography that allows 2 people to communicate their keys over an insecure channel which then later can be used to generate a key for a symmetric key cipher.
 * PGP is a asymmetric key implementation that is used for email and also for the purpose of verifying the autheticity of programs through the use of digital signatures.
 * SSL uses asymmetric encryption for key exchange but symmetric encryption for the actual encryption.

title: Information security


text:
User talk:YvonneGeberl

Hi Yvonne, I saw your message at Iva Kirilova's talk page - perhaps you two (and anyone else) could work on this page: Ways of making education more interesting for children? In any case, it would be good to link any page you're working on from School:Education - or another page that's easily findable by people interested in education (like me :-)). Thanks! Cormaggio 15:06, 12 November 2006 (UTC)

title: User talk:YvonneGeberl


text:
Filmmaking for High School Drama Departments

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Script Writing/Filmmaking for High School Drama Departments See the courses in Basic filmmaking and  Film editing and Film scoring from the same instructor.

 * style="width: 50%; background-color: #ffffe8; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 50%; background-color: #ffffe8; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Welcome to the "Filmmaking for High School Drama Departments"

 * A film and a play
 * Wikiversity Film School is developing a new way for drama departments to create short motion pictures at the same time they produce a school play.

 * The idea is to create a 5-minute motion picture using the same set, lights, costumes and props as the current school play. After the school play begins its run, rehearsals on a short movie can begin with new actors. Once the play is over, the shooting of the movie can begin.  Since the set and the lights and the costumes are all ready, filming can be done very quickly during the weeks that follows the closing of the play.

 * Once the short movie is filmed, the raw footage can be put on DVD-Video disks for people around the world to edit.

 * To do this, schools need 5-minute motion picture scripts which can be filmed on stage for the most popular school plays.

 * style="width: 50%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; " |

Script Writing

 * We need you to write a script which a high school drama department will turn into a 5-minute motion picture.

 * But not just any script. Your script must use the same movie set, lights, costumes, and props for popular schools plays such as:

 * Grease
 * Peter Pan
 * The Sound of Music
 * Little Red Ridinghood
 * Rumpelstiltskin
 * Cinderella
 * Christmas Carol
 * Fiddler on the Roof
 * Romeo and Juliet
 * Annie
 * Music Man
 * Death of a Salesman
 * Our Town
 * Godspell
 * You're a Good Man, Charlie Brown

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 55%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The Situation

 * It has been 15 years since digital video came to personal computers. Yet today, few high school drama departments create their own motion pictures.  (I have only heard of one in Lawrence, Tennessee.)

 * There must be an easier way for drama departments to begin making movies.

 * Each year, high school drama departments put on outstanding plays by extremely talented students. These plays have beautiful and expensive stage sets, very extensive lighting, and wonderful costumes.

 * So why not use all of this to make a very short motion picture once the play is finished?

 * Right now, the missing ingredient is a movie script for each of the popular school plays.

 * Once we have scripts, we can begin to create the storyboards and all the rest of the pre-production elements for the movie.

 * style="width: 45%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Getting started

 * The story
 * The first step is to think of a story for one of the popular school plays. This can be similar to the play or completely different.  The only requirement is the movie must be able to be filmed on the same stage, with the same lights and costumes as the play.

 * Format the script
 * Then type the story as a movie script. When formatted, it should be one to five pages long. Two or three pages is best.

 * Final Draft free demo version
 * You can use the free demo version of Final Draft to type your script. If you do not know how to do this, take the lesson on script formatting.

 * Original material
 * For plays newer than 1923, you must not use any of the names, the story, or any music from the original play or musical. That means you can use words and names from the classics such as "Romeo and Juliet" but not anything newer than about 90 years.

 * Fun for all
 * Remember that this is for the enjoyment of the parents as well as the students. Don't go too wild with your story.  Make it entertaining for all.

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Your first step

 * Your first lesson is to think of a story which can be produced by a high school or junior high school drama department which is putting on one of the popular school plays.

Contact Your Instructor

 * Your instructor for these courses is Robert Elliott. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }


text:
Filmmaking for High School Drama Departments/Script Writing

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Introduction and Prologue A Sample Story for a Jr. High School Drama Department
 * style="width:50%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

"The School Play" by Robert ElliottThe audience in the junior high school auditorium is sitting in their chairs waiting for the performance of the new school play. In the audience are three young students, Richard, Jane, and Robert.

The lights dim and the audience quiets down as the conductor (played by Jane) begins to conduct a dreadful school orchestra playing a short and dark piece of music from Giuseppe Verdi.

 * Prologue (in front of the curtain)

The audience applauds as a boy about 12 years old named Alfraido (played by Robert) enters from right side of the stage, walking to the center of the stage in front of the curtain. His costume consists of a cape, huge boots, a plumbed hat, a very ruffly white shirt, and a huge sword on a black belt worn over his shoulder. When the audience stops clapping, the boy begins to speak. "I am the evil villain, Alfraido."

The audience reacts with "boo" and hissing and stomps their feet which is appropriate for a melodrama.

Then the curtain in the middle of the stage parts briefly as a girl enters. She is Esmeralda who is played by Jane wearing a beautiful damsel costume. The audience applauds. Esmeralda is slowly but dramatically plucking the pedals off of a flower; first one lovingly, then one angrily, as if she is thinking, "he loves me, he loves me not." We see that Esmeralda acts more like an awkward Tom Boy than a refined young lady. The crowd applauds for her and when everyone is quiet, Esmeralda sings a musical scale (up and down one octave in the cord of C, slightly off key) and then goes back to madly plucking her flower.

Esmeralda sings, "La la la la la la la."

Alfraido continues to explain the situation to the audience, "And I love the beautiful maiden, Esmeralda."

The audience sighs at this romantic news. When they are finished, Esmeralda sings her scale again (one pitch higher, again off key) and begins to speak in a very melodramatic voice. "La la la la la la la. I am so beautiful, all the boys want to kiss me.  But I only love the gorgeous Rodriego."

Immediately, from left stage comes a swashbuckling soldier who walks to the center of the stage next to Esmeralda in front of the curtain which still remains closed. (Rodriego is played by Richard.)

Rodriego faces the audience and announces, "I am the gorgeous, Rodriego."

The audience cheers and then Rodriego continues, "I am so gorgeous that all the beautiful young girls are in love with me."

The audience applauds as the three actors exit to the stage wings. After a short musical interlude by this particularly wheeze orchestra, the curtain finally opens.

 * style="padding:0em 0.5em 0em 0.5em;" |

Your Assignment
 * style="width:50%; vertical-align:top; border:1px solid #5050b0; background-color:Lavender;" |

Script writing for drama departments
This course shows how junior high school and high school drama departments can make their own motion pictures. This is the first lesson of the course.

 * In this first lesson, your assignment is to write a story that schools can film.

After your script has been accepted, your next lesson shows you how to format your story into a script using the free demo version of Final Draft.

The story requirements

 * The goal for your story
 * Your goal is to create a story which is both a play and a motion picture that can be filmed by a high school drama department or a junior high school department on the school stage. See the story on the left as an example.

The rules

 * Here are the rules that you must follow.

 * Filming must be done on a the school's stage using the normal stage and/or auditorium lighting and equipment. (The audience is optional.)

 * The set on the stage must be a traditional stage set with stage flats, stage props, stage curtains, etc. This provides a familiar and controlled environment.

 * The acting requirements of the students must be simple. As an example, a melodramatic acting style is easiest for junior high school students.

 * The story must be 1 to 9 minutes long. The shorter the story is, the more likely it will be turned into a motion pictures.  There is nothing wrong with a one minute motion picture.

 * No special equipment must be required. Example: no green screen or other non-stage items.  (Matte paintings are allowed since they are done in post production.  With a matte painting, you build only part of the movie set where the actors are and the rest of the movie set will be "painted" in with a matte painting during post production.)

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Background Information

 * The High School Drama Department
 * The purpose of a high school drama department is to put on plays. This will not change.  A drama department cannot easily switch from making plays to making motion pictures.  Therefore, your motion picture must contain a play.  But your movie must not be a documentary; it must be a motion picture.

 * A break from the past
 * In the past, all high school dramas were filmed like documentaries or as a TV studio production. We need to go beyond this.  We must create a real motion picture and not a documentary or a TV studio production.  It must be filmed motion picture style.  (See "Disk #2 - "24 Unedited Scenes" from the Star Movie Shop to see examples of how scenes are broken down into a series of shots and then filmed in Hollywood.)

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

Special Instructions

 * Any subject within reason
 * You can create any story you wish that can be filmed at a local high school. Naturally, you are limited to a story that parents will approve of.

 * In front of a live audience
 * To make the acting easier for the students and the instructor, you should consider creating a story which can be filmed in front of a live audience. That is, you get all your wide angle shot from the live performance and you get the close up shots and all of the audio from filming later in a controlled environment.  By having a live performance, it forces the actors to memorize their lines and to explore their roles.  By doing all the close up shots later, the actors can prefect their performances.

 * To help you understand what is possible, we have a sample story on this page for you to look at.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Submit your story

 * Write a story
 * Send me your story. Once we have discussed your story, it will be posted here and you can begin Lesson 2.

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }