text:
Structural design

Structural design is a Science and an Art. It is a tool for modern Creators and the world of Design. It can also be used in Literature and Music. It is a way of getting new ideas and inspirations,at Art schools and workshops,allowing architect[[s,painters graphic designers,interior designers,industrial designers,better work out their projects,developing original creativity,while basing their designs on natural,biological elements or even other works created by other creators.

This is not a new way to produce design or art,but the systematic approach of getting it to work is.

Structural Research is not an artistic goal,in itself,rather a] catalyst of ideas and imagination,that can be used to suit all human creativness.

Principles of Structural design

Structural Research is based on a principle:

Since nature made things that can hold coherent together,from the beauty point of view,as well as function,construction and details,all for visual presence and utility,why modern creators will not make designs that behave in the same way?

For that several technics are possible:
 * To copy nature and its elements.
 * To study the natural objects in their details.
 * To peel and dissect the elements of nature, as systematic way to seek hidden secrets that builds the internal and external architecture.
 * To seek the Structure of chosen objects from nature and their composition,by taking into account the repetitive units,patterns, geometrical construction and shapes, discovering the algorithms hidden inside and outside the natural elements, in order to study the resistance of forms, overall architecture and the structure of fibers which are giving strength and overall beauty.

Structural Research in Architecture

 * Gaudi and the beginning of bio Architecture ==

Structural Research in Litterature

 * Structural Analysis in Literature.
 * Structures in Literature

Structural Research in Music

 * Musicology
 * Vivaldi,The Four Seasons

Structural Research in Science and Engineering

 * Structural analysis
 * Engineering

Teaching Fine Arts

 * Projects for two years the First (6 to 8) courses:

-Study of Natural elements and making designs out of them:

-Shells for example, and their structures and Patterns,will give birth to a Mural design.

 * Reaserch to:

-Identify structural and aesthetic elements of music

-Identify structural and aesthetic elements of dance

-Identify structural and aesthetic elements of visual arts,paintings,sculptures,

-Identify structural and aesthetic elements of theater

Principles of the audiovisual language and the main structural elements of the cinematic work. Discussion of the relationship between film, television and other arts/media. Film screenings.
 * Film And Television

Universities teaching Structural Research
External links

Literature:

 * Structure in Literature
 * Structure in Literature

Art,Design,Architecture: Recherche Structurale
 * Modern University,Germany
 * A Structural Research site
 * Gaudi,Architect and Designer,(1852-1926)

Music:

 * Musicology

title: Structural design


text:
File:Darkside-Steward.pdf

Used with the WikiU Film School Lesson on how to format a movie script

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

title: File:Darkside-Steward.pdf


text:
User:Hillgentleman/monobook.js

/** * TemplateScript adds configurable templates and scripts to the sidebar, and adds an example regex editor. * @see https://meta.wikimedia.org/wiki/TemplateScript * @update-token */ mw.loader.load('//tools-static.wmflabs.org/meta/scripts/pathoschild.templatescript.js');

title: User:Hillgentleman/monobook.js


text: Template:User knowledge-food-0

title: Template:User knowledge-food-0


text: Template:User knowledge-food-1

title: Template:User knowledge-food-1


text: Template:User knowledge-food-2

title: Template:User knowledge-food-2


text: User talk:Structuraldesign

title: User talk:Structuraldesign


text: Template:User knowledge-food-3

title: Template:User knowledge-food-3


text: File:Eggbert Yells OS Penny.png

title: File:Eggbert Yells OS Penny.png


text:
Chemistry and consciousness

Welcome to the Chemistry and Consciousness discussion group.

Introduction
This is intended as an introductory survey course for anyone interested in Biochemistry. This course may also be of interest to philosophers of science. Topics: the biochemical basis of heredity, metabolism, movement, sensory experience, memory, and consciousness. The format is directed reading and group discussion.

Lessons

 * Is consciousness a chemical process? - introduction to the question that is the main goal for this survey of Biochemistry: can biochemical processes account for human conscious experiences?
 * Neurochemistry - introduction to the biochemistry of brain growth, signals in the brain and memory storage.

title: Chemistry and consciousness


text:
Chemistry and consciousness/Is consciousness a chemical process?

Welcome to the Wikiversity discussion group oriented around the question: Is consciousness a chemical process? This first lesson in the "Chemistry and consciousness" learning project introduces the idea that consciousness can be traced to a few special types of chemical processes found in brains.

Introduction
Francis Crick wrote a book called The Astonishing Hypothesis in which he said that "a person's mental activities are entirely due to the behavior of nerve cells, glial cells, and the atoms, ions, and molecules that make them up and influence them." Crick acknowledged that this "astonishing hypothesis" strikes many people as an absurd idea. In contrast to the view point of many non-biologists, Crick explains why so many working biologists do not find the idea particularly astonishing but rather the simplest and most likely solution to what has been the long standing mystery of consciousness.

If the Astonishing Hypothesis is correct, then we should be able to list the biochemical processes that generate consciousness. If we do a thorough job, then when we are done, there should be no more mystery about the origin of consciousness and no more need to imagine that some non-material vitalistic force or soul is needed in order to try to explain consciousness. Possibly, if we can fully explain the biological mechanism of consciousness then it may become possible to transfer that knowledge to the task of creating man-made conscious machines. What is the biochemical basis of consciousness?

Suggested reading

 * The Astonishing Hypothesis: The Scientific Search For The Soul by Francis Crick (Scribner reprint edition, 1995) ISBN 0-684-80158-2

Discussion

 * Why did Crick decide to emphasize visual awareness in his work on consciousness?

Q. In this regard, Do animals have consciousness to the level & complexity us humans experience the world & are "aware" about our actions? Why could homo sapiens expand colonies and construct a society & have made such advancements throughout our history of existence? How do we correlate the labyrinth of biochemical processes going on to a conscious decision taken to drink water? What makes the state of consciousness for human beings different from millions of other of species on this planet? (where does the concept of soul arise in this discussion? Is it a result of the complex mosaic biochemical signals generated which is infinitesimally different for everyone because of individual genetic makeup? Or is it much more than biochemical?)

Consciousness and the brain
In order to make a start on the biology of consciousness, it is important to zero in on its physical locus. When Descartes suggested that the pineal gland might be the center of human consciousness, it was still possible to imagine that the brain was some sort of hydraulic actuating system for sending cerbrospinal fluid through tubes and forcing parts of the body in motion. We now know, however, that the pineal gland functions in the endocrine system. Sometimes, due to growth of tumors, the pineal gland is surgically removed (pinealectomy). This does not cause loss of consciousness. The endocrine function of the pineal gland can be replaced by providing melatonin as a supplement.

Consciousness is no longer thought to be a single thing that might be channeled into the brain by way of a tiny organ, like the pineal gland. Large parts of the human brain participate in the generation of many different types of conscious experiences. Some of the most well-studied parts of the brain with respect to their roles in consciousness are parts of the visual cortex. Damage to small parts of the visual cortex can selectively destroy conscious awareness of color, motion or even selectively remove one's ability to be consciously aware of faces as the unified wholes that we normally take for granted as social primates. Since the locus of consciousness is brain tissue, we can turn our attention to a detailed analysis of the biochemical processes of brain cells.

Additional reading

 * Understanding consciousness by Giovanni Frazzetto. Short replacement for Crick's The Astonishing Hypothesis.
 * Naturalizing consciousness: A theoretical framework by Gerald M. Edelman. A more intense (yet still short) look at how biologists view consciousness.

Discussion

 * 1) What tools can be used to alter brain activity and consciousness?

Distributed brain function
Most chemical processes in the brain are not unique to the brain. What brain processes are unique and important for consciousness?

As discussed above, brain regions that are involved in generating conscious experiences are widely distributed in the human brain. In "Naturalizing consciousness: A theoretical framework" (see § Additional reading, above), Gerald Edelman lists some key features of consciousness, including "the contrast between the diversity and changeability of conscious states and the unitary appearance to the conscious individual of each conscious state." Multiple regions of the brain are specialized for generating particular conscious experiences, but we normally have a "stream of consciousness" that allows us to focus our attention on a limited set of conscious experiences at any one time. Consciousness, as normally experienced, relies on a mechanism for coordinating the activity of a complex and widely distributed network of neural activity. In a rich environment, the brain's subsystems are constantly generating a multitude of potential experiences, but in some sense we have a limited "bandwidth" that restricts to what we can actually pay close attention at any instant.

An example of how the brain can shift between competing experiences is provided by ambiguous visual stimuli such as the Necker cube. There is clear survival value in our brains being able to generate a wide variety of conscious experiences, but to avoid being distracted by that which is unimportant, we also need ways to select a limited subset of what our brains can "show" us for close attention and control of our behavior. The key brain processes that coordinate the distributed information processing of the brain are electrical signals in the form of the action potential and chemical signals carried between neurons. The biochemical basis of action potentials and neurotransmission are discussed in more detail in the next lesson.

The brain is not like a printed circuit board nor an integrated circuit. We cannot have the ordered neural activity of consciousness unless complex neuronal circuits can be established during embryogenesis and later brain development. The biochemical basis of brain development is also discussed in detail in the next lesson.

Discussion

 * How can a single visual stimulus result in conscious awareness of two different visual perceptions?


text: File:Penny and Eggbert 200.png

title: File:Penny and Eggbert 200.png


text: File:Penny Quiet OS Eggbert.png

title: File:Penny Quiet OS Eggbert.png


text:
Strategies for developing instructional materials assessment

Back to Strategies for Developing Instructional Materials for the Interpersonal Domain

Answers
Check your answers with the information below to see how you did.

1. When developing the instructional content for this training session, what are five things that Joyce should consider?

Your answer should include items from this list: the instructional strategy, cost of developing materials (budget), resources available (setting), contextualizing the content, the flexibility of instruction, opportunities for peer sharing, interpersonal interactions, team games, cooperative activities

2. What are three interpersonal skills that the training session should target?

Your answer should include items from this list: listening skills, person-to-person communication, giving and receiving feedback, teamwork, cooperation, conflict resolution

3. When selecting the media for the training program, what would you recommend Joyce choose and why?

Best Answer:

Training Games - cost effective, able to conduct with large groups, can be done in short period of time, encourages problem solving and develops communication skills

Alternatively, Joyce may wish to consider these options as well:

Role Playing - provides context, promotes multiple perspectives, develops listening and communication skills (concern: can be difficult to moderate effectively with a larger group)

Video - works well with large groups, permits safe observation of sensitive subjects, develops critical thinking (concern: lack of interaction means the need to incorporate question/answer and discussion sessions to supplement video)

Back to Strategies for Developing Instructional Materials for the Interpersonal Domain


text:
Across the Wikiverse

Alrighty then. You've found the home base for the Across the Wikiverse web radio experiment for Wiki Campus Radio. Please focus on the general concepts linked to the term experiment and give an honest effort to broaden your personal horizon.

Phase me!
Our experience constitutes the lens through which we make sense of the World. The Universe is ours to experience in many ways. When I came to Wikiversity, I did so in anticipation of some marvelous trends in the use of the Internet to:
 * 1) Expand the horizons of the Human character, spirit and intellect
 * 2) Re-open the public discourse channels that have been compromised by commercial interests
 * 3) Challenge the boundaries of learning, teaching and the very notion of Education.
 * 4) Open a culturally pervasive channel of honest, friendly dialog that can help deal with the enormous challenges ahead for our species on this planet
 * 5) Free you and me to express ourselves, showcase our talents, state our opinions and offer to the world some suggestions for improving the Human condition.
 * 6) Include you in the process, respecting you for:
 * 7) * what you do and who you are
 * 8) * what you desire to do and hope to become.

This project shall help us to collectively make a real difference - personally, as a group and globally.

I want to get to know you. I'm the host of the show, but that don't make me anything but another fool that thinks he can help save the planet. I can't do anything by myself. Phase me! CQ 15:53, 22 August 2009 (UTC)

Episode ideas
Add ideas for episodes below, then discuss and develop them.

Obvious need
Someone dropped this baby off at Wikipedia:WikiProject Community:

''In South Africa we've got a growing problem in abandoned babies, orphan babies and unwanted babies. There are babies left at birth in hospital everyday. The mother can't or doesn't want to look after the baby, and just leaves it behind at birth and goes home. There's a project called uMephi, which is managed and founded by the AFM Church, who addresses the problem of all these babies in need. Some babies are left on rubbish dumps, or somewhere in the field. The Welfare council identify's a town, who can Manage and run a babyhouse. Then the Welfare council purchase a house in that particular town. A Project Manager gets appointed to do all the local managing of the house, together with a Comitee, who does certain duties. A Houseparent gets screened and trained to live in the house with the babies, assisted with day & night shiftworkers. The houses are supported by funds and donations out of the community.''

''Currently (year 2007) there are 23 such babyhouses in South Africa, who cares for these babies in need. The houses has designated Social Workers, who handles each case personally to ensure the best outcome for each and every baby in need. Once the baby is placed in the house, the Social Worker will search for family or relatives who'd want to take care of the baby. If there's nobody who'd like to take the baby, preferably a legally married couple, will be screened to take the baby into Forster Care, or Adoption, depending on the baby's circumstances. The house in Polokwane, South Africa is situated very close to the North Boarders, and is Managed by Yolande Stevens contact number: +27825525481 or email: kantoor@agsp.co.za Feel free to contact for any further information.''

Wow. I need to get back on line. At 08:17, 10 July 2007, Yolandestevens added the section (19,825 bytes), (→Wikipedia community Welfare) over at Wikipedia. Real world colleges and universities respond to needs like these. In a wiki it is easy to add urgent pleas for help. Many time desperate people do this on wikipedia, but it simply gets deleted. Maybe WV and the Across the Wikiverse media project can do something. 04:32, 12 June 2008 (UTC)

Free culture
I want to start a Wikiversity learning project for the Free culture movement. As part of the process of building such a learning resource, I would like to end up with some recorded live chat that explores the role of Wikiversity in efforts to "free the curriculum in every language and for every grade". Some of that audio should be useful for Wikiversity the Movie. --JWSchmidt 22:27, 5 June 2007 (UTC)

SYZYGY17
Enter SYZYGY17 ... This is a very long-term "LLC" learning-leading/liberating-collaborating massive scale project. As you can see from the history of this learning resource, I, CQ am quite determined to not let this one slip through the cracks as so many good ideas in free learning often do. The master document on Google Drive is as open as I can make it. See SYZYGY17 for a broader view.

This ties in with Generating dynamic content with MediaWiki and the Wikiversity Portal:Time project as well as Wiki Campus Radio. Please keep an open mind and follow along. An audio component will greatly expand the reach of all of the Wikimedia Foundation projects helping to keep them ad-free and well positioned on the wider Internet. The trends in media are rapidly changing in both positive and negative directions across the world-wide web. Our mentors Ward Cunningham, Lawrence Lessig, Eben Moglen and many more have made significant contributions and we are seeking more mentors and leaders that know what we are up against as a community. Thanks for reading. See Generating dynamic content with MediaWiki/2016 for updates.

title: Across the Wikiverse


text:
User:Haley-Wan

Hey...I'm Haley...Not sure what to do yet so I'll just stick with this.

title: User:Haley-Wan


text:
User:Hamilton Nobre

Hamilton De Assuncao Lucas Nobre, nascido as 10 de Maio de 1986 em Luanda,Angola. Estudante nos Estados Unidos da America, curso de Geologia. Curso Medio de Economia pelo Instituto Medio de Economia de Luanda(IMEL).

title: User:Hamilton Nobre


text: Category:Electrical engineering

title: Category:Electrical engineering


text: Category:Photography

title: Category:Photography


text:
Category:Visual arts

Subcategories are based on Outline of the humanities.

title: Category:Visual arts


text: Category:Pathology

title: Category:Pathology


text: Category:Services

title: Category:Services


text:
User:Fred Bauder

http://en.wikipedia.org/wiki/User:Fred_Bauder

title: User:Fred Bauder


text:
User:Wikimol

w:User:Wikimol

title: User:Wikimol


text: User talk:Wikimol

title: User talk:Wikimol


text:
Adobe Photoshop/Introduction

 ↑ Return to Photoshop Department main page

About These Lessons
This lesson provides you with an introduction to the program and some of the major concepts that you'll find in future lessons. Please read through the topics below before continuing to another lesson. You can click on any of the hyperlinked words to get more in-depth information about that topic. Please keep in mind that the images and diagrams used in these lessons may be slightly different than your copy of Photoshop.

What is Photoshop?
Adobe Photoshop is a digital graphics editing program produced by Adobe Systems. It is the leader for commercial Bitmap editing and image manipulation. It is considered by many to be the industry standard for desktop graphics editing and is available for the Windows/Mac operating systems.

To get the most out of these courses, you will need to obtain a copy of Photoshop. You can purchase the full version or download a trial version at the Photoshop Product Page on the Adobe Website.

What Are Layers?
One of the most important concepts in graphic software is the proper use and manipulation of layers. A layer can be thought of as an individual "slice" of an image that is sandwiched together. The major advantage of using layers is that you can easily manage and edit pieces of your artwork without disturbing the rest.

An easy way to picture this concept is to imagine that you are looking out a window. Now if you were to draw a picture on the window, you would essentially have a layer that can be edited without affecting the background image.

It is important to note that layers are not compatible with some image formats and the image will have to be flattened. Also note that layers will increase the file size and proper management will have to be performed to keep your files healthy and efficient.

What is the Difference Between Vector And Bitmap Graphics?
Another important concept to understand is the differences between the terms vector and bitmap. More precisely we should understand what a vector image is and what a bitmap image is. These terms describe what type of image you are making and also play a huge role in how that image will be utilized.

Bitmap graphics are the most common type of image. Bitmap images are made up of Pixels, which are tiny colored dots on your monitor that make up images. Screen resolution is a term that specifies that there are 72 dots per square inch of the image (72dpi) which is displayed at 72 pixels per square inch on the screen (72ppi). For editing purposes, the graphic standard is 300dpi so that there is enough information available to play with. The main disadvantage of using bitmap images is that when you resize the image, you will lose quality and the picture will start to look "blurry" or "pixelated". This is particularly true when making images larger and is due to forcing the image, which has a set number of pixels, into a larger size. Thus if a 72dpi, 1" x 1" red square has 72 pixels and were enlarged 200%, it would be forced to become 2" x 2" and 288 pixels. The extra pixels are formed by taking the difference in color between the surrounding pixels. The red square would look fine for the most part, but only because it is one color.

In contrast, vector images are made up of resizable paths. You can enlarge or reduce vector images and they will retain their quality perfectly (keep in mind that the screen displays everything at 72dpi/ppi, so sometimes they do not appear perfect). The major disadvantage of using a vector image is the amount of effort required to produce a highly detailed image. We will talk more about when to use a vector image and when to use a bitmap image in future lessons.

title: Adobe Photoshop/Introduction


text:
User talk:Murakumon

Photoshop, Inkscape
Hi Murakumon - thanks for the work you've been putting into Photoshop-related pages. One thing that I've always wanted to have here is some materials on creating good buttons/logos/graphics that can be used in different pages. For example, there are lots of images on Commons that were created with Inkscape - if we could aim to educate people (including myself!) on how to achieve something like these effects, I think we could build up a good body of materials here - possibly coordinated at Topic:Graphic design. What do you think? Cormaggio talk 09:06, 29 April 2007 (UTC)
 * Thanks for the reply. Sorry for confusing you with Inkscape examples - it was just an idea to show the range of logos/graphics we have in Wikimedia, and a general aspiration to having tutorials about how these are made. Of course, I'm not asking you to do anything you're not proficient in ;-) -but any logo experience you have would be valuable. But feel free to continue with what you're doing too - it's looking good - and there's plenty of scope for various types of graphics. :-) Cormaggio talk 17:04, 30 April 2007 (UTC)

Wikiversity screen saver
Hello, could you have a look here please ? Your suggestions would be very much appreciated. Erkan Yilmaz ( my talk page, wiki blog ) 17:35, 25 September 2007 (UTC)

Image copyright problems

 * Your currently affected images are below. Please provide a license template and source for each one. Thanks. – Mike.lifeguard | @en.wb 23:24, 13 February 2008 (UTC)

 * 2007-04-29 07:06, Murakumon: Photoshop NewFile1.jpg: untagged! ; 1 (1)
 * 2007-04-29 07:10, Murakumon: Photoshop NewFile2.jpg: untagged! ; 1 (1)
 * 2007-05-16 06:05, Murakumon: PS Logo CS3.png: untagged! ; 6 (6)
 * 2007-05-16 07:29, Murakumon: Photoshop Workspace.jpg: untagged! ; 0 (0)
 * 2007-05-16 07:35, Murakumon: AI Logo CS3.png: untagged! ; 6 (6)
 * 2007-05-16 07:38, Murakumon: ID Logo CS3.png: untagged! ; 5 (5)
 * 2007-05-16 07:39, Murakumon: DW Logo CS3.png: untagged! ; 4 (4)

Pagemove announcement
Guy vandegrift (discuss • contribs) 17:59, 28 February 2024 (UTC)

title: User talk:Murakumon


text:
Talk:ESL for Primary School

Has the "pending reformat" taken place yet? If so, I'll update the English Language reference to this project. The Jade Knight 09:46, 21 June 2007 (UTC)

title: Talk:ESL for Primary School


text:
User:Dr Necius

I'm currently a highschool student living in Toowoomba. I am an Australian of Czech descent. I enjoy maths and sciences. No I am not a doctor and I am in no way related to any Necius' if indeed any exist. Dr Necius

title: User:Dr Necius


text:
User talk:TenOfAllTrades

= Important note, before you leave a message! =  '''Hello! I am almost entirely inactive at Wikiversity!''' I rarely check my Wikimedia-associated email unless explicitly reminded. The only reliable way to contact me for matters related to Wikimedia projects is through my user talk page on the English Wikipedia: w:User talk:TenOfAllTrades Thanks!

title: User talk:TenOfAllTrades


text:
User:GChriss

See also ST47's Techlog pages over on the WikiCast wiki :-) ShakespeareFan00 13:53, 26 April 2007 (UTC)

title: User:GChriss


text: User talk:Fde101

title: User talk:Fde101


text:
Economic Classroom Experiments/Guessing Game

Students are asked to pick a number between 0 and 100, with the winner of the contest being the student that is closest to 2/3 times the average number picked of all students.

Instructions

 * Guess a number 0 to 100.
 * The guess closest to 2/3 the average number wins a prize.
 * Ties will be broken randomly.
 * Please write your name and your guess on the piece of paper and turn it in to me.
 * Don’t let others see your guess!

After collecting responses, show the results, explain them, and rerun it.

 * Wharton average 40
 * Caltech UG average 30
 * Economics Phds 25
 * CEO average also 40.
 * What would we expect if everyone is rational and thinks everyone else is rational?
 * Now repeat this!

Results
One may want to start by asking the students what guess would be irrational (above 67). Then ask the students what they guessed and why. For instance, pick a student who guessed 33 and ask them why. It is then fairly easy to explain the equilibrium of everyone guessing 0 along the lines of Nagel (1995), who first ran an experiment on this game. Nagel found that people based their guesses on levels of rationality and found lumps of guesses on: level 0 rationality (guessing 50); level 1 rationality, best response to 50 (guessing 33); level 2 rationality, best response to 33 (guessing 22); etc. One can then say that equilibrium theory doesn't necessarily do well.

After explaining the equilibrium and showing the initial results (or results from last year), one can now rerun it. Results will come now much much closer to the equilibrium.

Discussion
Moral of the Story
 * Sometimes markets aren’t always rational or in “equilibrium”. This Guessing game is like a market bubble.
 * Sometimes theory based on rationality doesn’t predict perfectly.
 * You shouldn’t ignore theory (even when it is wrong). Otherwise, it may catch you expectedly.
 * Star Trek: Kirk had several advisors with different views of the world. Spock used logic. Bones emotions. Scotty practicality. When analyzing a problem, it is worthwhile, like Captain Kirk, to take into account several views including the fully rational one.

Keynesian beauty contest
A Keynesian beauty contest is a concept developed by John Maynard Keynes and introduced in Chapter 12 of his masterwork, General Theory of Employment Interest and Money (1936), to explain price fluctuations in equity markets. Keynes described the action of rational agents in a market using an analogy based on a contest that was run by a London newspaper where entrants were asked to choose a set of six faces from 100 photographs of women that were the "most beautiful". Everyone who picked the most popular face was entered into a raffle for a prize.

A naive strategy would be to choose the six faces that, in the opinion of the entrant, are the most beautiful. A more sophisticated contest entrant, wishing to maximize his chances of winning a prize, would think about what the majority perception of beauty is, and then make a selection based on some inference from his knowledge of public perceptions. This can be carried one step further to take into account the fact that other entrants would also be making their decision based on knowledge of public perceptions. Thus the strategy can be extended to the next order, and the next, and so on, at each level attempting to predict the eventual outcome of the process based on the reasoning of other rational agents.

 * “It is not a case of choosing those [faces] which, to the best of one’s judgment, are really the prettiest, nor even those which average opinion genuinely thinks the prettiest. We have reached the third degree where we devote our intelligences to anticipating what average opinion expects the average opinion to be. And there are some, I believe, who practise the fourth, fifth and higher degrees.” (Keynes, General Theory of Employment Interest and Money, 1936).

Keynes believed that similar behavior was at work within the stock market. This would have people pricing shares not based on what they thought their fundamental value was, but rather based on what they think everyone else thinks their value was, or what everybody else would predict the average assessment of value was.

Guessing Game comparison to a Beauty Contest
What Keynes explicitly describes is only when $$p=1$$. However, his notion of degrees of rationality does describe the behavior in experimental results (with many choosing a peak around 33 and 22 for $$p=2/3$$). Other, more explicit scenarios help to convey the notion of the beauty contest as a convergence to Nash Equilibrium when the agents in the game behave perfectly rationally. The most famous such example is a contest where entrants are asked to pick a number between 0 and 100, with the winner of the contest being the person that is closest to 2/3 the average number picked for all contestants.


text:
Talk:College Algebra/FOIL and algebraic manipulation

College means University? --Jorge 18:14, 26 April 2007 (UTC) (Spanish-speaker)


text: Category:Particle physics

title: Category:Particle physics


text: Category:Evolutionary psychology

title: Category:Evolutionary psychology


text:
Northern Arizona University/Environmental Ethics/Handouts/Term Paper

Philosophy of Law

Paper Topic
Due Date: If you would like help from me in the form of written comments, then put together an outline of your paper and bring it to office hours. The term paper is due at the beginning of class at the time of the final exam.

Length: The paper should be from 8 full pages minimum to 10 pages maximum. All papers must be typed and double-spaced (indented quotes, etc. should be single-spaced if you use them). There is no penalty for exceeding the maximum number of pages by a small amount so long as the paper is well written and edited.

Mechanics
The quality of your paper as a piece of writing (spelling, punctuation, style, grammar, and--especially--clarity) will count in the determination of your grade. Essential to expressing your ideas effectively is writing clearly and with precision. All I (and your other readers) have to go on in evaluating your arguments is what you have written down. You may think you have it 'clear in your head', but you need to lead the reader step by step through your argumentation. It might help to have a friend read the paper to let you know where your paper lacks clarity. You're trying to develop reasoned arguments to justify a position. So try this test: cross out all occurrences of 'I think', 'I personally believe', 'I feel', or 'it's my opinion that';  then you'll see if you have backed up your opinions with reasons and evidence. For the reader is not interested so much in the fact that your convictions are yours, but rather the clarity and cogency of the reasons, arguments, and evidence you have in support of your opinions (so that your opinions are well-founded). Where you do need to indicate that a view is yours and not one of the authors covered in the course, start your discussion with an "I will argue", 'I will try to show', or 'My thesis is' and the transition will be plenty clear. Don't waste time and space with Vague Generalities (e.g. 'Justice is often cited by philosophers as being important,' 'the question of rights has perennially plagued thinkers,' 'Grotius did a really good job arguing...'). Rather, dig right into the arguments: 'Holmes holds that...and argues for it by claiming that...'  'An objection to the above premise is...'  'I maintain that...' etc. Cross out anything that might be considered 'FLUFF' in your rough draft. Try to capture the arguments in your own words. Be sure that your paper is yours and not merely a string a quotes from the texts. Here is a rule of thumb for this paper: a quote or two from Mill and a quote or two from Kant are fine (especially if the quotes are brief) if they are needed to demonstrate that these authors actually hold the position that you are attributing to them in your paper; seven or ten quotes is too many--especially if the purpose of the quotes is to avoid the hassle of putting the argument in your own words. If you do use the phrasing of other authors, you must quote and footnote them or it is plagiarism. NOTE: this is not a research paper, your time will probably be better spent going over and over the relevant passages and developing the argument rather than exploring the literature. If you do refer to sources outside of the required readings for the class, you must footnote any ideas taken from such sources.

Assignment
Pick a topic, locate a dispute, state your thesis, argue for the thesis, consider one or two central objections, develop responses, evaluate the strengths and weaknesses of your argument.


text:
Talk:Poetry/Practice/Zwiesprache

Es hat mich tief berührt und nachdenklich gestimmt. Nachdenklich stimmt mich auch, daß du es von der männlichen Seite beschreibst(?) --84.142.251.74 21:42, 26 April 2007 (UTC)(Jom,hier kein User)

title: Talk:Poetry/Practice/Zwiesprache


text:
Portal:Cosmology

A course within the Institute of Astrophysics and the School of Physics

Cosmology is the scientific study of the nature and evolution of the Universe as a whole. A great amount of information in cosmology comes from the study of the Cosmic Microwave Background (CMB), a homogeneous electromagnetic radiation source from the big bang.

Courses

 * Cosmology

Wikipedia

 * Cosmology
 * Cosmic microwave background
 * Physical cosmology
 * Boltzmann brain

title: Portal:Cosmology


text:
User talk:Alcon~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 Alcon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alcon~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Alcon~enwikiversity


text:
Chemistry and consciousness/Neurochemistry

Welcome to the second lesson in the "Chemistry and consciousness" learning project. This lesson has guided reading and discussion of the neurochemistry of consciousness.

Action potentials
We can rapidly shift our attention between different components of conscious experience that are generated by the brain. Visual cortex regions towards the back of the head are required for us to experience color vision or normal consciousness of objects moving in the visual field. Auditory cortex regions at the side of the head generate conscious experience of sounds. Normal sensation of touch is requires neuronal activity in the somatosensory cortex. The various brain regions that generate various types of conscious experience are connected by axons and coordinated by electrical signals that rapidly travel along axons. These long-distance and rapid signals in the brain are called action potentials.

The sodium-potassium pump is particularly important in the chemistry that makes possible the action potentials that carry rapid long distance signals in the brain. This enzyme uses available chemical energy inside neurons to move sodium ions out of cells and push potassium ions inside. Once these imbalances of electrically charged ions are established across the cell membrane, the energy stored in those transmembrane ion gradients can be used to produce rapidly propagating electrical signals, action potentials, that move down axons.

During sleep, it is common to have altered consciousness, demonstrated by the poor ability to remember dreams that are experienced during sleep. Even periods of sleep without dreams have similar energy use and numbers of action potentials. Neurons in the brain do not become inactive during the altered consciousness of sleep, but there are subtle alterations in the pattern of action potentials in cortical neurons. What kinds of "subtle" effects can be modulated so as to alter the relationship between action potentials and conscious experiences? In the brain, the effects of action potentials are mediated through the complex chemistry of neurotransmission.

Memory
Memory can be divided into two general forms: short-term working memory, and long-term consolidated memory. In terms of generating conscious experience, both are essential: the former in generating a baseline level of situational awareness and a cohesive understanding of temporarily (i.e. not constantly trapped in the present), and the latter in processes ranging from one's ability for recognition and comprehension to establishing a sense of a sense of self based on autobiographical knowledge.

For an overview of the basic forms and mechanisms of memory, please visit the Fundamentals of Neuroscience page until this wikiversity project has been completed.


text:
Talk:Chemistry and consciousness/Is consciousness a chemical process?

Interesting
Very interesting. Reading this page reminded me of the free will theorem. --HappyCamper 04:38, 27 April 2007 (UTC)
 * Thanks for the link. I have been intending to add some of Daniel Dennett's ideas about free will to Historical Introduction to Philosophy/Determinism and the Problem of Free-Will. --JWSchmidt 14:18, 27 April 2007 (UTC)

This page addresses issues related to the mind-body problem, I think. Davichito 02:18, 1 October 2008 (UTC)

Is conciousness a chemical process? No it isn't.
Not exclusively anyway. There are some contradictions inherent in a purely physical view of consciousness that get swept under the metaphysical carpet.If the mind was a machine limited to its apparent physical space within a brain how would it be able to model itself within that limited system? That is, it would have to be able to hold an image of how it works that is effectively the same thing as the brain itself within itself, and observe it at the same time. That would be an accurate description of actual "thought". That would be saying that it can hold more information than it could contain if it were purely a physical object.

If the brain was purely the matter within its physical space that must mean that all the sensory input it recieved was an image within itself...so all the possible information that a brain could be aware of would be stored within itself. The appearance of computers ,planets, star systems etc are all modelled within the physical brain. For these models to appear real (the basis of empirical science)they have to actually work...if you analyse a microchip or microbe with an electron microscope that whole process is imaged within the brain of the observer according to a purely physical brain model. So, even if the observer does not know how these things work or even what they are these devices appear to hold a functioning existence reproduced within their mind to the finest possible detail.

This suggests that part of the awareness or intelligence or thought of an entity considering its surroundings is contained within its surroundings, since its surroundings are inescapeably bound up with its own mind. The perceptual trick which causes confusion is that sensory input appears to describe an external reality deemed to be different in nature to the substance of the observers mind.

The main contradiction of the "physical" brain model is that its sensory input appears to describe a physical material external world, but at the same time following this logic the external world including the observer's self image is located within a few cubic inches of brain. So much for detached scientific observation.

What appear to be physical systems that "think" are probably a by-product of consciousness that actually limit awareness. Sure the cross between butchery and alchemy that is neuroscience can throw a few switches and watch the lights flicker a bit, but give all the monkeys in the world all the typewriters and they'll never come up with Shakespeare.Imageofreality 04:00, 9 February 2011 (UTC)


text: Category:Peace Studies

title: Category:Peace Studies


text:
Category:Africa

This category is for all things Africa.

title: Category:Africa


text:
Africa

Africa is a continent consisting of many countries, nations and peoples.

Issues

 * Philips is going to invest in Africa. According to Philips, the economy of Africa is greater than Germany's economy (source: interview with Ronald de Jong (chief market leader at Philips). Ronald says Philips will invest in Africa the coming years. They need local people who understand the market.

Schools

 * School of African Studies

Learning projects

 * Africa and the First World War
 * Student Collaboration: Africa Project
 * Peace Studies in Africa
 * A World of Peace, Love and Happiness

Learning resources

 * Portuguese Trade in West Africa

Wikipedia

 * Africa Portal
 * Africa main article
 * Ugandan general election, 2006

Wikibooks

 * World History/Ancient Kingdoms of Africa
 * Volcanoes/Africa -needs development-
 * Languages of Africa
 * Swahili
 * Zulu
 * Wikijunior:Africa - A book about Africa and it's countries aimed at young children
 * ... Search for "Africa" at Wikibooks

Learning videos

 * Corporate VC and Innovation in Africa | Keynote by Philip Kiracofe

title: Africa


text:
Category:Continents

This category is for continental geo-political divisions or entities.

title: Category:Continents


text:
University

This page is for describing and exploring conceptions of "university".

A university is a space, either physical or virtual (or a blend of the two), in which to study a particular subject at an advanced level.

The word university is derived from the Latin phrase universitas magistrorum et scholarium, roughly meaning "community of teachers and scholars".

How does a university work?
Universities have traditionally conducted education via lectures, seminars, tutorials, research groups, and laboratories. Its lecturers are usually engaged in research, which they are encouraged to publish regularly. Universities confer degrees on students who conform to certain academic standards. Degree types include the Bachelor, Masters and Doctorate (PhD) levels in the United States, though university systems differ quite widely from country to country.

How a university doesn't work
It has been found that between 40% and 50% of higher education students do not complete their degrees. It is therefore particularly important that universities understand student motivations, capabilities, and interests so as to adjust content and pedgagogical processes in order to optimise student engagement and retention.

Research points to satisfaction with the college experience as a major contributor to students’ motivation and commitment. Satisfied students study harder, perform better and are therefore more motivated than less satisfied students.

Knowledge
Consider the following two quotes:

These perspectives tell us something about the way that knowledge is produced, preserved, and transmitted through time by universities.

University of universities
One idealized or imagined conception of University is that of a University of Universities, an educational singularity.

title: University


text: Category:Knowledge

title: Category:Knowledge


text:
User:Kent~enwikiversity

 Monday 29 July  UTC

 * Who: Dennis L. Kent (KDL)
 * Where: Kankakee, Illinois, United States of America
 * When: Since 04-27-2007
 * What: Net Slave
 * Why: To make the truth available.

About KDL
Dennis L. Kent (talk), is a Wikinews Journalist specializing in Public Affairs.

Date: 2007-04-27 (April 27, 2007) Time: 165001 UTC

Contact Information
Dennis L. Kent Post Office Box 129 Kankakee, Illinois 60901-0129 United States of America

Requests for Edits by KDL
Users: Please post them on the Dennis L. Kent Discussion Page.

Requests for Contributions by KDL
Users: Please post them on the Dennis L. Kent Discussion Page.

General Comments for KDL
Users: Please post them on the Dennis L. Kent Discussion Page.

 * Category:Business
 * Category:Entertainment
 * Category:Illinois
 * Category:Internet
 * Category:Journalism
 * Category:Kankakee
 * Category:Law
 * Category:North America
 * Category:Christianity
 * Category:Culture
 * Category:Orthodox Christianity
 * Category:People
 * Category:Political science
 * Category:Public affairs
 * Category:Religion
 * Category:Spirituality
 * Category:Science
 * Category:Statesmanship
 * Category:Technology
 * Category:Faith
 * Category:Film
 * Category:United States of America
 * Category:United States Senate

title: User:Kent~enwikiversity


text:
User talk:Kent~enwikiversity

 Monday 29 July  UTC

Requests for Contributions by KDL

 * Hey Kent, I am very glad to see that you are open to requests of all types. I am an active participant in the school of medicine and I am trying to develop the school further. I was wondering how you felt about editors/students in the school of journalism writing articles in a School of Medicine News Page. I feel this would not only benefit both schools but serve as an example of inter-school collaboration within Wikiversity. Go raibh mile maith agaibh 23:29, 17 June 2008 (UTC)

General Comments for KDL

 * I see you listed on the Journalism school page. Is anything actually happening with that? I have no idea about how to set up material on Wikiversity, but I do have a lot of experience from Wikinews. --Brianmc 13:23, 29 July 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kent. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kent~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 23:35, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kent~enwikiversity


text:
Talk:Main Page

In discussion at IRC #wikiversity-en, it has been suggested that Main Page be converted into a resource for new visitors and that we leave Main Page as it is for more experienced wiki users. --JWSchmidt 17:45, 27 April 2007 (UTC)

We can work on new ideas for Main Page at subpages such as Main Page/Draft version 0.1. I like the basic approach of Draft version 0.1 because I think we should try to identify sub-groups of visitors who come to the Main Page and give them good options for how to get the information they are looking for. I'd also like to see a short promotional video on the Main Page in the spirit of "a picture is worth a thousand words". I would be interested to hear comments on the analysis/ideas at Supporting Wikiversity participants. --JWSchmidt 19:31, 27 April 2007 (UTC)

Main Page as a learning resource
What kinds of learning resources do new visitors to Wikiversity need?
 * my guess is that most people who visit the Wikiversity website have never edited a wiki. At Wikipedia, this does not matter much because the project is well established and people come looking for content that they can read. Wikiversity is new and is more concerned with creating content; the priority for Wikiversity should be to encourage new visitors to participate as editors at Wikiversity, not just look at a few pages and then leave.
 * a distinction should be made between people who are familiar with wikis (such as Wikipedia) and those who are not. People who are new to wiki need special help to learn what a wiki is. People who are familiar with Wikibooks want to know how Wikiversity relates to Wikibooks. Experienced Wikiversity editors can go right to Main Page.
 * Student and teacher tracks. By the nature of Wikiversity, we can expect that some new visitors will be students expecting to find learning resources and others will be teachers, possibly looking for learning resources or how to use Wikiversity for editing projects with their students.
 * By my count, there are at least ten items needed for Main Page; see Main Page/Draft version 0.2--JWSchmidt 20:43, 27 April 2007 (UTC)

Critique of the current main page
The current Main Page was first designed at User:Trevor MacInnis/MainPage starting in the first week after the Wikiversity project launch. Additional development of that design took place at Main Page/Design. Like the original Main Page design, the current design has many links that are irrelevant to new visitors. The current design was influenced by experienced Wikipedia participants who have never contributed significantly to the Wikiversity project. As such, the current Main Page probably serves best experienced Wikipedians who follow a link to Wikiversity and stay just long enough to observe that there is very little Wikiversity content. As a young project, Wikiversity needs is to attract new participants, most of whom are not experienced wiki editors. Does the main page serve the needs of Wikiversity or is it an artifact resulting from the efforts of a few Wikipedians who created it and then went back to Wikipedia?

 * Without being too rigorous, artifact. I think we should seriously consider allowing the main page to be less static than other Wikimedia pages. A learning project could be drawn up to identify essentials that the main page should have, and with enough participants, perhaps we could even cycle through different layouts throughout the year. --HappyCamper 05:38, 19 May 2007 (UTC)

Main Page namespace
Which namespace should the Main Page be in? The current Main Page is in the "Wikiversity:" namespace because it is viewed as a "meta page" about the Wikiversity project. An alternative would be to return the Main Page to the main namespace so that it can take on the primary function of being a learning resource; a page where new visitors can learn about the Wikiversity project.

Main Page target audience
The Main Page should be designed for the least knowledgeable visitors with the least wiki experience. These "Wikiversity naive" visitors need to be efficiently guided to basic information about wiki, the purpose and mission of Wikiversity and the current status of Wikiversity (essentially, a content development effort). New visitors who are not experienced wiki editors need to be shown how easy it is to participate by editing Wikiversity pages. More experienced wiki users can take care of themselves and make use of the pages linked to in the "navigation" and "community" side boxes. Can we identify a few key types of Wikiversity Main Page visitors and re-design the main page so as to better serve them?

I oppose a different main page for different folks - I can't see how it would be productive. Instead, why not have a much improved (ie simplified and targeted) main page that funnels people by what they are likely to want to do - catering for the complete newcomer as a primary goal. More complicated links for experienced editors should be taken care of at the Community Portal (or some other specialised portal). I think it might take a few introductory pages working together, rather than this proposed split, to make it easier on all participants (or potential participants). Also, is this not a fairly out of the way place to be having such discussions? How about centralising all such discussions from Introduction Overhaul Taskforce? Cormaggio talk 20:24, 28 April 2007 (UTC)
 * Having said that, however, I'm all for maximising the learning potential around the main page (and its backups) - and I think the kernel of the idea here is good. There's good stuff here to work on - I just urge us to think about this as an integrated system... Cormaggio talk 20:30, 28 April 2007 (UTC)
 * "different main page for different folks" <-- I don't know what that means. User:CQ suggested that Wikiversity should have its main page as a learning resource located in the main namespace. Accepting that reasoning at least temporarily, and in the hope that we could actually get some work done towards improving the main page, I came to this page. "why not have a much improved (ie simplified and targeted) main page that funnels people by what they are likely to want to do - catering for the complete newcomer as a primary goal" <-- That sounds like a description of what I am trying to do at Main Page/Draft version 0.2. "out of the way place to be having such discussions" <-- This page is linked to from Main page design changes and Introduction Overhaul Taskforce. --JWSchmidt 22:58, 28 April 2007 (UTC)
 * Hmm, I read this sentence: "In discussion at IRC #wikiversity-en, it has been suggested that Main Page be converted into a resource for new visitors and that we leave Wikiversity:Main Page as it is for more experienced wiki users" as an indication that there were to be two different main pages. If it's just the redesign of the (one) main page, then of course I'm all for it. As for keeping things here, I just hope people will be keeping track of pages and developments, and so will participate here. It's quite a fundamental change, so I'd like as many people involved here as possible (or, at least, people who have an interest and expertise in web design - preferably educational web pages)... Cormaggio talk 23:15, 28 April 2007 (UTC)

title: Talk:Main Page


text:
Main Page/Concept/2007/April/Feature

Members

title: Main Page/Concept/2007/April/Feature


text:
Talk:Main Page/Concept/2007/April

Please discuss all new Main Page ideas at Talk:Main Page. --JWSchmidt 19:42, 27 April 2007 (UTC)

title: Talk:Main Page/Concept/2007/April


text:
User:GerryGray

I teach Chemistry (and Biology, and Physics, and Applied Science, and Entry Level Science!) and I am interested in contribting to the wikiversity pages on Chemistry and Teaching. But we'll see if I get that far, with this much to read...

title: User:GerryGray


text: Template:Main Page/Top

title: Template:Main Page/Top


text:
Template:Main Page/Video

{| align=right padding=0 cellspacing=0 width=32% style="background:none"

This short 2 minute video will show you how to edit Wikiversity.

title: Template:Main Page/Video


text: Template:Main Page/Old

title: Template:Main Page/Old


text: User:Editor at Large

title: User:Editor at Large


text:
User:SydHeresy~enwikiversity

I like to learn!!!

title: User:SydHeresy~enwikiversity


text:
User:Nazil

I am Nazil.

title: User:Nazil


title: File:Zwiesprache2.ogg


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 14

Inter-American Court of Human Rights

It is my understanding that this court was set up in order to help secure the inalienable human rights that all humans are supposed to have. Through the discussions in class, it is evident that this court has its purpose, but at the same time is fairly useless when it comes to other matters, such as dealings with the United States. This is because the United States is considered to be very adept at protecting human rights. Therefore this courts real purpose is to protect human rights in countries that are not as developed or seem to disregard human rights. These countries are often in anarchy, in constant flux, or ran by whoever has the most guns. This raises a question.

If this is truly this court’s, as well as others like it, function, than will simply admittance of the countries violations are enough to make any sort of lasting effect? This is a greater concern when you consider that many times the admittance of guilt comes a great deal after the act. This would seem to entail a loop hole in which tyrannical governments could get away with whatever they want, than 30 year later (whether that government is in power or not) admit that they messed up and pay a small fine. This would hardly seem to work against countries that have to real concern for the well being of its people.

One supposed answer to this is that the admittance does work. They claim this because when the country admits to its wrong doings they are conceding that they messed up and are being open and honest about it, thus giving them s softer image in the eyes of the world. Should they not admit, they will always be seen as an undeveloped primitive country and no other states will do business with them. This would work if the countries were not often in control of some dictator or madman who has no real vision past being in control of their own desolate lands. The countries that are often in such violation of human rights would seldom care what the rest of the world thinks, and even if they did they would only have to admit that they made a mistake and walk away a nicer place in the world’s eyes. This court would hardly seem effective in stopping human right violations.

QLucas

On Inalienable human rights

Upon considering the court cases, charters, and institutions that are associated with human rights, certain aspects of the nature and origin of the rights themselves must be considered. Frequently the rights that are trying to be protected are described as being basic, universal, and inalienable. Basic in this case would mean the simplest, most primitive form of rights that exist regardless of the time place or circumstance. Universal would mean applying to everybody, across the globe with the same force. Inalienable would mean that they cannot be taken away of infringed upon.

Here is where matters of interpretation arise. First of all many of the rights that are listed in the Universal Declarations of Human rights hardly seem to be basic. Such rights as the right to join a union, the right to vacation, and others should not qualify as basic. In addition, some rights that would in general be considered basic do not seen included, at least not outwardly. The right to defend yourself is not included for example. Basic hardly seems a fitting word. Universal gives rise to further problems, many of which stem from the lack of the rights being basic. Some of the more complicated rights seem highly relative to social factors like region and social status. Inalienable does not present much of a problem since I believe its use here is supposed to be forming the ideal state of these rights. Furthermore, who decided upon these rights? Was it merely the first lady’s whims? Or was some divine tablet sent down form on high, and if so from who’s God? These questions, among others, should arise any time you consider human rights or the protection thereof. Yes there are basic human rights and they should be enforced, but more attention needs to be paid either to the wording or the nature of these laws before we try to make them universal.

QLucas

CQ #6: Response to Class Discussion 4/26/07: Inter-American Court of Human Rights

The US government acted as a main proponent of the Inter-American Court of Human Rights yet declined to join ranks with the 22 countries that signed on. The US claims that they have no need of joining since the US court system is the superlatively operating model for the court of human rights and that US citizens have enjoined a 200 year record of finding justice in the US system. Therefore, giving up any US court jurisdiction to the newly created human rights court might undermine the amount and quality of justice given to US citizens heard in that court.

This seems to me to be very reasonable ground for declining to join the Inter-American Court of Human Rights. However, I am wondering where the court system of the US is to look for further improvement and perfection if we are resistant to any outside pressures. By not participating in international systems such as these, America might be cultivating a bad habit and creating a vacuous justice system. The forefather of the Constitution took a gamble by creating a new system which has remarkable lasted for over 200 years. Why do we not, in this formative time for international law, also take bold steps in creating a system that challenges our status quo with prospects for improving to the highest degree all human rights contained in the Universal Declaration of Human Rights. For, it must be noted that, not yet do all American citizens, enjoy those rights. For example, persons who are extremely poor find themselves in situations of modern day slavery. Making only enough, if they are lucky, to eat and have a roof over their head. They are bound to their jobs, with no hope of finding a better one due to their overtime schedule, just so they may eat from day to day. This, under various interpretation, is violating a vested human right to be free from slavery.

Why does America not recognize that we still have problems that must be further worked out if we are to serve as example to the rest of the world? Why do we not take another bold step and raise the bar of standards that we must live up to in the hopes that the rest of the world will also attempt to do so?

-Karlie Knudtsen]


text:
User:Whitenoise101~enwikiversity

Hi, could anyone teach me how to revert pages? I accidentally edited the wrong page.

title: User:Whitenoise101~enwikiversity


text:
User talk:Whitenoise101~enwikiversity

I think you fixed it
"I accidentally edited the wrong page" <-- I assume you mean User page, but it looks like you fixed it. --JWSchmidt 01:00, 28 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Whitenoise101. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Whitenoise101~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 23:47, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Whitenoise101~enwikiversity


text: File:Shakespeare sonnet154.ogg

title: File:Shakespeare sonnet154.ogg


text: File:Eggbert OTS Penny visible.png

title: File:Eggbert OTS Penny visible.png


text:
Template:Main Page/Content

Welcome to Wikiversity, a wiki website where you are invited to participate and explore your learning goals. At Wikiversity you can participate in learning activities. Everyone is welcome to  help create and develop the learning resources. Students and teachers are invited to join the Wikiversity Community as collaborators. If you do not have experience with wikis then you can get started editing with this tutorial. You can also click here to learn about wiki websites. To learn how Wikiversity relates to other Wikimedia Foundation projects such as Wikipedia and Wikibooks, checkout Wikiversity as a Wikimedia sister project. You can get live feedback from the chatroom #wikiversity-en.

Wikiversity is a community for the creation and use of free learning activities and learning materials. We are dedicated to learning, teaching, research and service. Wikiversity's primary goals are to:
 * Be a fun community where you can explore and learn about your personal interests.
 * Create and host free learning materials for all age groups
 * Develop collaborative learning projects and communities
 * Learn by doing
 * Further the Wikimedia Foundation's vision and mission

Wikiversity needs you to get involved!

Ready to get going? Browse content!

Are you wondering what happened to the old Wikiversity Main Page? It still exists at Main Page.

title: Template:Main Page/Content


text: File:Eggbert looks side 1.png

title: File:Eggbert looks side 1.png


text:
User:Starholme

Hmm, seems like we don't have any sort of template for our personal pages. Oh well.

I decided to sign up for an account after reading around through wikipedia for a while. This is a project that I would enjoy being part of. Unfortunately, I don't have enough knowledge to write entire articles. However, maybe I can be of some use proofreading for others, finding information for writers, and doing general cleanup of the wikiversity pages.

Now I just need to find somebody who could use my services :)

title: User:Starholme


text:
Shakespeare's Sonnet 154

Help with ogg audio play. The little Love-god lying once asleep Laid by his side his heart-inflaming brand, Whilst many nymphs that vow'd chaste life to keep Came tripping by; but in her maiden hand The fairest votary took up that fire Which many legions of true hearts had warm'd; And so the general of hot desire Was sleeping by a virgin hand disarm'd. This brand she quenched in a cool well by, Which from Love's fire took heat perpetual, Growing a bath and healthful remedy For men diseased; but I, my mistress' thrall, Came there for cure, and this by that I prove, Love's fire heats water, water cools not love.

title: Shakespeare's Sonnet 154


text:
User:Partha.maji

[about me: scientific]
I am an ex-student of Jadavpur University (JU), Kolkata (wiki) a premier educational and research institute from eastern part of India. I have done my graduation in (IEE) Instrumentation Engineering under Department of Instrumentation & Electronics Engineering of JU. After finishing my Bachelor of Engineering, I appeared in all India based Graduate Aptitude Test in Engineering (GATE) as I was always interested to pursue higher studies. I joined Indian Institute of Technology (IIT), Delhi to study Instrument Technology. I worked on Design of a DSP computing engine on FPGA as my thesis work. After obtaining my Master of Technology (M.Tech) degree, I decided to join industry; Eventually, I got selected in Hewlett-Packard (HP) in campus recruitment. I worked with HP for 2.3 years as a Systems Engineer (Software Engineering) and afterwards decided to join corporate product development group of Dell India R&D Center. Currently, I am working with Dell India R&D Center (PG), Bangalore as a Product Group Engineering Senior Analyst.

My homepage: http://sites.google.com/site/parthamaji/

title: User:Partha.maji


text:
Structural Research

THE STRUCTURAL RESEARCH FOR ART

Structural Research is a Science and an Art. It is a tool for modern Creators and the world of Design. It can also be used in Literature and Music. It is a way of getting new ideas and inspirations,at Art schools and workshops,allowing architect[[s,painters graphic designers,interior designers,industrial designers,better work out their projects,developing original creativity,while basing their designs on natural,biological elements or even other works created by other creators.

This is not a new way to produce design or art,but the systematic approach of getting it to work is.

Structural Research is not an artistic goal,in itself,rather a] catalyst of ideas and imagination,that can be used to suit all human creativness.

Principles of Structural Research

Structural Research is based on a principle:

Since nature made things that can hold coherent together,from the beauty point of view,as well as function,construction and details,all for visual presence and utility,why modern creators will not make designs that behave in the same way?

For that several technics are possible:
 * To copy nature and its elements.
 * To study the natural objects in their details.
 * To peel and dissect the elements of nature, as systematic way to seek hidden secrets that builds the internal and external architecture.
 * To seek the Structure of chosen objects from nature and their composition,by taking into account the repetitive units,patterns, geometrical construction and shapes, discovering the algorithms hidden inside and outside the natural elements, in order to study the resistance of forms, overall architecture and the structure of fibers which are giving strength and overall beauty.

Structural Research in Architecture

 * Gaudi and the beginning of bio Architecture
 * The Rose window of Gothic Cathedrals is a good example of how nature structures are used in architecture.Even the columns of gothic cathedrals are a research on the structure of trees.The whole gothic cathedral is a forest with light openings.

Structural Research in Literature

 * Structural Analysis in Literature.
 * Structures in Literature

Structural Research in Music

 * Musicology
 * Vivaldi,The Four Seasons

Structural Research in Science and Engineering

 * Structural analysis
 * Engineering

Teaching Fine Arts

 * Projects for two years the First (6 to 8) courses:

-Study of Natural elements and making designs out of them:

-Shells for example, and their structures and Patterns,will give birth to a Mural design.

 * Reaserch to:

-Identify structural and aesthetic elements of music

-Identify structural and aesthetic elements of dance

-Identify structural and aesthetic elements of visual arts,paintings,sculptures,

-Identify structural and aesthetic elements of theater

Principles of the audiovisual language and the main structural elements of the cinematic work. Discussion of the relationship between film, television and other arts/media. Film screenings.
 * Film And Television

Universities teaching Structural Research
External links

Literature:

 * Structure in Literature
 * Structure in Literature

Art,Design,Architecture: Recherche Structurale
 * Modern University,Germany
 * A Structural Research site
 * Gaudi,Architect and Designer,(1852-1926)

Music:

 * Musicology

title: Structural Research


text:
User talk:Editor at Large

Hi there - and welcome to Wikiversity! Looking forward to working more on how Commons and WikiCast can work better together... Cormaggio talk 08:14, 28 April 2007 (UTC)

title: User talk:Editor at Large


text:
User talk:Learnfast~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 Learnfast. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Learnfast~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 23:42, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Learnfast~enwikiversity


text:
Critical psychology

Critical psychology is a branch of psychology that is aimed at critiquing mainstream psychology and attempts to apply psychology in more progressive ways, often looking towards social change as a means of preventing and treating psychopathology. One of Critical Psychology's main criticisms of conventional psychology is how it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people.

Discussion questions

 * Is psychiatry pseudo science?
 * How do psychological professionals engage in oppression mental patients?
 * Is psychiatric coercion and force justified?
 * Are psychiatric drugs worsening problems they are ostensibly trying to help solve or alleviate?

Diverse views
Psychology and psychiatry are related in certain ways. Masters and doctoral level professionals will interact with psychiatrists; they will sometimes make referrals to psychiatrists and more. Some psychiatrists practice talk therapy/counseling. For professionals of psychology, having an understanding of psychiatric drugs and their effect on individuals seeking their services can be fruitful. There are prevailing paradigms in psychology and psychiatry. In reality, in the history of psychology and psychiatry, there have been a myriad of diverse viewpoints. This include feminist psychology, Jungian psychology social psychiatry, community psychology antipsychiatry, various counseling theories, and more.

Certain views are less well known, sometimes because of systematic marginalization of minority viewpoints. For example, long term outcomes in the realms of psychiatric drugs are often not focused upon.

Antipsychotic outcomes - https://www.madinamerica.com/drug-info-antipsychotics-schizophrenia/

Greater Exposure to Antipsychotics Associated with Worse Long-Term Outcomes https://www.madinamerica.com/2020/10/greater-exposure-antipsychotics-associated-worse-long-term-outcomes/

Antidepressant Use Leads to Worse Long Term Outcomes, Study Finds https://www.madinamerica.com/2018/04/antidepressant-use-leads-worse-long-term-outcomes-study-finds/

Outcomes in the Era of Atypical Antipsychotics https://www.madinamerica.com/2011/11/%EF%BB%BFoutcomes-in-the-era-of-atypical-antipsychotics/

Claims That Long-term Antipsychotic Use Leads to Better Outcomes are Misleading, Researchers Argue https://www.madinamerica.com/2018/12/claims-long-term-antipsychotic-use-leads-better-outcomes-misleading-researchers-argue/

Wikipedia

 * Klaus Holzkamp
 * Annual Review of Critical Psychology
 * Rosenhan experiment
 * Critical psychology
 * Consciousness raising
 * Critical consciousness
 * Trauma model of mental disorders

title: Critical psychology


text:
Counseling psychology

Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. Through the integration of theory, research, and practice, and with a sensitivity to multicultural issues, this specialty encompasses a broad range of practices that help people improve their well-being, alleviate distress and maladjustment, resolve crises, and increase their ability to live more highly functioning lives.

This topic page is for organizing the development of content related to counseling psychology. If you are knowledgeable in any area Counseling psychology, feel free to improve upon what you see, we would greatly appreciate your contributions.

Resources

 * Motivational interviewing
 * Search for Counseling psychology at Wikiversity
 * Counseling psychology
 * Emotionally Focused Therapy

title: Counseling psychology


text:
Medical psychology

Medical psychology (related to Clinical Health Psychology, Psychosomatic Medicine, and Behavioral Medicine') is a branch of clinical psychology where clinicians have trained in the biological aspects of mental illness in relation to physical illness, and are usually qualified to prescribe medication; this last aspect varies from country to country. It adopts the biopsychosocial approach to medicine, which revolves around the idea that both the body and mind are indivisible, and that disease and illness are not identical. Continuing with this line of thought, all diseases whether of the mind or of the physical body must be treated as if they have both been affected. The intent of Medical Psychology is to apply knowledge from all branches of social, psychological, and biological medicine in the prevention, assessment, and treatment of all forms of physical illness and the adaptation to illness; specific behavioral, psychotherapeutic, and pharmaceutical methods are used to help the person respond to illness and prevent further illness through matching coping and management skills to the person’s abilities, character, and personality style. This topic page is for organizing the development of Medical psychology content on Wikiversity.

Readings

 * Medical psychology
 * Disease
 * Biopsychosocial model
 * Health psychology
 * Cartesian
 * Dualism (philosophy of mind)

title: Medical psychology


text: User talk:Partha.maji

title: User talk:Partha.maji


text:
Portal:Cognitive psychology

Cognitive psychology is the school of psychology that examines internal mental processes such as problem solving, memory, and language. It had its foundations in the Gestalt psychology of Max Wertheimer, Wolfgang Köhler, and Kurt Koffka, and in the work of Jean Piaget, who studied intellectual development in children.

Cognitive psychologists are interested in how people understand, diagnose, and solve problems, concerning themselves with the mental processes which mediate between stimulus and response. Cognitive theory contends that solutions to problems take the form of algorithms—rules that are not necessarily understood but promise a solution, or heuristics—rules that are understood but that do not always guarantee solutions. In other instances, solutions may be found through insight, a sudden awareness of relationships.

This topic page is for organizing the development of cognitive psychology content on Wikiversity. If you are knowledgeable in any area of cognitive psychology, feel free to improve upon what you see, we would greatly appreciate your contributions.

Learning projects and learning resources
Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource.

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Also, select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code. Code numbers are optional, however.

 * See: Wikiversity learning model.
 * See: Learning projects
 * See: Hunter-gatherers project
 * See: Learning to learn a wiki way
 * See: Naming conventions

 * Cognitive psychology
 * Cognition
 * Schema (psychology)
 * School:Psychology
 * Memory (biological)
 * Functional Consciousness
 * Understanding Concepts
 * Topic:Cognition
 * Cognitive miser
 * Consciousness
 * Cognitive dissonance
 * Fundamentals of Neuroscience

Resources

 * $3,700 Social Sciences and System Theory Article Writing Competition on http://www.psy2.org
 * Search for Cognitive psychology at Wikiversity
 * Cognitive psychology

title: Portal:Cognitive psychology


text:
User talk:Starholme

Hi Starholme, and welcome to Wikiversity. On user page templates, there are no generic ones as far as I know, but you could always look to see if anyone has a nice userpage that you could then adapt into your own. How about User:Sebmol's? You can also use a template you've used on Wikipedia, for example - it's all the same wiki-code. On proofreading tasks, how about Requests for proofreading? I'm adding some more links below that you might find useful - please feel free to ask me anything on my talk page. Cheers! Cormaggio talk 13:21, 28 April 2007 (UTC)

title: User talk:Starholme


text:
Template:Under construction

Usage

 * Template:Underconstruction redirects here
 * Transclude e.g., underconstruction - can override default message e.g., with

title: Template:Under construction


text: Template:Warning

title: Template:Warning


text:
User:Rajkiran g

Raj Kiran Grandhi

title: User:Rajkiran g


text: Template:AfDNotice

title: Template:AfDNotice


text: Template:Topbox

title: Template:Topbox


text: Template:Wikiversification

title: Template:Wikiversification


text: Category:Solutions

title: Category:Solutions


text:
User:Frmaximos~enwikiversity

I am Archimandrite Maximos, Abbot of Holy Cross Monastery on Long Island

title: User:Frmaximos~enwikiversity


text:
User:John Cross

Welcome to my user page.

title: User:John Cross


text:
File:Kinsuji thumbnail 1.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 1.jpg


text:
File:Kinsuji thumbnail 2.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 2.jpg


text:
File:Kinsuji thumbnail 3.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 3.jpg


text:
File:Kinsuji thumbnail 4.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 4.jpg


text:
File:Kinsuji thumbnail 5.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 5.jpg


text:
File:Kinsuji thumbnail 6.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 6.jpg


text:
File:Kinsuji thumbnail 7.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 7.jpg


text:
File:Kinsuji thumbnail 8.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 8.jpg


text:
File:Kinsuji thumbnail 9.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 9.jpg


text:
File:Kinsuji thumbnail 10.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 10.jpg


text:
File:Kinsuji thumbnail 11.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 11.jpg


text:
File:Kinsuji thumbnail 12.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 12.jpg


text:
File:Kinsuji thumbnail 13.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 13.jpg


text:
File:Kinsuji thumbnail 14.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 14.jpg


text:
File:Kinsuji thumbnail 15.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 15.jpg


text:
File:Kinsuji thumbnail 16.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 16.jpg


text:
File:Kinsuji thumbnail 17.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 17.jpg


text:
File:Kinsuji thumbnail 18.jpg

Lesson:Thumbnail Storyboard

title: File:Kinsuji thumbnail 18.jpg


text: File:Save options FrameForge 3D Studio.png


text:
User:Sundance Raphael/Poem/Entfesselt

Entsprungen aus den Fesseln
Die Ketten sind zersprungen. Der goldene Käfig ist aufgetan. Die ersten Schritte sind verklungen und der süße Ruf der Freiheit lockt mich an.

Scheu setzt das Reh Schritt für Schritt. Wittert überall Gefahr. Scheu es aus dem Walde tritt und merkt, dass die Angst vergebens war.

In den Gedanken eine leise Stimme spricht: „Darf man der Verlockung der Freiheit glauben? Oder will man mir die letzte Hoffnung rauben?” Vor Angst das Herz im Leib zerbricht.

Vor der Pforte stehend, die weite Freiheit sehend. Das Zögern mit der Hoffnung wiederstreite. Mut und Stärke dich jetzt leite.

Geh deinen Weg über Feld und Flur überquer den Steg und erfreue dich der Schönheit nur.

Sei frei wie der Falke in den Winden Spreize deine Gefieder hör auf die mystischen Lieder. und du kannst die Liebe finden.

Sundance_Raphael

Translation: Rose from the ties

The chains are broken the golden cage is opened the first steps fade away and the sweet call of freedom is luring me

Shyly the deer put step by step It scented danger all-around Shyly it left the forest and realized that the fear was in vain.

In the mind a low voice said: "May I trust this temptation of freedom? Or should I surrender my last hope?" For fear my heart is breaking.

Standing at the door. Seeing the wide freedom. The hesitation fights against the hope Bravery and Power should lead you now

Go your way over fields and lead across the bridge and be joyful over the beauty

Be free like the hawk in the winds Spread your wings listen to the mystic songs and you can find the love. Sundance_Raphael

Audiofile
Help with ogg audio play.

title: User:Sundance Raphael/Poem/Entfesselt


text: File:Entspungen aus den Fesseln.ogg

title: File:Entspungen aus den Fesseln.ogg


text:
Template talk:Main Page/Content

Getting to this page
This page may not be easy to access for some users. --Remi 02:48, 29 April 2007 (UTC)

 * I am lost is somewhat negative (unless I am in a labyrinth in a park). I, personally, wouljd perfer a neutral question, such as Where am I? or what is wikiversity?.Hillgentleman|Talk 22:07, 4 June 2007 (UTC)
 * This is all highly experimental, please feel free to edit, but also please try to put yourself in the shoes of a new visitor. --JWSchmidt 22:39, 4 June 2007 (UTC)

Is this a typo error?

 * Quote
 * "You can get live feedback from the chatroom #wikiversity-en."

 * What does the "#wikiversity-en." do? Robert Elliott 14:52, 10 November 2007 (UTC)

 * "#wikiversity-en" is the English language IRC chat channel for Wikiversity. It is a place where people chat about Wikiversity. An example of one such chat session is at Wikiversity talk:Custodianship. --JWSchmidt 15:04, 10 November 2007 (UTC)

title: Template talk:Main Page/Content


text:
Category talk:Computer science

Under what could this category be categorized?

title: Category talk:Computer science


text:
File:Photoshop Toolbox.jpg

Summary
Photoshop Toolbox bar.

title: File:Photoshop Toolbox.jpg


text:
Template:Wireless systems/Learning resources

Wikipedia
Ralink


text:
Menu planning

One of the most important aspects to being a good owner of a restaurant (besides knowing your financial status and having good food) is having an attractive, well-organised, well-balanced menu with food that is geared to your intended clientèle. This learning project will focus both on what actually goes into the menu and how is designed.

Menu contents
Menu planning is the process to make the list of food items going to serve in any type of meal whether it is breakfast, lunch, brunch or dinner.
 * Breakfast
 * Lunch
 * Dinner
 * Snack

Tools

 * SoftTest menu creator - A web app to help create menus.

title: Menu planning


text: User:McCormack/Mop and bucket

title: User:McCormack/Mop and bucket


text:
User:Mdd4696

Hello, I'm Mdd4696.

title: User:Mdd4696


text:
Adobe Photoshop/Marquee Tool

The marquee tool targets a specific section of your canvas allowing you to use most tools on that section without altering portions surrounding it.

The Tool
First click on the Marquee tool and scroll over your image or blank canvas (Blank page, recognized by checkerboard background). Click, and drag over the image to select it. Only this area is now affected by any tools. If you press the delete key now, it will only delete that area and if you use the copy or cut tools, only that area will be cut or copied. If you right click on the button you will get an option bar with "rectangular Marquee tool" "Elliptical Marquee tool" and "Single row/column" on it. Each of these makes a different shape of selection. At the top of the screen, you will see the "Feather" option. Enter a number of pixels there and it will soften the edge of your selection, which is extremely useful in photo editing, as almost all photos have some level of blur. In most cases these tools will do everything you need them to, but sometimes you will need the lasso tools.

title: Adobe Photoshop/Marquee Tool


text:
Adobe Photoshop/Lasso Tool

The Lasso tools work in a way very similar to the Marquee Tool, the difference being that the Lasso tool allows you to select free-form shapes.

The Tool
When you enter into the higher level photoshopping techniques you will often need a more detailed selection edge. For these situations the Lasso tool is better suited for performing selections. First, click on the Lasso tool and scroll over your canvas. Then click and hold the mouse, and trace the area that you wish to select. That area will become selected when you let go of the mouse. In almost all ways other than shape the Lasso tool is identical to the Marquee tool. Variations include the Polygonal Lasso tool, which you use by selecting points and the area between these points will make up the selection edge, and the Magnetic Lasso tool, which is a sort of "AI" assisted Lasso tool.

title: Adobe Photoshop/Lasso Tool


text:
Adobe Photoshop/Paint Bucket Tool

This tool is another of the most commonly used tools in both rendering and photo editing. It fills the selected area with a color and is often used to create a background. It is also one of the more straight-forward tools in Photoshop, and is relatively simple to use in most cases.

The Tool
Start by clicking the paint bucket icon. It will automatically use your current foreground color. Then goto the top of the page and find "tolerance". This works the same way as it does with the magic wand tool. Click where you want to fill with the color and it will automatically fill the selected area with your color. (It will fill like this: . . a. ) It is a very basic, but useful tool. But sometimes you will want a gradient, for that use the Gradient Tool

title: Adobe Photoshop/Paint Bucket Tool


text:
Adobe Photoshop/Gradient Tool

The Gradient Tool is the more complicated brother of the Paint Bucket Tool. It works by having one color of fill fade into the other. It has many features, and we will only cover the most common here.

The Tool
Right click on the paintbucket button and click on "Gradient Tool". Now, set your background and foreground colors. Click and hold were you want the gradient to begin and move your mouse to were you want it to end. Then let go of the mouse button. you should now have a basic gradient.

Picked Colors
Right click on the picture of a gradient on the top of the screen (Under "Photoshop") and you should get a menu. Click on one of the stoppers on either side of the gradient and pick your color or click one of the options above it. then click ok.

Gradient type
You can also change how the gradient acts. Look to the right of the picture off the gradient and you will see 5 or so pictures. These change how the gradient acts. The picture gives a pretty good idea of what it will change.

title: Adobe Photoshop/Gradient Tool


text:
Adobe Photoshop/Eraser Tool

Almost everyone knows what an eraser does. It removes a section of a picture. It can be very easy to use if used basically, or very complicated if used to its full potential.

The Tool
Start by clicking the eraser tool. Then scroll over to the Image and click + drag to remove portions of the image. It can be that simple.

Complicated Options
You already have seen how to use the basic eraser. But this tool can do much more then just remove squares.

Mode
The mode option sets the eraser to act as a block, a brush, or a pencil. A block acts as a simple square eraser, a brush acts a brush with varying opacity, and a pencil acts as a 1px*1px eraser.

Brush
The brush, unlike the other options, requires a little more explanation. Next to "Mode" you will see the "Brush" option. This allows you to set the shape. This is explained further in the Brush lesson.

Opacity
This sets how much it erases off the picture. at 100%, it removes everything it touches, and at 0% it removes nothing.

title: Adobe Photoshop/Eraser Tool


text:
Adobe Photoshop/Workspace

The Photoshop Workspace
The image below is a screenshot of Photoshop's default workspace. There are seven key elements of the default workspace, keep in mind that you can change the workspace to better suit your needs. The first key element is the canvas (not labeled), the canvas is the editable white area where your artwork is displayed. The next thing you'll notice is the menu bar, these menus are where you'll find all the functionality of photoShop. You'll be learning more about the functions found in these menus in a later lesson. To the left of the screen is the tools palette. As the name implies, the tools palette contains various tools found in Photoshop, as well as basic view and color controls.

To the right of the screen is the navigator window, the navigator can be used to move around the canvas. In most cases, the navigator will not be needed. However, you might find use for it when working with especially large images. Below the navigator window is the color window, which can be used to quickly mix colors and get colors from swatches. Another key element in the workspace is the history window, this window is very helpful for undoing mistakes and keeping track of which edits you have performed. Lastly, you'll see the layers window, this is a critical part of the photoshop workspace, it helps you manage all the layers in your artwork. We'll be discussing how to use the layers window and the concept of layered editing in another lesson.

title: Adobe Photoshop/Workspace


text:
Adobe Photoshop/Creating A New File

Obviously, the first step for working in Photoshop is to Create A New File. To do this, click on the file menu and select "New...". You can also use the keyboard shortcut: CTRL+N

New File Dialog
Name This box is simply where you enter a title for your image, the default title is "Untitled"

Preset By pressing this drop-down box, you can see a variety of available presets. These include common paper sizes and screen resolutions. You can add custom presets to this menu by pressing the "Save Preset" button to the right of the dialog box.

title: Adobe Photoshop/Creating A New File