text:
Reflections on Eriksson-Zetterqvist & Styhre and Peterson & Hjerm

Eriksson-Zetterqvist Ulla & Alexander Styhre (2007): Organisering och intersektionalitet. Kap. 1, 2 & 7.
Abby Peterson och Mikael Hjerm är redaktörer till Etnicitet- perspektiv på samhället (Gleerups 2007). Bokens syfte beskrivs som flerfaldigt: att söka ny kunskap och ge en bild av diskussionen inom forskningsfältet, att lägga grunden för en bättre förståelse av det som kallas för etnicitetsforskningens begreppsapparat och sätta in begrepp och teorier i deras kontext i den pågående internationella och nationella forskningen. Vidare vill boken belysa den aktuella forskningen inom etnicitet både nationellt och internationellt (s. 240). Syftena är breda, men enligt min mening lyckas boken att uppfylla dessa för det mesta. Den lyfter fram etnicitetsperspektivet både teoretiskt och inom olika samhällsområden såsom utbildning, arbetsmarknad, boende, politik och familjestrukturer. Osökt hamnar viss fokus även på begreppen främlingskap, ras, rasism och intersektionalitet.

Boken Organisering och intersektionalitet (Eriksson-Zetterqvist & Styhre 2007) fungerar väl som en introduktion i begreppet intersektionalitet och teorier kring den. Den tydliggör på ett strukturerat sätt perspektivets framväxt och visar på möjliga användningsområden, särskilt inom organisationsteori. I bokens första kapitel introduceras intersektionalitet som ett ”kulturteoretiskt begrepp med bakgrund i postmodern feministisk teori, postkolonial teori, afroamerikansk feministisk teori, teori on etnicitet, klassteori och queerteori” (s. 9). Intersektionalitet betonar vikten av att se till olika kategoriers (t.ex. kön, klass, etnicitet, sexualitet, religion, ålder, osv) sam- och påverkan på varandra. Detta illustreras med hjälp av en visuell modell där ett antal cirklar med olika kategoribenämningar flätas in i varandra (s. 10) och med hjälp av en metafor av intersektionalitet som ett prisma där som kan bryta en enda ljusstråle till en hel drös olika färger(s. 12). En viktig poäng för analysen är att kategorierna aldrig bör ses som statiska, snarare föreligger det en dynamisk relation inom och mellan dessa. Ytterligare en faktor som bör tas hänsyn till och som diskuteras i boken är makt, som alltid hänger ihop med kategorisering och organisering. En forskare som arbetar med intersektionell analys bör alltid komma ihåg att intersektionalitet utgår ifrån dynamiska processer och praktiker, inte statiska strukturer eftersom sådana anses inte existera.

Enligt bokens titel utgör organisering och organisationsstudier den ena halvan av innehållet, intersektionalitet den andra. I det inledande kapitlet diskuteras olika definitioner på organisation och de skiftande fokus som man under åren haft vad gäller organisationsstudier. Organisationens och organiseringens förhållanden till varandra förklaras bl.a. genom att ”organisering är något som sker i en organisation, och organisationer i sin tur uppstår som en följd av organisering”(s. 16). Ett viktigt syfte med boken är att presentera hur intersektionalitetsbegreppet kan användas inom organisationsteorin. Bokens andra kapitel redogör för en central process för en intersektionell analys, nämligen kategorisering samt fokuserar på frågor om makt i förhållande till organisering. I boken fokuseras på fyra kategorier som ofta varit närvarande i intersektionell forskning och teoribildning. Kön, etnicitet, klass och sexualitet diskuteras både gemensamt och separat från varandra i egna kapitel. I sista kapitlet, Att studera organisering och intersektionalitet, presenteras även andra väsentliga kategorier för en intersektionell analys, såsom funktionshinder och ålder.

Första kapitlet i boken Etnicitet – perspektiv på samhället är en historisk beskrivning av etnicitetsbegreppets ursprung och utveckling framför allt som ett akademiskt, men även som ett samhälleligt begrepp. Kapitlet granskar även etnicitetens samverkan med samhällets sociala strukturer i marginaliserande, segregerande och diskriminerande processer (s. 6) Vi lär oss att etnicitet som begrepp har sitt ursprung i USA där flera forskare genomförde studier och utvecklade teorier som visade både gränsdragningar i samhället och de maktstrukturer som understödjer dessa. Du Bois (1903) kunde bl.a. visa på att USA:s svarta och vita levde i kontrollerade, separata och under- och överordnade rasvärldar med avsevärda skillnader vad gällde ekonomi, politik, utbildning och social status (s.11). En senare studie av Gunnar Myrdal (1944) ledde till slutsatsen att det amerikanska samhället led av en rasbestämd kaststruktur (s. 13). Även andra samhällsteoretiker, bland dessa Max Weber (1914) och Georg Simmel (1950) visade på att etnicitet inte är enhetligt utan att den bestäms av socialt handlande såsom gruppbildning, kulturella och sociala gränsdragningar, identitetsprocesser och känslor av samhörighet och utanförskap. En senare teoretisk förståelse av etnicitet har kommit fram till att etniciteten i sig är dynamisk och att de olika etniska identiteterna blir synliga i kontrasteringen i interaktionen mellan olika grupper (s. 16-17). Slutsatsen blir att etnicitetsbegreppet används för att beteckna en rad olika fenomen; bl.a. tillhörighet, kulturella praktiker, traditioner och identitet, men även gränsdragningar och kontrasteringar varav de sistnämnda inte alltid är lika synliga.

Paulina de los Reyes skriver i kapitel 3 i samma bok om intersektionella perspektiv på etniska relationer. Eftersom författaren är för oss redan bekant och temat känt från både Maktens (o)lika förklädnader[Reflections_on_de_los_Reyes,_Molina_%26_Mulinari] och Organisering och intersektionalitet refererar jag bara kort till hennes bidrag här. Intersektionalitetens intresse för etnicitetsbegreppet kan förklaras genom etnicitetens förmåga att göra skillnader och skapa ojämlikhet. Såsom vi konstaterat ovan, intersektionalitetsforskning intresserar sig för skärningspunkten av olika kategoriseringar som tillsammans skapar en mångfacetterad bild av verkligheten där maktförhållanden och hierarkier blir synliga (Eriksson-Zetterqvist & Styhre, 2007; 29). I enlighet med detta påpekar de los Reyes att ett intersektionalitetsperspektiv ifrågasätter existensen av etniska grupper. Däremot vänds blicken mot det etniska skillnadskapandet utifrån ett maktperspektiv samtidigt som man ställer sig frågor om vems definitioner är det som gäller och vilka definitioner är det som egentligen finns bakom våra omformuleringar och eufemismer (i Peterson & Hjerm, 2007;  47). Såsom konstaterats i Maktens (o)lika förklädnader och i Organisering och intersektionalitet, postkolonialism är ett begrepp som vanligen kopplas ihop med intersektionalitet. De los Reyes kapitel erbjöd mig en stark aha-upplevelse i form av hur den postkolonialistiska teorin har relevans även i det svenska samhället. Kopplingar mellan olika former av etnisk segregation och marginalisering i dagens Europa och maktförhållanden som etablerades genom kolonialismen blev synliga för mig först genom denna läsning, likaså det naturliga med att problematisera dagens kulturella, historiska, psykologiska och språkliga gränsdragningar som resultat av kolonialismen De los Reyes pekar på ett effektivt sätt på hur den etniska rangordningen på många samhällsområden följer den koloniala världskartan (s. 49) och hur maktförhållanden har konstruerats och fortsätter konstrueras i både tid och rum.

Nora Räthzels kapitel Teorier om rasism diskuterar rasism ”som ett fenomen förankrat i de västerländska samhällenas centrum” (s. 59) på ett mycket tänkvärt sätt. Den presenterar ett antal inflytelserika teorier om rasism från 1960- och 1980-talen (bl.a. Fanon 1986, Memmi 1967, 1982 och Barker 1981) och påpekar att rasbegreppets avfärdande rent vetenskapligt inte har inneburit att rasismen försvinner, mest eftersom rasismen inte är något resultat av rationellt tänkande. Således kan inte heller rasismen angripas genom att man försöker vederlägga dess ”rationella” antaganden eftersom nya teorier och förklaringar för att motivera rasistiska förhållningssätt föds allt eftersom. Enligt Räthzel måste antirasismen bestå av att ta itu med de sociala konflikter och motsättningar som är rasismens grogrund (s. 73). Ytterligare en intressant diskussion förs i kapitlet angående nationalstatens och rasismens förhållande, där bl.a. i antagandet om en nationalstats existens ofta ingår även en fiktiv föreställning om ett folk, en homogen etnisk grupp trots att en ras aldrig är lika stor eller lika liten som en stat (s. 68). I Räthzels text, såsom i boken Maktens (o)lika förklädnader och i Beverly Daniel Tatums Why are all the black kids sitting together in the cafeteria [Reflections_on_Tatum] beskrivs den allra mest problematiska rasismen på liknande sätt. Det är inte de mest uppenbara, spektakulära, våldsamma former av rasism som är största problemet, utan snarare rasismen som inbäddad i våra samhällssystem och föreställningsvärldar.

Två andra kapitel i samma bok diskuterar ungdomar i svenska storstadsförorter och sk. transnationella familjer (samt berör även skola till viss del). Peterson och Ålund refererar till sin egen forskning om etnicitet som en viktig faktor i för ungdomars identitetsskapande genom inkluderings- och exkluderingsprocesser. Enligt dem handlar mycket av multietniska ungdomars identitetsarbete om upplevelser av utanförskap och gränsdialoger med främlingar, men även om sökande och strider med sig själva och andra. Dessa upplevelser av utanförskap bidrar i sin tur till ett socialt igenkännande i hos andra ungdomar, och således till utbyte av erfarenheter, ömsesidigt lånande och gemensamt skapande av identiteter (s. 193). Vad gäller studiet av familjer inom sociologin och framför allt familjer med sk. transnationella drag (då hushållet är geografiskt spritt – en intressant notering är att ordet ”hushåll” definieras inte här, s. 208), påpekas det att migration ofta ändrar definitionen på vad en familj är och vem som ses som en familjemedlem. Likaså punkteras myten om den europeiska/svenska, isolerade och autonoma kärnfamiljen genom ett antal teoretiska poäng, bland dessa det faktum att det även inom den europeiska familjeinstitutionen finns ett beroendeskap av släktsystem för reproduktionen av klass och etniska privilegier, för överföring av kulturell och ekonomisk kapital (s. 202).

I bokens Etnicitet… (2007) avslutande kapitel skriver Mikael Hjerm om etnicitetsforskningens nya vägar, med syftet att uppmuntra forskare att angripa etnicitetsbegreppet genom t.ex. komparativ forskning och metodutveckling. Han efterlyser också ett perspektivskifte och betonar de undersökta gruppernas möjligheter att komma till tals, oavsett om de är i minoritet eller majoritet. Områden som enligt honom borde lyftas fram i etnicitetsforskningen är bl.a. diskriminering, dess olika områden och effekter, integrationen på mikronivå, invandringens konsekvenser för samhället samt barn och lärande (s. 244-248). Hjerm vill också byta fokus från sk. eländesforskning till de goda exemplen från vardagen. Ett avslut med uppmaningar till vidare forskning ingår även i boken Organisering och intersektionalitet. Ett av bokens syften, konstateras det, är att uppmuntra studier av organisationer och företag där olika aspekter samtidigt lyfts fram (s. 175). Författarna visar medvetenhet om vilka utmaningar som en forskare kan möta genom att påpeka att intersektionalitetsperspektivets teoretiska komplexitet kan orsaka vissa svårigheter när det tillämpas i organisationsstudier. Därför presenteras också en femstegsmodell av en intersektionell analys, som innefattar delarna om 1) medvetenhet om befintliga, förgivettagna kategorier, 2) användning av olika kategorier i analysen, 3) analys av intersektioner av dessa kategorier, 4) medvetet arbete med kategorier som ömsesidigt beroende och 5) användning av sk. handlingsnät för att studera intersektionalitetens organisering (s. 176-180). Med hjälp av ovannämnda steg hoppas författarna att en forskare intresserad av hur organisationer fungerar ska kunna göra mer fullvärdiga analyser av sociala processer inom dessa (s. 181).

Utöver en historisk-teoretiska beskrivningar diskuterar böckerna några saker som jag särskilt vill lyfta här. Den ena handlar om ”den svenska kulturens” problematik i förhållande till andra kulturer (boken har ett uttalat svenskt perspektiv) och den andra om etnicitetsperspektivet inom utbildningssystemet. På flera ställen i båda böckerna diskuteras en särskild problematik som det svenska samhället verkar lida av. Detta handlar om viljan att kategorisera ”de andra” som traditionella, bakåtsträvande, odemokratiska, omoderna, och utifrån etnocentriska utgångspunkter kontrastera detta mot ”det svenska” som i sin tur får representera det moderna, demokratiska och jämlika. Som Peterson och Ålund skriver i Etnicitet-perspektiv på samhället (2007, 18), understödjer denna typ av dikotomisering uppkomsten av social rangordning eftersom människor kategoriseras utefter inbillade etniska skiljelinjer. Dessa tendenser synliggörs i bl.a. de los Reyes (i Peterson & Hjerm 2007; 45) bidrag om intersektionalitet där hon påpekar att sk. eländesforskning om invandrade kvinnor har i Sverige bidragit till skapandet av en idealiserad bild av svensk kvinnlighet som jämställd och modernt. Vidare synliggör hon ett fenomen som jag också bevittnat i det svenska samhället, nämligen förhållningssättet gentemot vissa etniciteter/människor som uppfattas genom sin rumsliga resa till Sverige även ha rest i tid till någon slags modern idealvärld som ligger i toppen av den enda möjliga av samhällsutvecklingen (s. 53-54).

En annan viktig insikt som fördjupats hos mig efter att ha läst dessa två böcker är att etnicitet, som så mycket annat, är socialt konstruerat och att dess sociala dimensioner (exkludering/inkludering i olika sammanhang såsom arbete, boende, utbildning, osv.) ofta slätas ut till kulturella skillnader. Denna kulturreduktionism osynliggör inte bara de verkliga mekanismerna av kategorisering och gränsdragning utan bidrar i sin tur till att osynliggöra och befästa de sociala mekanismerna och det hierarkiska statussystem som finns bakom dessa. Etnicitet är inget oskyldigt begrepp, skriver Peterson och Ålund (2007; 22). Vid det här laget trodde jag inte det heller, däremot roade jag mig genom att försöka fundera ut vilket av begreppen som den senaste tiden cirkulerat runt i min hjärna skulle kunna betecknas som oskyldiga. Kultur? Knappast. Ursprung? Inte det heller. Identitet? Tror inte det. Språk? Nja. Det verkar stå klart att de konnotationer vi fäster vid dessa ord, både i vardaglig och vetenskaplig bemärkelse, innehåller mer eller mindre komplexa antaganden om begreppens innebörder, vilket är både fascinerande men även en källa för konflikter.


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User:Dimdamdom

 * En français, voir http://fr.wikipedia.org/wiki/Utilisateur:Dimdamdom
 * In english, see http://commons.wikipedia.org/wiki/User:Dimdamdom

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

title: User:Dimdamdom


text:
User:ChrsP

This is my ChrisP's Page.

title: User:ChrsP


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User talk:Enjoirider35

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. --Sigma 7 04:37, 14 August 2009 (UTC)  --Sigma 7 04:37, 14 August 2009 (UTC)

title: User talk:Enjoirider35


text:
User:Harm.frielink

More information on this user can be found on the English Wikipedia User-page.

title: User:Harm.frielink


text:
New Zealand Law/Criminal/Accessories after the fact

Statutory Provisions
Knowing any person to have been a party to an offence:
 * (a) receives
 * (b) comforts
 * (c) assists
 * (d) tampers with evidence; or
 * (e) actively suppresses evidence

in order to enable that person to:
 * (i) escape arrest
 * (ii) avoid conviction; or
 * (iii) avoid arrest.

R v Mane

 * Held

 * 1. A cannot be convicted as an accessory to murder when A’s act was wholly performed before the actus reus of murder was completed by V’s death. (A’s conduct could amount to some other offence eg. aiding)

 * 2. If A is charged as an accessory to a homicide by P, it is sufficient if A knew that P was party to “culpable homcide”, which is a necessary ingredient of manslaughter and murder.

 * 3. Although P pleads guilty to murder, the accessory may be convicted of manslaughter where evidence does not support murder.

19.	R v Thomson

 * Held

 * Where the charge is actively suppressing evidence, the evidence need not prove P’s guilt directly or conclusively. Evidence can be part of assortment of facts that in combination lead to the conclusion that P was guilty.


text:
New Zealand Law/Criminal/Attempt

Tests

 * 1) Last Act/Eagleton test - Defendant has done everything necessary for him/Last act depending on the defendant
 * 2) Stephens/Series of acts test - A series of acts if uninterrupted would lead to offence
 * 3) Rubicon test - An act indicates a fixed, irrevocable intention to go on to commit the offence unless prevented
 * 4) Commencement of execution test - Where the defendant begins to put intention into execution; requires act indicating defendant had begun to do the thing planned
 * 5) Equivocality test - Defendant’s actions show intention.
 * 6) Dangerous Proximity test - Defendant is dangerously close to achieving his objects

Impossibility
R v Donnelly

Six ways in which a crime is not committed: (i) offender changes mind before overt act (ii) offender changes mind after overt act (iii) offence prevented by outside force (iv) inefficiency, ineptitude, insufficient means (v) physical impossiblility – what is proposed is physically impossible (vi) legal impossibility – what is proposed does not amount to a crime

Legal impossibility
Where acts, even if completed, would not amount to a crime.

Factual impossibility
Where circumstances prevent consummation of the intended crime

R v Murphy

 * Facts

 * Case of attempted murder. At first instance, judge direction’s suggested reckless sufficient.

 * Held (Court of Appeal)

 * Only actual intent to kill will suffice as the mens rea for attempted murder.

Police v Wylie

 * Facts

 * Wylie came to a house to by drugs. However, the police had just raided the house and the person he was attempting to buy from was a policeman. Wylie had the money on him.  The parties discussed the drugs.  Wylie was just about to view the product, but the terms of the purchase hadn't been agreed, when he was placed under arrest.

 * Held, CA

 * A contractual analysis of the transaction is inappropriate.

 * The correct questions to ask are: (1) Does evidence establish conduct? (2) Is conduct sufficient to amt to attempt?

 * The sum of the defendant’s conduct pointed to intention to buy, therefore, attempt.

R v Wilcox

 * Facts

 * Wilcox and his co-conspirators intended to rob a post office. The police, who had been tipped off, intervened 1 km away.  The defendant claimed that he had changed his mind on route and didn't intended to go ahead with the robbery.

 * Held, CA

 * Do the acts amt to more than mere preparation? Are they immediately or proximately connected?

 * The defendant was no more than getting into himself into position to launch attempt.

 * The result might be different if D was in sight of bank.

 * The purchase of equipment mere preparation.

 * The distinction between 'preparation for' the crime and 'in the course of' (=attempt). Once something has moved past the final point of preparation/is no longer reversible, strong implication. In this case, lack of proximity to scene significant. Proximity usually an issue but not entirely definitive.

Note continuance issue: preparation involves independent acts, an attempt is the beginning of that particular flow of movements of sequence that results in the ultimate aim.

Police v Jay

 * Facts

 * J received a bag of hedge clippings that he thought was pot.

 * Held

 * The commission of the offence of receiving cannabis was not legally impossible, but only factually impossible. J was guilty of attempting to receive cannabis.

Note: I have changed this because it was previously completely incorrect. It previously said: "The principal couldn’t be convicted because of statutory bar, therefore, it was not legally possible for J to receive pot therefore no attempt due to factual impossibility." Beware of other entries, therefore!

Drewery v Police

 * Facts

 * Defendant was hired to burn a car so the owner could file a false insurance claim. Defendant did burn out car but owner hadn't yet made the claim.  Defendant was charged with being an accessory to an attempt.

 * Held

 * 1. Court should adopt common sense approach.
 * 2. If the evidence of intent is strong, proximity or immediacy need not be as great.
 * 3. Owner had taken real and practical step towards obtaining money and defendant had carried out last act that he was to perform.

R v Sew Hoy

 * Facts

 * Brothers declared men’s clothes as women’s because the customs duty was cheaper.

 * Problem was that although they tried to convince customs using false documentss, customs had already inspected the goods and categorised them as men's clothes, so the attempted deception couldn't work.

 * Held

 * The crime was not impossible – it simply failed due to inappropriate means.

title: New Zealand Law/Criminal/Attempt


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User:JBG~enwikiversity/Exponential growth simulation

Exponential Growth – Conveying Intuition via Animated Simulation

My hope is that a person with programming skills will read this and be inspired. Improvements on the text are also, of course, welcome.--JBG 19:20, 14 August 2009 (UTC)

The stark facts are (a) the earth is finite, and (b) the demands of people aren't. Conclusion: If we don't rein in the latter, we will lose the former, and soon. Both people and technology are growing exponentially, against a fixed ceiling. The impact is occurring RIGHT NOW, and if we don't get control soon, our grandchildren are likely to live the way people in Cairo and Calcutta live now, because the whole world will be both overrun and ruined.

Most people don't understand diddly about exponential growth, their implicit intuitive view being that things are linear (tomorrow's rate of change will be like today's). For most people, descriptions and graphs aren't enough to change that view. "One showing is worth a hundred tellings", the Chinese say. The object here is to provide a "showing".

Here is a little story, a cartoon-like fable really, that may provide a usable pedagogic device: There is a certain lake where a lily-pad takes root. This kind of lily-pad reproduces itself every day, so there are two at the end of the first day, four at the end of the second day, and so forth. That is to say, the lily pads double in number each day – which is to say that the lily pad population is growing exponentially. Most people will find the resulting behavior, when they actually see it, astonishing. The object here is to make it possible for them to see it.

Thus, the simulation uses lily pads spreading on a lake to illustrate exponential growth. The simulation does not describe the behavior of real lily pads, but merely uses lily pads as a readily accessible visual model. There are many real and important examples of exponential growth that operate very much as the model does, including growth in conditions of ample resources of many biological populations (cancer cells, germs, rabbits, people).

The lily pad illustration has been around for a long time. I do not know who originated it. A search on line some months ago was unsuccessful in turning up an animated version, nor did I find a compelling presentation of any other suitable model. Hence the present effort. I present below a sketch of a simulation design. My hope is that someone with programming skills will be inspired to turn it into a working program.

START of design statement

The numerical aspects of the following description are given precisely, so that the programmer doesn't have to work them out. The directions for the interaction of the user with the program are much looser, since much will depend on "feel", and that is much easier to judge by the person working in a tight loop with the program during development.

In the demonstration, a lily pad is posited to cover a square foot, and to produce another pad like itself each day. The lake is taken to cover about 77 square miles, a size chosen so that the simulation runs to completion in a 31-day month.

The simulation begins with an outline of the lake shown on the screen, a single pixel lit out in the middle somewhere with an arrow pointing to it. The caption reads:

The arrow points to the location of the first lily pad. The pad occupies an area of one square foot. The lake has an area of 77 square miles (about two billion square feet), and it occupies a little over half a million screen pixels, so the pixel the arrow points to represents 4000+ square feet. Press Enter to begin.

Under the picture but above the caption is a message reading: Start. When Enter is pressed, the message changes to Day 1, then after about a second (value to be chosen after try-out) the numeral changes to 2, then 3, etc. Positive/negative inversion of the numeral with each advance might be useful to draw notice.

Possible alternatives to having Enter start a fixed, timed sequence:
 * Allow user to set the time interval, between, say, 2/10 sec and 2 sec, by 10ths
 * Have Enter advance one "frame" with each press

Perhaps that last should be the first thing to try. It will take some experience to optimize the interaction.

On the screen, nothing happens until Day 13, when a second pixel appears next to the initial one. After that, the number of contiguous pixels doubles each Day until, with Day 31, the lake is fully covered.

An enhanced version of the simulation could include a square portion of the screen off to the lower left that would, at a 1 pixel/sq ft scale, show behavior of the model during the first 13 days. The square should be fairly large, say 200x200, so that the final area covered by lily pads would still be a fairly small proportion of its area. On the 12th day, the simulation would stop momentarily and give a message:

The lily pads now cover an area large enough to show up as an increase in the main picture. Look closely at the original point on the lake and press Enter.

When Enter is pressed, a pixel appears next to the original one and the simulation continues, until halting at Day 31 with a message: Out of room! Press Enter to run again.

Pad count:
 * 1: Start
 * 2: End of Day 1
 * 4: End of Day 2
 * 8: Etc.
 * 16
 * 32
 * 64
 * 128
 * 256
 * 512
 * 1024
 * 2048
 * 4096: End of Day 12:  First pixel in main picture is now fully occupied
 * 8192: End of Day 13:  Second pixel is now lit; along with final doubling in small square
 * 16384: End of Day 14:  No further action in small square
 * 32768
 * 65536
 * 131072
 * 262144
 * 524288
 * 1048576
 * 2097152
 * 4194304
 * 8388608
 * 16777216:
 * 33544432
 * 67108864: End of Day 26:  ~3% of pixels lit
 * 134217728
 * 268435456: End of Day 28:  1/8 of pixels lit
 * 536870912
 * 1073741824: End of Day 30:  Half of pixels lit
 * 2147483648: End of Day 31:  All pixels lit

At the end of day 31, the lily pads cover 2 exp 31 square feet. A square mile is 27878400 square feet. So the lily pads cover a bit more than 77 square miles.

1280x1024 = 1310720 = # of pixels on a typical screen

728x1024 = 745472 screen area set aside within which to depict lake

lake is given 524288 pixels, each pixel designates 4096 sq ft,

first *new* pixel appears on Day 13;

little square is 200x200 and coverage in it stops at 8196 (with appearance of first new pixel in main picture); last change in little square occurs on Day 13

END of design statement

The lily pad model has the rhetorical defect that at its conclusion, the lake sits there benignly in a steady state. Much better would be a model carrying the emotional force of real exponential growth consequences. A breast cancer tumor that grows to grotesque size and then halts with DEATH written across the picture, for example. Or some natural history case of population explosion and crash following removal of the relevant carnivore from the system.


text:
User:Allsaint

ALL SAINTS CATHOLIC SCHOOL WIKI - A COLLABORATION OF IDEAS, FUN AND LEARNING!

TEACHNOLOGY TEACHER: Dawn Brady
All Saints is a great environment to learn.

title: User:Allsaint


text:
User:Aytrus

 * Aytrus

title: User:Aytrus


text: User:Taliapshulze

title: User:Taliapshulze


text:
User:!dea4u

Leave me a message | Send me a mail.

title: User:!dea4u


text:
Corporate Responsibility Summary

What is corporation? Technically speaking, a corporation is what Peter Thayer Robbins author of “Greening the Corporation: Management Strategy and the Environmental Challenge” describes as a “social invention of the state” (Robbins: p.98) When, a state grants a corporate license, permitting private financial resources being used for public purposes. The advantage of having a corporation over being an individual investing in trade journey is that an individual’s debts could be present at birth by descendants.

The biggest turn of the corporations being “good” to being “bad” is when the Supreme Court ruled in 1886, that a private corporation is a natural person under the U.S. Constitution, and consequently has the same rights and protection extended to persons by the Bill of Rights, including the right to free speech. Furthermore, corporations were given the same “rights” to influence the government in their own interests as to individual citizens, and to use their wealth to dominate public opinions.

In the book, Capitalism and Freedom, the author argues that “there is one and only one social responsibility of business—to use its resources and engage in activities designed to increase its profits” even if that contradict with the social good. This theory is appealing for many companies; larger ones in particular are often involved in exploitative practices of some sort, sometimes through sub-contractors. With companies increasing financial influence, come increasing financial powers in the political arena and influence politicians in their favor. Corporate bodies can “donate” millions of dollars to political candidates, and that is legal entity? In some countries is called corruption, where here is called sponsorship. Corporations, as “persons,” are free to lobby legislatures, use the mass media and all that in the interest of free speech. A common analysis is that advanced economies have often moved their “more dirty industries” to other parts of the world where there are less severe environmental and social standards. As a result, other countries may be polluting on their behalf. Now more and more corporations are turning “green”, which means are more environmentally cautions. Microsoft Corporation for example, are developing new software to reduce the energy consumption and reducing the need of business travel with the help of virtual meetings and safe document transfer. All these factors are part of the so-called Corporate Social Responsibility. The Corporate Social Responsibility Initiative is an organization to Harvard Kennedy School, which seeks to study and enhance the effectiveness of corporate social responsibility. That organization defines the Corporate Social Responsibility strategically. “Corporate social responsibility encompasses not only what companies do with their profits, but also how they make them. It goes beyond philanthropy and compliance and addresses how companies manage their economic, social, and environmental impacts, as well as their relationships in all key spheres of influence: the workplace, the marketplace, the supply chain, the community, and the public policy realm”. (CSRI)Elenatoteva

title: Corporate Responsibility Summary


text:
User:Stevenarntson/group spaces/2009summeranalytical/group 3/Corporate Responsibility Summary

What is corporation? Technically speaking, a corporation is what Peter Thayer Robbins author of “Greening the Corporation: Management Strategy and the Environmental Challenge” describes as a “social invention of the state” (Robbins: p.98) When, a state grants a corporate license, permitting private financial resources being used for public purposes. The advantage of having a corporation over being an individual investing in trade journey is that an individual’s debts could be present at birth by descendants.

The biggest turn of the corporations being “good” to being “bad” is when the Supreme Court ruled in 1886, that a private corporation is a natural person under the U.S. Constitution, and consequently has the same rights and protection extended to persons by the Bill of Rights, including the right to free speech. Furthermore, corporations were given the same “rights” to influence the government in their own interests as to individual citizens, and to use their wealth to dominate public opinions.

In the book, Capitalism and Freedom, the author argues that “there is one and only one social responsibility of business—to use its resources and engage in activities designed to increase its profits” even if that contradict with the social good. This theory is appealing for many companies; larger ones in particular are often involved in exploitative practices of some sort, sometimes through sub-contractors. With companies increasing financial influence, come increasing financial powers in the political arena and influence politicians in their favor. Corporate bodies can “donate” millions of dollars to political candidates, and that is legal entity? In some countries is called corruption, where here is called sponsorship. Corporations, as “persons,” are free to lobby legislatures, use the mass media and all that in the interest of free speech. A common analysis is that advanced economies have often moved their “more dirty industries” to other parts of the world where there are less severe environmental and social standards. As a result, other countries may be polluting on their behalf. Now more and more corporations are turning “green”, which means are more environmentally cautions. Microsoft Corporation for example, are developing new software to reduce the energy consumption and reducing the need of business travel with the help of virtual meetings and safe document transfer. All these factors are part of the so-called Corporate Social Responsibility. The Corporate Social Responsibility Initiative is an organization to Harvard Kennedy School, which seeks to study and enhance the effectiveness of corporate social responsibility. That organization defines the Corporate Social Responsibility strategically. “Corporate social responsibility encompasses not only what companies do with their profits, but also how they make them. It goes beyond philanthropy and compliance and addresses how companies manage their economic, social, and environmental impacts, as well as their relationships in all key spheres of influence: the workplace, the marketplace, the supply chain, the community, and the public policy realm”. (CSRI)Elenatoteva


text:
Brazilian Portuguese/Lesson 1

Pronunciation
Let's take a look at the first thing we need to know: pronunciation. The first step in reading a language is to know first the alphabet used (and to your relief, Portuguese uses the Roman alphabet) and the way that those letters are pronounced. So let's look closer. Since I'm new to editing Wiki pages, I have no idea how to create a table with letter explanations. So until then, visit the following page for a guide on pronunciation:

Portuguese Online Textbook - Chapter One - the online textbook is still being constructed.

title: Brazilian Portuguese/Lesson 1


text:
Brazilian Portuguese/Lesson 2

In this lesson, you will learn:
 * Basic greetings and farewells
 * Words used in greeting
 * The verb 'to be' in present tense

Dialogue
Paulo: Oi, Julia.

Julia: Olá, Paulo. Como vai você?

Paulo: Muito bom, obrigado! E você?

Julia: Bem, obrigado.

Paulo: Ah. Aw, eu tenho que ir.

Julia: Até logo!

Paulo: Tchau!

Greetings
Let's start out with the first word that Paulo says: "Oi" Which literally means, "Hi". Julie replies with "Olá" which is the equivalent of "Hello". (In Brazil, 'oi' is used more often.)

Next you have "Como vai você?" which means literally "How goes you?" or "How do you go?" or "How`s it going [with you]?" This is used when you haven't seen someone for a while and you say "Como vai?" to ask them how they are doing. To reply to someone when they say, "como vai?" you simply have a few basic phrases you could use, depending on what mood you're in.

 * If you're happy or doing well, you say Muito bem or Tudo bem.
 * If you're so-so, you say Mais ou menos.
 * If you're not so well, you may say something along the lines of Não muito bem or simply Mal.

Now that you know that, you should thank them for asking. Notice how Julie thanks Paulo differently then how he thanks her.
 * If you're a male, you would say "obrigado" to thank them.
 * If you're a female, you would say "obrigada".

Farewells
Paulo suddenly has to go, so he says Eu tenho que ir which literally means "I have to go."

Julia understands to she tells him "See you later" or "Até logo" literally "Until later" (Li. You can also say "Tchau" which is what Paulo says.

Vocabulary
And so there's how to greet and depart. Let's review key words and phrases:

Oi/Olá! Hi!

Como vai você? -How are you?

Muito bem! Very well!

Mais ou menos. So-so.

Mal. Bad.

Eu tenho que ir. I have to go.

Até logo. See you later!

Tchau! Bye!

Grammar: the verb 'to be'
Just like in English, there is a word in Portuguese that describes the concept of being. In fact, there are two words that translate into 'to be.' Those words are ser and estar, and also like in English, both verbs are irregular. ''If you already know Spanish, then go ahead and skip this. The same rules apply in this language.''

Let's look at ser first.

Ser is used to describe permanent characteristics. Say for instance you were to introduce yourself to somebody and your name was Marcia. You would say "Eu sou Marcia." Marcia is your name and that is a part of you that will probably never change.

Here are some other examples of permanent characteristics.
 * Nationality
 * Natural hair color
 * Profession (even though it CAN change, you would still use ser)

Estar is used for temporary things such as mood and location. You won't always be happy and you won't always be in the spot that you're sitting. So to say "I am happy" you would say "Estou feliz." And to say "I am in Mexico City" you would say "Estou na cidade de Mexico."

So in sum, estar is for temporary things and ser is for permanent situations.

Let's Conjugate
Here's the most fun thing about language courses - conjugating verbs! (Not.) Each subject pronoun has a different set of endings for each type of verb. Before we begin, there are a few things that you have to know.

1. Verbs in Portuguese have three infinitive endings - that is, there are -ar, -er and -ir verb endings. First thing you do is drop the infinitive ending and add the ending for the conjugation. You'll learn more about that in Chapter 3.

2. Subject pronouns The subject pronouns in Brazilian Portuguese are as follows:

 * You may have heard about the pronouns tu and vós. Those are not used in every day Brazilian Portuguese so I will not use them in these lessons.

As in several other languages, in Portuguese there are two ways to say "you" depending on your relationship with the person.

If you know the person well, or if they are a member of your family, a friend or a child you use você

If you do not know the person well, or if you want to show respect to them, you use either o senhor (for males) or a senhora (for females). These words mean "sir" and "madam" respectively.

Both você and o senhor use the same form of the verb- The third person (He / she) form of the verb. In case your still not sure I've attached an example below.

INFORMAL- Você fala português (You speak Portuguese)

FORMAL- O senhor fala português (You speak Portuguese)

What I've described above is used in Brazil. In Portugal the same applies, except você is semi formal and a different pronoun, tu is informal

Most importantly though, remember that people will understand that Portuguese is not your first language, and will forgive you for small mistakes.

Now on to conjugating the verbs ser and estar.

Ser

 * Eu sou
 * Você é
 * Ele/ela é
 * Nós somos
 * Vocês são
 * Eles/elas são

Estar

 * Eu estou
 * Você está
 * Ele/ela está
 * Nós estamos
 * Vocês estão
 * Eles/elas estão

Quiz
Let's test how much you've learned.

1. How do you say “How are you” in Portuguese?

2. What is the Portuguese phrase for “see you later?”

3. Translate the following:

 * a) Oi, como vai? Eu estou bem, obrigado. E você?
 * b) Mais ou menos.

4. Fill in the table with either the correct Portuguese pronoun or translation.

5.Conjugate the verb “ser” in present tense.

'''6. Situation 1: João goes the store. His buddy calls him and asks him where he is at. João begins his answer with:'''
 * a) Eu estou ...
 * b) Eu sou ...

'''7. Situation 2: Maria is introducing herself to someone. She begins by saying:'''
 * a) Eu sou Maria.
 * b) Eu estou Maria.

title: Brazilian Portuguese/Lesson 2


text:
User talk:Another piece of paper

HEY this is NOT EMESSE!!!!!!!!!!!!!!!!!!!!!!!!!!!

This iS SERIOUSLY NOT EMESEE!!!!!!!

VISIST MY SITE IT ROCKS

DELETE FLONDERS USER PAGE DELET TI THE SPAMS

title: User talk:Another piece of paper


text:
Brazilian Portuguese/Lesson 3

In this lesson, you will learn:
 * How to describe yourself
 * How to conjugate verbs in the present tense
 * Common adjectives

Describing yourself
Everyone is familiar with myspace. It's pretty much your own space on the web to fill in information about you. Who you are, where you live, what you like, etc. The Brazilian equivalent of myspace is Orkut. Wouldn't it be cool to be able to write about yourself in Portuguese? Well, by the end of this lesson, you may just be able to (and make a lot of new Brazilian friends to practice your Portuguese with in Orkut ^^).

First, let's talk about your outward appearance and personal information. What color is your hair? What is your nationality? What is your profession? To describe all of these you would use the verb 'ser.'

So here are some words that you might use:

cabelo hair

louro(a) blond

morena brunette

vermelho(a) red

preto black

alto(a) tall

baixo short

jovem young

velho(a) old

nacionalidade nationality

americano(a) American

brasileiro(a) Brazilian

canadense Canadian

Português(esa) Portuguese

profissão profession

professor(a) teacher/professor

doutor doctor

advogado, jurisconsulto lawyer

caminhoneiro truck driver

estudante/aluno(a) student

Asking for/Giving Names
There are two different ways in Portuguese to ask someone or tell someone their/your name. In English, we just say "My name is..." but in Portuguese you can not only say that but also "I am called..."

Here's how to ask for/give names.

Answer: Me chamo... = I am called... Answer: Meu nome é...
 * 1) Ask: Como se chama? = lit. how are you called?
 * 1) Ask: Qual é o seu nome?

By now, you should be able to fill in these blanks:

Oi! Meu nome é ____________. Eu sou _(nationality)_. Eu sou um(a) __(profession)__.

Note: In Portuguese it is not necessary to use the indefinite article 'um(a)' for professions. Ex. Sou professor(a).

Grammar: Conjugating present tense -AR verbs
In Portuguese there are three types of infinitive verb endings: -AR verbs, -ER verbs and -IR verbs. the way you conjugate them is that you drop the infinitive ending and add the conjugated ending according to the subject pronoun used. Here's a table to conjugate -AR verbs, followed by an example.

An example of -ar conjugation:

 * Falar is a regular -ar verb in the infinitive form. We want to conjugate it so that it means, "I speak" instead of "to speak."
 * Drop the -ar ending, leaving just fal-
 * Add the -o ending and you get falo which now translates to "I speak" or "I am speaking."

Here are some more of the countless -AR verbs that this conjugation applies to...

ajudar (to help), comprar (to buy), descansar (to rest), estudar (to study), jogar (to play a sport), tocar (to play an instrument), tomar (to take/drink), trabalhar (to work), viajar (to travel)

Eu te ajudo = I help you

Ele compra umas laranjas = He buys some oranges

Ela joga o futebol = She plays football

Nos tomamos cerveja = We drink beer

Eles trabalham em Londres = They work in London

title: Brazilian Portuguese/Lesson 3


text:
Talk:Hints for designing effective questionnaires

I found this link to contain useful information in helping develop a company survey that would help identify gaps and seams in our internal organization.--Bmatkin 16:12, 15 August 2009 (UTC)


text:
User:Vicigough~enwikiversity

Vici Gough is 18 years old, born on 29th November 1990. She is currently training to be a hairdresser, but wants to learn about lots of different things including dinosaurs and the human mind. She loves going out and spending time with her boyfriend, Mike. :D

title: User:Vicigough~enwikiversity


text:
User talk:Autumnfields

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 18:44, 15 August 2009 (UTC)

title: User talk:Autumnfields


text:
Talk:Anaphylaxis/Anaphylactic shock

Woops.

(Blanked)

Hepatomegaly 18:56, 15 August 2009 (UTC)

title: Talk:Anaphylaxis/Anaphylactic shock


text:
User talk:Vicigough~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 19:22, 15 August 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:11, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Vicigough~enwikiversity


text:
User talk:Bmatkin

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 19:23, 15 August 2009 (UTC)

title: User talk:Bmatkin


text:
User talk:MarciaBonita

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 19:23, 15 August 2009 (UTC)

title: User talk:MarciaBonita


text:
User:MarciaBonita

About Me
My name is Marcia. I am 16 years old and a Sophomore in high school. I believe that learning is important and that students like me should get more out of a free education. Which is why I will gladly contribute to some of the courses here on Wikiveristy.

My interests
- Foreign language - Mathematics - Geography

title: User:MarciaBonita


text:
User:Platonides/monobook.js

function addButton(imageFile, speedTip, tagOpen, tagClose, sampleText, imageId) { if ((imageId=="mw-editbutton-image") || (imageId=="mw-editbutton-media")) return; mwEditButtons[mwEditButtons.length] = {"imageId": imageId, "imageFile": imageFile, "speedTip": speedTip, "tagOpen": tagOpen, "tagClose": tagClose, "sampleText": sampleText}; }

title: User:Platonides/monobook.js


text:
Talk:Beginner Japanese/Ichidan Verbs

Deletion?
Why?

It seems a useful topic. The description could be expanded quite a bit, but why delete it?

title: Talk:Beginner Japanese/Ichidan Verbs


text:
User:Altera vista/Designing for the Commons

   Green: Project active Yellow: Project in preparation Red: Project halted    Everybody is welcome to participate If you are unfamiliar with the Sytax of the site go to .... If you are familiar you will ignore this message anyway Thank you for your contributions

Designing for the Commons demands a higher degree of responsibility and insight than is usual in the design profession. Design in our current culture, whether for spacecraft, rocket engines, weapon systems, medicines, computer games, or whatever else, usually has one major goal: To fulfill the perceived needs of an individual, special interest group, or even a broad segment of society. In our case the major goal is the needs of the Commons. What is "the Commons"? For our purposes let us define this concept as the sum of the human endeavor--individual being and understanding within a context of nature; individual acting within a community and subjugating wants to the needs of that community; community existence within the confines of sustainable and equitable use of the natural resources needed for human and other life. The idea of the Commons is often opposed to the idea of the supremacy of individual rights. It has thus been a subject of argument and even disdain for some centuries.

In the 21st century the needs of the Commons, including the natural world within which humans exist, have become of overriding concern. In designing for the Commons, the designer, who conventionally is separate from the entity commissioning the work and from the work itself, now is part of the commissioning entity and also of the end result. This fact increases not just the complexity of the design project but also the importance of the result.

Those who accept the commission of designing for the Commons commit themselves first to strive for intuitive understanding of what "the Commons" means and then, for any project, to seek the best design to fulfill the needs of this amorphous entity. Such a design must be based on not just reason alone but on many other important human qualities, such as Common Experience (also called Common Sense), Imagination, Ethics, and Memory. The result will be a well-balanced “equilibrium” from all human capabilities (see On Equilibrium by John Ralston Saul).

Further, since circumstances are always changing, such balance or equilibrium is never achieved once and for all but has to be adjusted or changed totally through constant vigilance. The recognition of impermanence seems certain to impose a certain humility on the designer, a sense of not being able to provide a solution to any given problem but only a suitable and best effort response. And the knowledge that the chosen response is deeply anchored in and draws from the common Memory of humanity itself.

This project “Designing for the Commons”  is intended to explore together and bring to our recognition the deep roots and rich potential of Humanity. It is hoped that this effort might lead us individually and corporately to become increasingly able to effectively "design for the Commons."


text:
User:Dinomite

See my user page at Wikipedia.

title: User:Dinomite


text:
User:Arsricharan

A R Sricharan

My Page...

Cricket

Astronaut

Amar Chitra Katha

I Love all these....

and Aloo Bhujia

title: User:Arsricharan


text:
User:सरोज कुमार ढकाल

--सरोज कुमार ढकाल 06:44, 16 August 2009 (UTC)

authors: सरोज कुमार ढकाल

title: User:सरोज कुमार ढकाल


text:
User:Juliette~enwikiversity/Choreology

What is Choreology?

Derived from the Greek, its literal translation is ‘the science of dance’.

History

In 1955 Rudolf and Joan Benesh launched their dance notation system which records any form of dance or human movement and they named it choreology. They began teaching in 1956 at the Royal Academy of Dancing. In 1960 the Royal Ballet became the first company to hire a professional choreologist.

In 1962 Joan and Rudolf Benesh founded the Institute of Choreology in London, since renamed the Benesh Institute (and incorporated into the Royal Academy of Dancing). The Benesh Institute is responsible for training choreologists and for preserving notated scores.

What is a choreologist?

A choreologist produces dance notation scores which are the backbone of full scale ballet productions. Just like a conductor rehearses an orchestra with an orchestral score, a choreologist rehearses a dance company. Choreologists also work in fitness and dance teaching, physiotherapy, anthropology, and ergonomics.

How does it work?

Choreology is concise, visual and gives an accurate 3D record of movement or dance in real time describing:

• timing, rhythm and dynamics

• movements, steps and positions of the body

• location of person/s on a scene

• direction, travel and patterns

• relationship to others on the scene described

• use of props and scenery

Benesh Movement Notation is written on a five-line stave, similar to music. Signs and movement lines represent the various positions and movements of the body.

Choreology provides the ability to teach students the repertoire of world-class dance companies using more than 250 ballet scores that are available for educational purposes. It provides world wide access to examination syllabi of major dance institutions without the need for translation, as it is a universal language.

Why is choreology so valuable?

The language Rudolph and Joan Benesh developed is a purely kinetic language which directly pictures positions, steps, moves and entire dance productions. When read, the movements that are written in a score are visualised and felt motorically. The advantage of using a purely kinetic method for describing dance and movement is that the movement itself is conveyed rather than some analytical, functional, scientific or poetic verbal description. Choreology gives the reader an insight into the nature, the laws and limitations, and the great potential of human movement behaviour.

more info under username JulietteKando

title: User:Juliette~enwikiversity/Choreology


text:
User talk:JulietteKando

Choreology, a scripting language for dance and movement.
What is Choreology?

Derived from the Greek, its literal translation is ‘the science of dance’.

History

In 1955 Rudolf and Joan Benesh launched their dance notation system which records any form of dance or human movement and they named it choreology. They began teaching in 1956 at the Royal Academy of Dancing. In 1960 the Royal Ballet became the first company to hire a professional choreologist.

In 1962 Joan and Rudolf Benesh founded the Institute of Choreology in London, since renamed the Benesh Institute (and incorporated into the Royal Academy of Dancing). The Benesh Institute is responsible for training choreologists and for preserving notated scores.

What is a choreologist?

A choreologist produces dance notation scores which are the backbone of full scale ballet productions. Just like a conductor rehearses an orchestra with an orchestral score, a choreologist rehearses a dance company. Choreologists also work in fitness and dance teaching, physiotherapy, anthropology, and ergonomics.

How does it work?

Choreology is concise, visual and gives an accurate 3D record of movement or dance in real time describing:

• timing, rhythm and dynamics

• movements, steps and positions of the body

• location of person/s on a scene

• direction, travel and patterns

• relationship to others on the scene described

• use of props and scenery

Benesh Movement Notation is written on a five-line stave, similar to music. Signs and movement lines represent the various positions and movements of the body.

Choreology provides the ability to teach students the repertoire of world-class dance companies using more than 250 ballet scores that are available for educational purposes. It provides world wide access to examination syllabi of major dance institutions without the need for translation, as it is a universal language.

Why is choreology so valuable?

The language Rudolph and Joan Benesh developed is a purely kinetic language which directly pictures positions, steps, moves and entire dance productions. When read, the movements that are written in a score are visualised and felt motorically. The advantage of using a purely kinetic method for describing dance and movement is that the movement itself is conveyed rather than some analytical, functional, scientific or poetic verbal description. Choreology gives the reader an insight into the nature, the laws and limitations, and the great potential of human movement behaviour.

title: User talk:JulietteKando


text:
User:JulietteKando

JULIETTE KANDO

Born in Budapest and raised in Paris and Amsterdam dancer Juliette Kando tours the world with the Dutch National Ballet and the Deutsche Oper Berlin. As Associate and Fellow of the Institute of Choreology she specialises in reviving and stageing the works of Bronislava Nijinska (Nijinsky's sister) for the Paris Opera Ballet and Dance Theatre of Harlem in New York. Once a mother of three Juliette Kando stops touring, becomes co-editor, writer, and dance critic for New Dance Magazine and creates the first Every Body Dance Studios in London. To screen her teachers for competence at the Every Body Dance Studios, Juliette Kando had to research and practice every discipline on the timetable which included ballet, jazz, tap, toddlertone, big is beautiful, body-popping, stretch and tone, aerobics, over fifties, yoga, tai chi, Feldenkrais and Pilates.

Juliette Kando is the author of

• THE KANDO TECHNIQUE

• NATURAL FACELIFT

• TODDLERTONE

• MAGDA

• TREES

She lives in rural Southern Europe near some of her children and grandchildren.

title: User:JulietteKando


text:
User talk:Dedalus

Old discussion moved to User talk:Dedalus/Archive1

title: User talk:Dedalus


text:
The Inevitability of Globalism

Globalism may be inevitable, for reasons of economics, technology, or even as an emergent quality of history. This project will consist of essays and studies that prove or point to this inevitability.

Phenomenological and hermeneutic evidence

 * 1) One sun god, two sun gods, three sungods, four. Keep learning about more of them and the sun's a god no more! (Roughly inspired by Husserliana XXIX)
 * 2) Is the Rhine of poetry the same Rhine the engineers would use for hydroelectric power? (Question to Martin Heidegger)
 * 3) What's the difference between a factory farm and Auschwitz? (Question to Martin Heidegger)
 * 4) Melting the mixing pot in the melting pot. When the Zenmeister says: "You will clap with one hand!" (Shamelessly borrowed from Charles Dyke)
 * 5) What happens the web of power meets the world wide web? (Thoughts on Foucault)

Metaphors from the physical sciences

 * 1) The science of beauty: what makes a beautiful face beautiful?
 * http://www.faceresearch.org/demos/average
 * 1) The mesic state: culture from a geological point of view.
 * 2) The third law of thermodynamics.

Related questions

 * what is the relationship between a culture, an economy, and a history?
 * How effective might a space agency be that is global in scale with many nations participating in and funding? What might such a space agency accomplish?

Participants

 * --SB_Johnny talk (I plan to write some essays, and hopefully read and debate)

title: The Inevitability of Globalism


text:
Talk:The Real and Complex Number System

Hi - I notice that the name "Pythagoras" is spelt "Pithagoras" in this article....Is this an Americanism that I'm not aware of...? Should I edit the article...?

82.5.68.95 16:18, 16 August 2009 (UTC)

As far as I am aware, the correct spelling is Pythagoras. Yes, I think you should edit the page. More precisely, I think someone should edit it. Be bold. JohnCSUB05 15:10, 25 October 2009 (UTC)

In general ...
In general, I see that there are several problems with this article, which itself states that it is in need of contributors to help expand and improve it. Obviously not much work has been done to this in a looong time. Is anyone alive out there??? I suppose that I will start by making minor changes to the existing content. Hopefully, this will stimulate a flurry of constructive activity, or at the very least a series of flames directed one against another JohnCSUB05 15:17, 25 October 2009 (UTC)

Ok, folks. I've gone and done it (edited section 1 of this document)! Flame on, everyone!

Oh, I realize that there is a LOT more to do, even on this section of the document, and I probably have broken a lot of rules, but at least I did something. JohnCSUB05 20:40, 25 October 2009 (UTC)

What is the target audience?
Cauchy Series and Dedekind Cuts are both valid ways to define the real numbers, but are beyond the level of the typical College Algebra student.

I would prefer that we have a more intuitive approach. I may add it. EdEveridge (talk) 04:12, 20 November 2012 (UTC)

title: Talk:The Real and Complex Number System


text:
The Inevitability of Globalism/From animism to objective language

Reciting the "gist" from memory, a number of passages from Husserliana XXIX relate this story. --SB_Johnny talk

Tribe 1 knows that the sun is a god who rides across the sky in a chariot pulled by 8 horses. Tribe 2 knows that the sun is a god who runs across the sky every day, chased by bats.

Tribe 3 knows that the sun is a god who flies across the sky every day, because it's a bird.

When tribes 1, 2, and 3 get together to trade or exchange mates, they sometimes talk about "the sun". They realize over time that the sun's "shared qualities" in their differing views reduce down to the thing that lights up the world every day, makes heat, and so on. Gradually, as their cultures intermingle, the objective concept of the sun as a thing develops.

The moral of the story is that when cultures meet, complex and "regional" meanings tend to be reduced to the objective. This strips down barriers that might prevent globalization.


text: User:Messedrocker

title: User:Messedrocker


text: Template:HHF-Global-Forum-Watch

title: Template:HHF-Global-Forum-Watch


text:
User:Thewinster/HHF/Physics/Introductory Physics

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User:Thewinster/HHF/Physics/Mechanics

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title: User:Thewinster/HHF/Physics/Mechanics


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User:Thewinster/HHF/Physics/Heat

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title: User:Thewinster/HHF/Physics/Heat


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User:Thewinster/HHF/Physics/Electricity And Magnetism

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title: User:Thewinster/HHF/Physics/Optics


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User:Thewinster/HHF/Physics/Modern Physics

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User:Thewinster/HHF/Mathematics/Algebra

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title: User:Thewinster/HHF/Mathematics/Algebra


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User:Thewinster/HHF/Mathematics/Trigonometry

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User:Thewinster/HHF/Mathematics/Analytical Geometry

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User:Thewinster/HHF/Mathematics/Calculus

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User:Thewinster/HHF/Mathematics/Vectors And 3D Geometry

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User:Thewinster/HHF/Mathematics/Misc-Math-Topics

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User:Thewinster/HHF/Chemistry/General And Physical Chemistry

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User:Thewinster/HHF/Chemistry/Organic

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title: User:Thewinster/HHF/Chemistry/Organic


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User:Thewinster/HHF/Chemistry/Inorganic

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title: User:Thewinster/HHF/Chemistry/Inorganic


text:
User:Snark~enwikiversity/Cigar

Pausing for some time. --Snark 09:32, 7 March 2010 (UTC)

title: User:Snark~enwikiversity/Cigar


text: User talk:Satun

title: User talk:Satun


text:
Joint Entrance Examination/2000 Screening/Q001 X Ray Tungsten filament and electrons

=Original Question by Dharav talk=
 * Some text goes here

What's Up?

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Modern-Physics-Help

Physics-Help

reply[]


text:
User:Gopatas/The everlasting fight

movie good nice.

title: User:Gopatas/The everlasting fight


text:
Joint Entrance Examination/2000 Screening/Q002 Uniform time varying magnetic field and induced electric field

=Original Question by Dharav talk=
 * Here's the question...

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Electricity-And-Magnetism-Help

Physics-Help

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text:
Online discussion forums

Online discussion forums can be used for learning, teaching, and research. MediaWiki can be used for online discussions.

This resource is about ways to create discussion forums for groups. Note that the emphasis here is on use of free and open source software.

Discussion and research questions

 * How do you use online discussion forums for learning and teaching?
 * How can online discussion forums be used for research in learning in the future? In ten years?

Some possible forum software

 * phpbb
 * Moodle

title: Online discussion forums


text:
Free and open source software

See also:
 * FLOSS
 * Category:Free software
 * Category:Open Source

title: Free and open source software


text:
Joint Entrance Examination/2000 Screening/Q003 A tank with two holes, one square and another round

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Mechanics-Help

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text:
Joint Entrance Examination/2000 Screening/Q004 Roatting triangular frame with beads, what quantities are conserved

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text:
Joint Entrance Examination/2000 Screening/Q006 Bohr model of an atom applied to an atom with some hypothetical particle

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text:
Reflections on Auer & Wei

Peter Auer & Li Wei: Handbook of Multilingualism and Multilingual Communication (2007)
 Introduction & chapters 3, 5, 7, 13, 22

In the introduction chapter to this comprehensive handbook on multilingualism, Peter Auer and Li Wei argue for the fact that most of the communication and most of the people in the world are at least bilingual, concluding that monolingualism as the norm is a misconception. This misconception has during the years and the establishment of nation-states, however, led to a monolingual bias both in research and in our general thinking about language. Due to these mistaken beliefs, multilingualism was for long (and still is by some) considered as “a disturbance in the language order”, such as the kinds of contacts between languages that migration and conquest cause (pp. 2-3). As a result, the authors conclude, what is today considered as problematic multilingualism is actually a result of the idealized monolingualism within the nation-states. The handbook itself is to a great extent focused on these “problems” concerning multilingualism, but the authors also point out that the so-called problems are not natural, but rather attached to multilingualism by us. The introduction chapter ends with a summary of the themes in the book, which represent four perspectives on multilingualism; becoming multilingual, staying multilingual, acting multilingual and living in a multilingual society. In the text below I have decided to focus on one or more chapters in each of these four parts.

Part 1: Becoming multilingual

Patricia Baquedano-López and Shlomy Kattan write in chapter 3 about growing up in a multilingual community and language socialization. Becoming multilingual is as much about language socialization as it is about acquiring the linguistic forms in different languages. Learning about the norms and expectations about the language use in social contexts is thus an inherent part of becoming multilingual. As a field of study, Language Socialization seeks to understand the complexities of the interplay between languages and the individuals using them in different contexts, communities and cultures (p.69). An important question from language socialization’s point of view is what kind of effect do community and cultural structures and values have on the process of multilingual acquisition. From this perspective, multilingualism is not seen as an individual trait but as an interdependent, dynamic relationship between the individual and the community. The concept of speech community is introduced in the chapter as a more complex concept that what first might seem. Early definitions by e.g. Bloomfield (“a group of people who interact by means of speech”; 1933) are challenged and complemented by definitions by scholars such as Gumperz, Chomsky and Hymes (p.72). Modern models of speech community promote the views of both the community and its membership as more fluid, multiple and shifting, even “imagined” than their predecessors (p.73).

In a traditional sense, language socialization means that individuals are socialized both to the use of language and through the use of language, two life-long processes that are dynamically integrated, interdependent and intertwined (as referred to Schieffelin & Ochs 1986). Language socialization as a research paradigm is concerned with theories of social reproduction and social structures and demands certain kind of approach within its studies. Language socialization studies are longitudinal, ethnographic, cross-cultural, descriptive and analytic according to the authors. Their primary concern is the routine and everyday life of social actors (pp.74-75). One section of the chapter presents recent trends in Language socialization research, all according to the above mentioned criteria. The three themes are presented in short as Language contact and shift, Language ideologies and Language and identity.

In chapter 5, Colin Baker examines becoming bilingual through bilingual education. He presents a model dividing different forms of bilingual education into “weak” (or subtractive) and “strong” (or additive) ones, and different variations of both types within the categories. Among the “strong” types of bilingual education are four different types of education presented, such as Immersion bilingual education (e.g. Canada), Dual Language Schools (e.g. USA, Israel and Macedonia), Heritage language education (such as for Navajo children in the USA) and European Schools movement. The aim of all of the above mentioned is to give the children a balanced bilingual base, biliteracy and multicultural understanding through content-based language learning (pp.131-137). Baker presents also a deeper analysis of “weaker” forms of bilingual education. According to him, they refer to the mainstreaming of children from minority language communities, meaning that the outcome of these programmes is relative monolingualism and enculturation in the majority language. Studies have shown that weak forms of bilingual education give poor outcomes for most of the children, resulting in lower achievement, absence from school and dropping out, loss of the home language, poorer self-esteem and other social and emotional constraints. While widely presenting the many benefits of “strong” forms of bilingual education (such as higher level of language competency and classroom achieivement, broader enculturation, cognitive and self-esteem benefits) (p.148), Baker writes in one section of the chapter critically on political ambitions supporting the “weak” forms of bilingual education as they almost exclusively act upon the assumption that education in the majority language is the key to success in the society (p.134).

Part 2: Staying multilingual

Part 2 has a focus on retaining multilingualism after the acquisition phases. The chapter I wish to focus on here, Guus Extra’s From minority programmes to multilingual education focuses on multilingual acquisition in schools, arguing for an educational shift when it comes to immigrant and minority children and youth. Extra gives an overview of existing programmes of multilingual education, focusing in some ways on the educational systems in central Europe. The description sheds also some more light on how minority and immigrant languages are treated in monolingual schools in so-called monolingual societies (pp. 177-180). There is enormous variation within the programmes, ranging from absolute disregard when it comes to giving children support in their multilingual development to ambitious attempts to endorse the minority children in their multilingualism, or “weak” and “strong” forms of multilingual education as concluded in an earlier chapter by Colin Baker (p. 131). The chapter presents two case studies, one from Northern Rhine-Westphalia in Germany, the other from Victoria State in Australia. A conclusion from the case studies is that the programme in Victoria state with its compulsory participation for all children, and high aims when it comes to multiculturalism should be considered more successful than the North Rhine Westphalian programme which does, however give the children a good practice for mother –tongue teaching in Germany (pp- 181-191). Chapter 8 does not only present two examples of multilingual education, it also discusses the development and usage of different concepts and their nomenclature in the field of minority language and multilingual education. It becomes obvious that while language learning of some foreign languages (predominantly English) is being encouraged, minority and migrant languages are seldom included in this category.

Part 3: Acting bilingual

Chapter 13 is written by Benjamin Bailey and discusses multilingual forms of talk and identity work. His main thesis is that any form of talk or the absence of it are identity acts, sending signals to our environment about who we are and how we want ourselves to be perceived by others (p.341). For multilingual individuals, the presence of two or more linguistic, social and cultural sets of resources means that they have more ways of positioning oneself and others than monolingual, monocultural individuals. Through examples from a number of studies, Bailey shows how social positioning and identity work occurs through different forms of both mono- and multilingual talk. It becomes obvious that there are two clear ways of building social identities, “self- ascription” or defining oneself and “other-ascription”; how one is defined by others (p.345). These together form an individual’s eve-changing and dynamic identity and are constantly formed and re-formed through social actions, i.e. talk. Bailey also concludes that particular ways of speaking bear particular associations with them, such as connections to history, geographic regions, socioeconomic statuses, genders, vocations, and so on(p.343), many of which are also shown in the examples on interactional, indexical and metaphorical negotiations of identity (p.346-355).

Bailey complements the examples and analyses of multilingual talk with an analysis of the contrast between the (Western) ideologies of monolingualism attached to the idea of the nation-state and the multilingual and –cultural reality of most of the societies in the world. It is, in fact, multilingualism and multilingual ways of positioning oneself and negotiating one’s identity that are more common (p. 356). He also reminds the reader of the fact that multilingualism as a phenomenon is a social construction, just as the concept of identity is, and that they as such are also politically and societally relevant (pp. 362-363).

Part 4: Living in a multilingual society In chapter 22, Monica Heller writes about multilingualism and transnationalism. Referring to Boutet (2001), she discusses the changes globalization and transfer to the “new economy” have meant for the role of communication in the society. Her conclusion is that language is nowadays at the centre of economic activity both as a process and as a product, whereas in the times of Taylorian economy it communication was considered antagonistic to work (p. 539-40). As for multilingualism, Heller describes globalization as having brought us into a constant movement like the waves of the sea, this concerning in particular linguistic aspects. “Every push towards monolingualism is countered by a pull towards multilingualism”, she writes (p. 540). As the current global conditions of modern economy have brought communication to the centre of economic activities, the role of “communication/language workers” is becoming more and more important (p.541). Heller concludes also that the conditions of the globalized new economy has meant landing to a situation where there is constant tension between standardization (monolingualism) and flexibility and diversity (multilingualism). According to her, this leaves us with two possibilities to try to manage the dichotomy; seeing language either as a skill or as a talent. If language is seen as a skill, then it can be managed by measuring, evaluating and remunerating it, or in marketing it as a commodity. The usage of translators and interpreters is one way of exemplifying this. If language is seen as a talent, skills in it are not something that one should be paid extra for, so both situations include different implications and contradictions in the new economy (p. 546). According to Heller, one of the key questions for academics interested in multilingualism and transnationalism is how to examine the multiple kinds of linguistic resources circulating in space and time, and the fact that some people have access and make use of them and others do not.

title: Reflections on Auer & Wei


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Joint Entrance Examination/2000 Screening/Q007 Monoatomic Ideal Gas and a frictionless piston

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