text: Martin Lohse/Analyses of works

title: Martin Lohse/Analyses of works


text: Martin Lohse/Chronology of Techniques

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

title: Martin Lohse/Chronology of Techniques


text: Martin Lohse/Classifications of works

title: Martin Lohse/Classifications of works


text:
Martin Lohse/General techniques

Description
A musical technique where different layers of music in individual tempos, metric and musical style are combined in a simple pattern of chords, which slowly modulate through all the keys in a newer ending sequence, creating a music with no or very few dissonances.

The technique is developed by combining different musical methods used in older works.
 * Use of multiple layers of music, which have been an important part of the compositions since 2000.
 * A simple repeating sequence of chords as the only harmonic material in the piece, which creates a music on the move, in a never ending modulation from the start to the end.
 * A "rhythm across harmony" principle, where different together sounding motives are played in individual tempos across the rhythm of the chords.

 * Layer A: Slow melody following the harmonic pulse in 5/4
 * Layer B: The basic harmony in 5/4
 * Layer C: Chords in the strings coming every second bar of the harmony (every 10/4)
 * Layer D: Small accompaniment figure in the wood playing in 3/4
 * Layer E: The same motive as in layer F, but offbeat in 3/4
 * Layer F: Motive in 4/4
 * Layer G: A resolute motive playing in 3/8
 * Layer H: Fast baroque figure in 6/16

title: Martin Lohse/General techniques


text:
Martin Lohse/Harmony

Description
Chords with 4 notes and all the intervals in the chord, are called all-interval chords.

There are only 4 different all-interval chords:

 * 1) Major chord with #4 (Example: C#4)
 * 2) Step 1, 3, 4 & 5 in the lydian scale
 * 3) Minor chord with b2 (Example: Fmb2)
 * 4) Step 1, 2, 3 & 5 in the phrygian scale
 * 5) Mirror of 1.)
 * 6) Major chord b5 with b2 called 14, because there is a minor second (1 halfstep) and a major third (4 halfsteps) up from the tritone (Example: C14)
 * 7) Same chord as 1. with C# instead of G.
 * 8) Major chord 7 minus 5 with 4 called 25, because there is a major second (2 halfstep) and a fourth (5 halfsteps) up from the tritone (Example: Gb25)
 * 9) Both a major and minor seventh chord.
 * 10) Mirror of 3.
 * 11) Same chord as 2. with B instead of F.

There are 12 transpositions of the 4 chords, giving 48 chords in all.

Characteristic:
 * 1) The chords has a full sound; dissonant (the minor second) and with an unmistakable dominant flavour (the tritone).
 * 2) Structural connected to the 2. modus of Olivier Messiaen.
 * 3) A 4-part chord build up by a tritone and a minor third will always result in an all-interval chord.

Two plus two voices
The typical structure in chord succession with all-interval chords are two voices moving while two voices are staying, giving cohesion between the chords.

Example: The chord succession is shown in the top system with notes without stems. This progression is clearest in the piano, but the voices in violin, clarinet in Bb (transposing) and cello are also controlled by the chord succession.

Characteristic
 * 1) It's a slowly falling succession of chords. The two top notes in the succession G-F# (shown in blue) is a minor second going to a major second G-F, back to the minor second F#-F and so on like a chain of dissonances where the strong dissonans, the minor second, dissolve to a more consonant dissnonance, the major second.
 * 2) The rhythm of the chords is controlled by an infinity-row created by the golden section, and it's shown above the system with the chord succession.
 * 3) The music is a long decelerando making the change of chords slower and slower.

Shivering chords
A quick succession of chords, often with voices in a strict canonic movements. The only harmonies are major, minor and the augmented chord, which shift in a very quick way like facets of light going through a clear crystal.

Example: First 4 bars from 8 Momenti mobile (2008), 2. movement for saxophone quartet. All the harmonies are major, minor or augmented chords as shown with purple: Cm Db m6 Cm etc. where m6 means the interval minor sixth. The harmonic sound is formed by the shivering successions of major/minor chords with characteristic chromaticism between the voices, and also by the total lack of dissonances.

The movement is 4-voice canon: It starts in the baritone (A-original) answered in the tenor (A-inverted) after 8/8, thereafter comes A-original in the alto after 21/8 (8/8 + 13/8) and the last answer in the soprano after 29/8 (8/8 + 13/8 + 8/8).

The shivering chords technique is only used in 8 Momenti mobile for saxophone quartet, movement 2, 4 and 7 so far.

title: Martin Lohse/Harmony


text: Martin Lohse/Melody

title: Martin Lohse/Melody


text:
Martin Lohse/Music style

General description
In my music, I try to encircle small musical moments and atmospheres, which can timeless progress and unfold. The collocation and collision of a “pure” and clear music with a disintegrated and multi-layered music is one of the main characteristic of my music. In the heart, the music often emanate a harmonic and melodic reminiscence of past experiences in glints or longer periods which combined  with a floating sensation (accelerando, decelerando etc.)  creates a music with the organic form as one of its main foundations. —Martin Lohse: www.martinlohse.com

Romantic and to some extend, barok music are key elements in the music of Martin Lohse. Smoke, Images balancantes, In liquid... and In remembrance... all have a reminiscence of the romantic style: Small motives and longer themes within a gliding tonality, mixed with a floating sensation of times, sometimes with long and continues accelerandoes or decelerandoes and at other times with tempoes slowly departing from each other. The barok style is clear in a piece like Koncert, but it's also a part of works like In remembrance... In liquid... and Entity. The music has some polystylistisk elements, not in the form of big clashes of different styles, but more in the sense of polytonality including polytempoes, f. ex in the work In liquid... for accordion and piano, where the accordion in the 1. movement starts slowly together with the piano, but gradually makes a forceful accelerando toward a brilliant barok-figure in a direct collision with the piano, which keeps the slow steady music from the start. New Simplicity is an essential part of his music, with a direct input from his teacher Hans Abrahamsen, but also evolved with the meting with Arvo Pärt and his music. It is used to concentrate the music, finding the essence in a motive, a harmonic progression or in a structural complex created by the composer. In works like Slow movement, Sorrow and 4. movement of In liquid... the minimalism is transformed or rather reduced to a nearly pure transcendental form.

Mobile
With the invention of the technique mobile came a remarkable shift in the production, starting with the electroacustic work Moto immoto from 2009. Complex structures of many layered music in simple harmonic sequences with very few dissonances, sometimes with clashes of music styles and at other times with a minimalistic even meditative expression.

Modern
One of the characteristics of the music is the lacking of the traditional “modern” playing techniques of contemporary classical music. The only exceptions are the occasionally use of harmonics, sul ponticello and a seldom use of glissando in the strings.

On the other hand the term “dualism” which evolved to “dispersion” in modernism is a key elements in the music, especially in the distribution of time: Polytempoes, use of accelerando and decelerando, golden section and the use of free notation. Together with polystylism and polytonality it forms a contrast to the more traditional or minimalistic music.

Romantic
In a work like In liquid... for violin & piano, the romantic tone are very clear. The harmony of the 4th movement is one long sequence of chords, interrupted with a melancholic melody in the violin, with a variation in accompaniment in the piano each time the melody returns. All in all not far from the variation forms of the romantic music.

The harmony in Image balancantes for clarinet, violin, cello & piano, resemble the harmony in the 4th movement of In liquid... as shown before, here the themes and motives have a expression which in some places recalls the works of Brahms.

Baroque
When using the baroque elements it's often like the quick idiomatic figures of Vivaldi, sometimes in clashes with other styles of music.

Renaissance/mediaeval
Long notes which slowly moves, transform and interact with itself, not in the old church modes of the renaissance age, but in long sequences of chords sometimes lasting a whole movement.

In the 12th and last movement of Haiku, a sequence of six major thirds makes the foundation of the work lasting approximately 4 ½ minuttes. The sequence makes the work ever transposing, slowly but rigidly changing the key throughout the work, which strangely enough gives a new kind of tonality, a steady feeling of a “mode” in a eternal move.

Transcendental/minimalism
A work like the 12th movement of Haiku has a clear minimalistic and somehow transcendental expression, probably because of the ever transposing sequence of major thirds as explained in the section: Renaissance/mediaeval

In works like Slow movement and Sorrow, the transcendence in the music could be explained by the slow changes and permanent modes (d-minor in Slow movement and a 5-tone lydien modus in Sorrow), the minimalistic use of musical material is however the most important feature of the music; a special infinity row in Slow movement with a fundamental repeating structure and a use of a motive with only 10 notes as the full material for Sorrow.

Electronic
The main characteristic in the electronic music of Martin Lohse, is the consistent use of old analog techniques like cut & paste, fades, transposing and multilayer, and thereby a deliberate deselection of the 'digital sound' or noise created by digital processing techniques like time stretching etc.

Chambermusic with electronic
The most important technique in the chamber music with electronic are the use of delays, creating an echo effect in the music. In works like Entity for soloviolin and 5 delays (1998-2002), the use of delay creates an orchestral effect of big soundscapes slowly changing, trying to keep up with the soloviolin.

In more recent works like Speed for marimba & nine delays (2010), the delays are used to create a distinctive rhythm in a repeating change ringing pattern.

1997-2003
In this period the pure electronic pieces was created by cutting, pasting and transposing the composers own acustic pieces, thereby creating an orchestral effect by transforming and putting 2, 3 or even more chamber or solo pieces together.

2004-
From 2004 and fort, samples/recordings of orchestra instruments forms the basis of the pure electronic composition, using a sample software called Vienna Symphonic Library.

The character of the music is often slow, with few dissonances and with a mellow sometimes even sorrowful expression. A special very forceful and monumental expression is created in the last part of Sorrow with a simple repeating pattern growing from from the contrabasses to the full string orchestra with irreversible force and determination.

title: Martin Lohse/Music style


text:
Martin Lohse/Rhythm

Crossmotive
Emphazise every two or four note in a tree-note pattern

title: Martin Lohse/Rhythm


text:
Martin Lohse/Short biography

Martin Lohse
Martin Lohse began his education at the Musical Science Institute in Copenhagen (1990–92). In 1995 he was admitted to the Royal Danish Academy of Music, Copenhagen, where he studied composition and music theory as a pupil of Hans Abrahamsen and Niels Rosing-Schow. In 2000 he started a postgraduate course in composition and in 2004 he had his debut from the Royal Academy of Music. In 2003, he received the 3-year Grant from The Danish Arts Foundation. Besides composing acoustic and electro acoustic music, he does abstract paintings – usually with a clash of disintegration and pure and clear colours.

title: Martin Lohse/Short biography


text:
Template:MLTOC

 Martin Lohse

Short biography | Music style | General techniques | Harmony | Rhythm | Melody | Chronology of Techniques | Analyses of works | Classifications of works

title: Template:MLTOC


text:
User talk:Martin Lohse

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

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User:Xyflatuz

Hello World!

title: User:Xyflatuz


title: File:Diagram1.svg


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User:Egm6341.s10.team3.sa/Mtg3

 Mtg 3: Thu, 07 Jan 10 [[media: Egm6341.s10.mtg3.djvu | Page 3-1]]  NORM  Norm is a measure of the magnitude of a vector or a function.

We are already familiar with the 2-norm denoted by $$\displaystyle ||. ||_2 $$ The norm that is more relevant to our discussion is the infinity norm denoted by $$\displaystyle ||. ||_\infty $$

Let us denote the vector v as $$ \displaystyle \mathbf v $$, and let $$ \mathbf v \in \mathbb {R} ^n$$ Generally a tensor is represented as a matrix. A vector is a column matrix.

Based on the coordinate system used, there can be different representations for a given vector. So let us define a orthonormal basis ,namely $$\displaystyle \mathbf {e_i}$$ i.e., {$$\displaystyle \mathbf e_i $$} = { $$\displaystyle e_1,e_2,.....,e_n $$ } This is a family of vectors whose magnitude is one and these are orthogonal to one another $$\displaystyle \mathbf e_i \in \mathbb R $$ And, we write, $$\displaystyle \mathbf v = v_i \cdot e_i $$.

[[media: Egm6341.s10.mtg3.djvu | Page 3-2]] The 2-norm of a vector is defined as, $$\displaystyle || \mathbf v||_2 = {\Bigg[ \sum_{i=1}^{n} {v_i}^2 \Bigg]}^{1/2} $$ $$\displaystyle = {(v_i \cdot v_i)}^{1/2} $$

The infinity norm of a vector v is the absolute maximum of among all the components of $$\displaystyle v $$. $$\displaystyle || \mathbf v||_\infty $$ = max $$\displaystyle |v_i|$$ Based on this definition, if $$\displaystyle || \mathbf v||_ \infty \rightarrow 0, \;\; v_i \rightarrow 0 \;\;\forall\;i=1,2...,n.$$ i.e., If the largest component of a vector tends to 0, then all the components of the vector are zero.

Now, let us generalize the norm to functions The dot product of two functions f and g is given by, $$ \displaystyle (f,g) =  = \int_{a}^{b} f(x)g(x) \,dx $$

As seen above, the 2-morm of a vector is obtained by multiply the vector with itself and then taking the square root. Applying the same logic, to functions, the 2-norm of the function f is:

$$\displaystyle ||f||_2 = {(f \cdot f)}^{1/2} $$ Similarly, $$\displaystyle ||f||_\infty $$ = max $$\displaystyle |f(x)|$$

[[media: Egm6341.s10.mtg3.djvu | Page 3-3]] Now let us apply the concept of infinity norm to the actual function f and the approximated function $$\displaystyle f_n $$ By definition, $$\displaystyle ||f - f_n|\_\infty $$ = $$\displaystyle max |f(x)-f_n(x)| $$ Now if $$\displaystyle max |f(x)-f_n(x)| \rightarrow 0$$, then our approximation of the function $$ f_n $$ will be very close to the function f, which is precisely what we need.<br\><br\>

Note: $$\displaystyle max |f(x)-f_n(x)| \neq \underbrace{max|f(x)|}_{f(x^*)}$$ $$\displaystyle - \underbrace{max|f_n(x)|}_{f(x^{**})} $$

 * {| style="width:100%" border="0" align="left"

HW: Plot f(x)= sin(x) and g(x) = - cos(x) $$\displaystyle\color{blue} {\in} [0,{\pi}] $$ and also find $$\displaystyle\color{blue} ||f(x)||_{\infty}, ||g(x)||_{\infty} and ||f(x)-g(x)||_{\infty}$$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |

 * style = |
 * }
 * }

<p style="text-align:left;">[[media: Egm6341.s10.mtg3.djvu | Page 3-4]]

INTEGRAL MEAN VALUE THEOREM(IMVT) - Continued from Pg 2-4 From Eqn(3) on Pg 2-4: <br\><br\> Dividing the entire equation by b-a,we get, $$ \displaystyle m \;\leq\; \underbrace {\frac{1}{b-a} \int_{a}^{b}f(x)\,dx}_{\zeta}\;\leq\; M $$<br\><br\>

Then, by Intermediate Mean value theorem,there exists $$ \displaystyle \xi \in [a,b]$$ such that $$ \displaystyle f(\xi) = \zeta$$<br\><br\>

$$ \displaystyle \Rightarrow f(\xi) = \frac{1}{b-a} \int_{a}^{b}f(x)\,dx $$<br\> This is the proof for the special case of IMVT where the weighting function,w(x)=1.

title: User:Egm6341.s10.team3.sa/Mtg3


text:
User:Egm6341.s10.team3.heejun/Meeting 4 transcript

MTG 4: Thu. 7 Jan 10

How to make the Wikiversity account and edit your pages

1. Go to the Wikiversity Main Page http://en.wikiversity.org/wiki/Wikiversity:Main_Page

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3. Create your username and password Username Form: egm6341.semester-year.team-number.initial of last name Your username will be used as URL of your webpage

4. Creat your own page

5. Examples of Math Expression

a) $$ \int_{a}^{b} f(x) dx\,\,\,\,\,\, $$ =  \int_{a}^{b}f(x)dx b) $$ {x}^{a}\,\,\,\,\,\, $$ =   {x}^{a} c) $$ {x}_{a}\,\,\,\,\,\, $$ =  {x}_{a} d) $$ \sum_{a}^{b}f(x)\,\,\,\,\,\, $$ =   \sum_{a}^{b}f(x) e) $$ \frac{a}{b}\,\,\,\,\,\, $$ =  \frac{a}{b}

6. Create sub-pages Sub-page Form: Your original URL +  /sub-title

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text:
User talk:Xyflatuz

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text:
User:Egm6341.s10.team3.heejun/Meeting 6 transcript

 MTG 6: Tue. 12 Jan 10

[[media: Egm6341.s10.mtg6.djvu | Page 6-1]]

 * {| style="width:100%" border="0" align="left"

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

$$ \displaystyle Contruct\,\, Taylor\,\, Series\,\, of\,\, f(\cdot)\,\, around\,\, x_{0}= \frac {\pi}{4}\,\, for\,\, n=0,1,...,10. $$ $$ Plot\,\, these\,\, series\,\, (for\,\, each\,\, n). $$ $$ \displaystyle R(x):\,\, Find\,\, (estimate\,\, the\,\, max)\,\, of\,\, R(x)\,\, at\,\, x= \frac {\pi}{2}. $$

$$ \begin{align} \displaystyle R(x)&= \frac {1}{n!} \int_{x_{0}}^{x} (x-t)^{n} f^{(n+1)}(t)dt\\ &=\frac {1}{n!} f^{(n+1)}(\xi) \int_{x_{0}}^{x} (x-t)^{n} dt \\ &=\frac {(x-x_{0})^{(n+1)}}{(n+1)!} f^{(n+1)} (\xi),\,\,\,\, \xi \in [x_{0}, x] \\\end{align}\ $$

$$ \displaystyle \left| R(x) \right| \leq \frac {(x-x_{0})^{(n+1)}}{(n+1)!},\,\,\,\, max \left| f^{(n+1)}(t) \right|\,\,\,\, \underbrace{t \in [x_{0}, x]}_{\color{blue}{\leq 1}}\,\,\,\, $$
 * style = |
 * }.
 * }.

[[media: Egm6341.s10.mtg6.djvu | Page 6-2]]

Note(Mini lecture plan): Motivation for proof of Taylor series expansion (similar technic will be used)

* Higher order error analysis of trapezoidal rule (not in our text book, A.)

* Richardson extrapezoidal rule

* Clenshaw-Curtis  quadrature

* Chebyshev polynomial (orthogonal)

* Recent development using Chebyshev polynomial to solve  L2-ODE_VC (Linear 2nd order Ordin. Diff. Eq. Varying Coefficient) $$ \displaystyle \Rightarrow $$ Eventually, Recent develpoment means to basically combine the symbolic and numeric methods. (Symbolic + Numeric)

What is the meaning of Quadrature?

Note: Quadrature = numerical integration

In Greek: means to measure area

[[media: Egm6341.s10.mtg6.djvu | Page 6-3]]

If you want to measure the below area, how to do?

It's another name is Cubature

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle Area\,\, = \sum Quad $$
 *  (1)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle Volume\,\, = \sum Cubes $$
 *  (2)
 * }.
 * }.
 * }.

Let's go back to the Numerical Integration using Taylor series Recall, Eq. (1)  p.2-2

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle f(x)=\frac{e^{x}-1}{x} = \sum_{j=1}^{\infty}\frac{x^{j-1}}{j!} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle I_{n}= \int_{0}^{1} f_{n}(x) dx = \int_{0}^{1} \sum_{j=1}^{n} \frac{x^{j-1}}{j!}dx = \sum_{j=1}^{n} \frac{1}{j!j} $$
 *  (3)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle f(x) - f_{n}(x) = R_{n}(x) = \frac{(x-0)^n}{(n+1)!}exp[\xi]\,\,\,\, \xi \in [0,x] $$
 *  (4)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \xi\,\, is\,\, a\,\, function\,\, of\,\, x\,\, \Rightarrow \xi_{x} = \xi(x) $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg6.djvu | Page 6-4]]

 * {| style="width:100%" border="0" align="left"

&=\int_{0}^{1}[f(x)-f_{n}(x)]dx \\ &=\int_{0}^{1} \underbrace{\frac{x^{n}}{(n+1)!}}_{\color{blue}{w(x)}} \underbrace{exp[\xi(x)]}_{\color{blue}{g(x)}} dx \\ & \displaystyle \color{blue}{By\,\,\,\, IMVT} \\ &= \underbrace{g(x)}_{\color{blue}{exp[\xi(\alpha)]}} \underbrace{\int_{0}^{1}w(x)dx}_{\color{blue}{\frac{1}{(n+1)!(n+1)}}}\,\,\,\, \alpha \in [0,1] \,\,\,\, \xi \in [0,1] \\\end{align}\ $$
 * $$ \begin{align} \displaystyle \underbrace{E_{n}}_{\color{blue}{Error\, of\, nth\, order}} &:= I - I_{n} \\
 * $$ \begin{align} \displaystyle \underbrace{E_{n}}_{\color{blue}{Error\, of\, nth\, order}} &:= I - I_{n} \\
 * }.
 * }.

$$ \displaystyle \color{blue}{The\,\, grape\,\, of\,\, exp[\xi(\alpha)]} $$

$$ \displaystyle min\,g(\alpha) = 1\,\,\,\, \alpha \in [0,1] $$ $$ \displaystyle max\,g(\alpha) = e\,\,\,\, \alpha \in [0,1] $$

Thus, $$ \displaystyle E_{n} $$ is placed in between $$ \displaystyle \frac {min\,g(x)}{(n+1)!(n+1)}\,\, and\,\, \frac {max\, g(x)}{(n+1)!(n+1)} $$ $$ \displaystyle \frac{1}{(n+1)!(n+1)} \leq E_{n} \leq \frac{e}{(n+1)!(n+1)} $$

6-5

If you compute, then $$ \displaystyle E_{n} $$ is placed in $$  \displaystyle I_{6} = 1.3178...\,\,\,\, \color{blue}{A. p.250} $$ $$ \displaystyle 2.83\times10^{-5} \leq E_{6}=I-I_{6} \leq 7.70\times10^{-5} $$

 * {| style="width:100%" border="0" align="left"

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

$$ \displaystyle Use\,\, 3\,\, methods\,\, to\,\, find\,\, I_{n}: $$ $$ \displaystyle 1)\,\, Taylor\,\, series\,\, expansion\,\, (f_{n}) $$ $$ \displaystyle 2)\,\, Composite\,\, Trapzoidal\,\, rule\,\, $$ $$ \displaystyle 3)\,\, Composite\,\, Simpson\,\, rule\,\, $$ $$ \displaystyle n=2,4,8,...\,\, until\,\, error\,\, of\,\, order\,\, 10^{-6}\,\,\,\, $$
 * style = |
 * }.
 * }.


title: File:Fig6-3.svg


text: File:9.A.DFT Frequency.pdf

title: File:9.A.DFT Frequency.pdf


text:
Help talk:Creating educational content at Wikiversity

I want to learn English.
 * Start by Creating an account and writing a description of yourself. Then we can help! -- Jtneill - Talk - c 12:49, 7 June 2010 (UTC)


text:
Adobe Photoshop/Shape Tools

Shape tools are used to create vector shapes & paths. The following are the shape tools available in Adobe Photoshop:

 * Rectangle Tool - To create a rectangle or square
 * Rounded Rectangle - To create a rectangle or a square with rounded corners.
 * Ellipse - To create an ellipse (oval) or a circle
 * Polygon Tool - To create polygons (minimum 3 sides)
 * Line - To draw lines
 * Custom Shapes - To create custom shapes that can be accessed from the custom shapes lisame properties as of Shape tools is the Pen Tool.

Shape Tools have 3 modes:
 * Shape Layer : When you draw a shape with this mode, a new layer will be created (shape layer). You can move and manipulate this layer independently. By double clicking on the color thumbnail in the layer you can change the color of the object/shape.

 * Path : With path mode, a vector path is created on the selected layer. A path cannot be printed unless its properties are changed. You can apply fill and stroke to the path. By pressing Ctrl+Enter the path can be converted to a selection.

 * Fill Pixels : With the fill pixels mode, filled shapes can be created on any selected layer.

title: Adobe Photoshop/Shape Tools


text:
File:Shape modes.jpg

Summary
Screenshot of different shape modes in Photoshop.

title: File:Shape modes.jpg


text:
File:Shape tools.jpg

Summary
Screen shot of Shape Tools in Photoshop.

title: File:Shape tools.jpg


text:
User talk:Egm6341.s10.team3.sa/Mtg3

$$\mathbb R$$

title: User talk:Egm6341.s10.team3.sa/Mtg3


text:
User:Darin M. Bicknell

Darin M. Bicknell

Montessori Educator since 2007 darin.bicknell@gmail.com

title: User:Darin M. Bicknell


text:
Buffer solutions

When a weak acid and its conjugate base are both present in solution, small amounts of acid or base will result in a smaller pH change than would result if the same amount of acid or base was added to a neutral solution. Thus, a combination of weak acid and conjugate base is said to "buffer" the pH of a solution and so the solution is known as a buffer. For a solution of the weak acid $$HA$$ and its conjugate base $$A^-$$, addition of base or acid would result in one of the following:

 * $$HA+B\rightleftharpoons HB^+ +A^-$$
 * $$HA+OH^- \rightarrow H_2O+ A^-$$
 * $$A^-+H^+\rightleftharpoons HA$$

Using the example of an $$HA/A^-$$ solution, we have the following equilibrium-constant expression: $$

K_a=\frac{[A^-][H^+]}{[HA]}$$

Then, through algebraic manipulations, we have: $$\begin{array}{ccl} K_a&=&\frac{[A^-][H^+]}{[HA]}\\ \log K_a&=&\log \frac{[A^-][H^+]}{[HA]}\\ \log K_a&=&\log [A^-][H^+]-\log [HA]\\ \log K_a&=&\log [A^-]+\log [H^+] -\log [HA] \\ -\log [H^+]&=&-\log [K_a]+\log [A^-]-\log [HA]\\ pH&=&pK_a+\log \frac{[A^-]}{[HA]}\\ \end{array}$$

This equation is known as the Henderson-Hasselbalch equation, and it serves as a good way to approximate the pH of a buffer solution. If the $$K_a$$ of the acid is small enough, then the final concentrations of acid and base will be close to the same after equilibrium has been reached, and so using initial concentrations instead of final concentrations in the equation above produces a good approximation.

title: Buffer solutions


text:
User talk:Darin M. Bicknell

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:28, 7 June 2010 (UTC)

title: User talk:Darin M. Bicknell


text:
User talk:Phe

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

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title: User talk:Phe


text: User:Makawity

title: User:Makawity


text:
User talk:Makawity

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

 * Take a guided tour and learn to edit.
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title: User talk:Makawity


text:
User:99android

Educated pianist and researcher/teacher in music theory

Working on
Martin Lohse, a book about the techniques and methods of the classical composer Martin Lohse

title: User:99android


text:
User talk:99android

Welcome Please leave messages here.

page on Martin Lohse
Hi 99android, I see you've adopted the Martin Lohse learning page and would like to develop it further. Thats great, thanks for contributing to Wikiversity in such a positive way. If you have any questions, please feel free to ask me.

All the best, and happy editing,

=Benjamin= ( t ) · ( c ) · ( e ) 22:33, 23 June 2010 (UTC)

File:Lohse Mobile moto immoto orchestra bar76.ogg
Hi! Two quick things, if I may. First, your work on Martin Lohse is great. :) I had a great time reading the article and listening to the music samples - thanks heaps. :) Second, in doing a bit of an audit of non-free media, I came across File:Lohse Mobile moto immoto orchestra bar76.ogg, which you uploaded. All of your uploads are great, with proper rationales and everything, including this one. However, I noticed that this media file is currently unused, and so I wanted to check with you to see if you had planned to use this file later, of if it was surplus (in which case it may need to be removed until it is needed). No hassles either way, but I thought it best to ask. - Bilby 05:03, 20 October 2011 (UTC)

title: User talk:99android


text:
User:Martin Lohse

Martin Lohse born 1971. Classical composer and visual artist.

title: User:Martin Lohse


text: Template:Collabforum

title: Template:Collabforum


text: Talk:Wikisource

title: Talk:Wikisource


text: Talk:Wikiquote

title: Talk:Wikiquote


text:
Website planning

Website planning

Purposing web design is a complex, but essential ongoing activity. Before creating and uploading a website, it is important to take the time to plan exactly what is needed in the website. Thoroughly considering the audience or target market, as well as defining the purpose and deciding what content will be developed, are extremely important.

It is vital to really consider and plan what can be your most valuable marketing asset... your website.

A business must understand: why they need a website who that website is for what they want people to do when they visit what their options for consideration are and picking the most effective how to put all that into an effective website plan and brief how to communicate and build the most appropriate team for the website how to get traffic... and there is no point even beginning to do that until the above is in place.

The Web designer's job will be greatly improved by the business understanding all the above therefore freeing them from the arduous task of having to extract all that 'stuff' from a business letting them get on with 'the day job' and be a web designer

EVERYONE saves time and money when a business writes a considered, effective, appropriate website brief.

title: Website planning


text:
User talk:Carolverity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:27, 7 June 2010 (UTC)

title: User talk:Carolverity


text:
User talk:Cb97424

 Hello Cb97424, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:29, 8 June 2010 (UTC)

title: User talk:Cb97424


text: File:UCIP poster.png

title: File:UCIP poster.png


text:
User:Kollegekid

Hey, this is Keegan, Homeschool learner, college student, Librarian (well, ok, circ assist), and life long western Wasingtonian. Don't try googling that last one by the way, I'm pretty sure you'll just get trash from it.

Anyways, I love the open source system, and am here to hopefully help out with the mathematics program, as well as further my understanding of programming. My friend and I are both studying in math at out local college to later on become higher mathematics professors. Hopefully this will help us in learning how t oshare our knowledge with others. As it stands, I've completed calculus 2 about a year ago, and my friend just finished it this week. He gets to start calculus 3 this summer, where as I have to wait for the winter sadly.

So, yes. I am a rather large math nerd, computer science geek, the works. Hope to get involved, as well as get my friend involved in the tertiary math department, and so you should see us kicking it around on the forums soon!

Thanks, Keegan

--Kollegekid 04:33, 8 June 2010 (UTC)

title: User:Kollegekid


text:
User:Rahuldharmaraj

Hi I'm Rahul Dharmarajan , My native place is Elavumthitta, a beautiful village in the state of Kerala -India. I'm a Multimedia Trainer, currently in the UAE. For the last eight years I've been into teaching.

Through WIKIVERSITY I'll be sharing my knowledge!

title: User:Rahuldharmaraj


text:
Introduction to Latin/A Little Grammar; Substantives

In Latin grammar, word order is very free. The relationships between words are conveyed to the reader based on the declensional endings given in previous sections of this guide. For instance, in the sentence "Puer puellam amat" (The boy loves the girl) the relationship of the boy to the girl is defined by the endings "-er" (the nominative stem) and "-am" (accusative).

All adjectives must agree with the nouns they modify; they must be in the same case, though at times, due to different declensions, this will not be obvious (more on this in a later section). For example, in the sentence "Puer puellam bellam amat" (The boy loves the beautiful girl) the adjective "bellam" is in the accusative case, just like the noun it modifies.

This trait of concord between nouns and adjectives allows Latin to have freer word order than English. It is equally proper to say "Bellam puer puellam amat;" the meaning is still the same (although the emphasis is slightly different). This feature of Latin grammatical structure allows fluent authors to construct very involved sentences, with nouns and adjectives widely spaced.

A Latin speaker may also make heavy use of substantives, or adjectives that replace the noun they modify. For instance, one may write "Bellam puer amat". The meaning of this statement is still that the boy loves the beautiful girl. The adjective has replaced the noun, but the essential information about the relationship is still present.


text:
User:Bikari

Blessed are those imbued with passion and driven by discovery.

title: User:Bikari


text:
User talk:Bikari

No thoughts yet? Then I shall be the first! Bikari

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

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

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Maximillion Pegasus 12:10, 8 June 2010 (UTC)

title: User talk:Bikari


text:
User talk:Johnsevilla

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Maximillion Pegasus 12:13, 8 June 2010 (UTC)

title: User talk:Johnsevilla


text:
User talk:D.Bravin

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Maximillion Pegasus 12:14, 8 June 2010 (UTC)

title: User talk:D.Bravin


text:
United States Congress/What is the United States Congress

What is the United States Congress?
The United States Constitution establishes three branches of government, the first is the Legislative branch, called Congress. It is bicameral, meaning it is divided into two houses, the House of Representatives and the Senate.

Organization at a glance
The House of Representatives (usually shortened to just "House") and the Senate each make their own rules governing procedure and each have their own responsibilities outlined in the Constitution and responsibilities both houses share. More about these responsibilities in the "Powers and operations" section of this course.


text:
United States Congress

Introduction
This course is an introduction to the United States Congress, the bicameral legislature of the United States.

Course

 * 1) Introduction
 * 2) * What is the United States Congress?
 * 3) * History of the Congress
 * 4) House of Representatives
 * 5) * Module 1: Introduction to the United States House of Representatives
 * 6) * Module 2: Composition and Structure of the House of Representatives
 * 7) * Module 3: Powers and Responsibilities of the House of Representatives
 * 8) Senate

title: United States Congress


text: Template:Unites States Congress/header

title: Template:Unites States Congress/header


text: Category:United States Congress

title: Category:United States Congress


text:
United States Congress/Checks and Balances

Checks and Balances
The United States government operates under a system of checks and balances between the three branches. Acts passed by Congress and signed into law by the President can be declared unconstitutional by the Supreme Court, part of the third branch of government, the Judicial. The President's nominations of Cabinet members and other officers of the United States having to be approved by the Senate is another example. Their are things that one branch can completely control, things the other branches can control along with it, and things that one branch has no control over. This system is in place to prevent one branch from gaining to much power over the others.


text:
User talk:Laxmi.nair17

 Hello Laxmi.nair17, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:27, 8 June 2010 (UTC)

Uploaded images
Hi! I'm doing a bit of a clean up of non-free media files, and I noticed that you uploaded few for Electrical Machines. Specifically: You've done some great work on the article, but unfortunately there doesn't seem to be any information about the sources of the files - they're listed as copyrighted, but not who owns the copyright. Unfortunately we'll need to know where they came from in order to attribute the authors. Are you able to provide this information? If you need any help from my side feel free to ask - I'm very happy to help. :) - Bilby 08:10, 17 October 2011 (UTC)
 * File:Simplegenerator.jpg
 * File:Generatorcycle.jpg
 * File:Mica1.jpg
 * File:Dc11.jpg
 * File:Generatorprac.jpg
 * For three of those images - Mica1, Dc11 and Generatorprac - I've been able to dig up some free-use equivalents and add them to the article. Hopefully that's ok - if not, just let me know and I'll do what I can to assist. - Bilby 12:09, 21 October 2011 (UTC)

title: User talk:Laxmi.nair17


text:
User talk:Curious88

 Hello Curious88, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:28, 8 June 2010 (UTC)

title: User talk:Curious88


text:
User talk:Jwikaa13

 Hello Jwikaa13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:46, 8 June 2010 (UTC)

title: User talk:Jwikaa13


text:
User talk:PJ~enwikiversity

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

 * Take a guided tour and learn to edit.
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 * Give feedback about your initial observations
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:46, 8 June 2010 (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 PJ. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name PJ~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 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:PJ~enwikiversity


text:
User talk:C.Raveendranathan

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:46, 8 June 2010 (UTC)

title: User talk:C.Raveendranathan


text:
User:Mav

meta:user:Mav (steward)

title: User:Mav


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Talk:First Year General College Chemistry

So, I have just added some information on what usually gets included in a course with this title. Shall I continue to provide information on these individual topics or shall I just make each of these topics a link to an article/page/book about them?Gold1618 01:44, 9 June 2010 (UTC)
 * Either way is OK. You could develop initially on this page, then as the content grows spilt it into separate pages. -- Jtneill - Talk - c 02:19, 9 June 2010 (UTC)


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User talk:Andandrewrew

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:06, 9 June 2010 (UTC)

title: User talk:Andandrewrew


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UC Women's Group Mentoring Program

The Women's Group Mentoring Program (WGMP) has run each year at the University of Canberra since 1999. Over 240 people have participated. This site is a meeting and knowledge exchange space for current and past participants and interested others.

Aim
The aim of the Women’s Group Mentoring Program is to:
 * forge links across the University;
 * give isolated staff a reference group;
 * give constructive support to staff at all levels in the University;
 * increase knowledge of, and participation in, university governance, research activities and leadership roles.

Expected outcomes for participants of the Program are:
 * the development of enduring relationships and networks;
 * career enhancement and acceleration with career training and development; and
 * greater support leading to greater satisfaction with work and career.

Expected outcomes for the University are:
 * the development of talent;
 * better motivation and work performance;
 * a healthy, productive work environment; and
 * an increase in communication and understanding.

History
The University of Canberra Women’s Group Mentoring Program was initiated by the UC Equity and Diversity Committee and Women’s Professional Development Committee in 1999 with strong support from the Vice Chancellor. It is targeted to assist women in developing their careers. It has been conducted as an annual program each year since then with about twenty participants each year. A total of over 220 participants have graduated from this program since 1999. In each program participants form into two groups; one with a focus on academic and research development, and one with a focus on career and professional development. Both groups also interact with each other during the year. The yearly program starts with a 3 day residential workshop to build relationships and a strong purpose and development agenda for each group. Each group has two dedicated co-facilitators with diverse backgrounds who work with the group during the year. The role of the co-facilitators is to build self-management capacity within the group so that they can peer mentor each other and arrange additional mentoring input from outside the group as required. In 2010 each group was set up to be more self-managing with participants rotating through the co-facilitation roles.

Outcomes
The program has been evaluated at several times in its history with surveys and interviews with participants, supervisors and facilitators.

The Hunt Report (2001) described the outcomes for participants of the Program to have been:
 * a greater awareness by academics of the work undertaken by General Staff,
 * a greater understanding of the working of the University,
 * improved status,
 * improved communication, and
 * greater confidence.

The McCormack and West Report (2003) identified the personal and professional benefits to program participants to include:
 * increased networking opportunities,
 * increased self-confidence and self-belief;
 * improved career progression prospects, and
 * increased knowledge and skills.

Outcomes for the University

The percentage of participants who reported that their project/activity or participation in the program had made a positive contribution to UC was as follows: It was reported that "These outcomes will lead to more consistency of information and better communications between Divisions. Having a core of women who are highly motivated, able to assist new staff and provide encouragement will provide a smoother transition for new staff." This has assisted UC in becoming an employer of choice.
 * an increase in communication (97%),
 * an increase in the expertise and skills available to the University (79%),
 * encouragement to others (79%),
 * increased motivation and positive staff attitudes (75%),
 * assistance to new staff in understanding how the job/Division/University functions (64%), and
 * a change in policy (21%).

Conclusion
At the individual level, it is clear that the Program is having a positive effect on the participants’ working lives. This is evident not only in terms of promotion, but in the participation on special projects, increased networks and participants feeling more positive about themselves, their contribution and their workplace. The University is able to take advantage of the talents and potential of its women staff. Women are contributing more to the University as a result of their participation in the Program.

The Group Mentoring Program for Women has been successful in its stated aims. It has enabled women to forge links across the University, give isolated staff a reference group, give constructive support to staff at all levels in the University, and increase knowledge of, and participation, in university governance, research activities and leadership roles (Hunt 2001).

The developmental focus of the University of Canberra Group Mentoring Program for Women was found to provide clear outcomes and benefits for participants and the university. The group structure, functionality and the self-directed aspects of the program work extremely well to meet the program’s purpose and objectives and are key factors in the success of this program. Group mentoring is a balancing act: individual / institutional focus, personal / professional development, specific / non-specific knowledge and skill acquisition. The Women’s Group Mentoring Program at the University of Canberra encouraged the development of learning communities because it encouraged planning and action through dialogue and consensus; it fostered a collective sense of being/doing rather than an individual focus; it facilitated and maintained relationships across the organisation; and it fostered a culture and process to support learning beyond the boundaries of the program (West and McCormack 2003).

Stories from participants from 1999-2009
Survey results (conducted with 17 past participants in 2010) Interviews about the most significant changes for participants since they participated in the program
 * /Gaynor's story/
 * /Participant 2's story/
 * /Participant 3's story/
 * /Beryl's story/
 * /Participant 5's story/
 * /Participant 6's story/
 * /Participant 7's story/ (a manager story)
 * /Participant 8's story/
 * /Judith's story/ (a facilitator story)
 * /Participant 10's story/

Video clips

What are the most significant changes for you as a result of the program? The most significant change for each interviewee was:
 * 1) ceasing to work in two part time jobs and applying for and getting a different full time job.
 * 2) that my self confidence grew. I strongly realized that I did not want to be a victim as I got older.
 * 3) the ongoing friendships and personally an increase in my own confidence.
 * 4) the networking – in both directions
 * 5) gaining more confidence.
 * 6) being empowered to take more initiative.
 * 7) being a facilitator and a manager at the same time and the professional development  I experienced to enhance my role as a manager.
 * 8) building bridges across the university.
 * 9) reading a book we used on group processes. I was a skilled facilitator but it gave me a theoretical framework. It made me reflect on facilitation as an important skill and a legitimate form of leadership.
 * 10) the connections and the sense of impetus for the undertaking the next thing. I can use that experience as a template for a new job or a new house. It is good for goal setting and support for achieving goals with a network of support around you. It helped me define my goals. You can’t achieve something if you are too vague about it.

Links
Dr Coralie Mccormack's story

University of Canberra website

Women only programs for building gender equitable workplaces - Jennifer de Vries story UWA

2013-14 Program
9 people started the 2013-14 WGMP with a residential workshop on 24-26 July 2013. This space is for participants to share knowledge and co-create their learning projects. Here's the participants' website

https://wiseuc.wordpress.com

The team Graduation ceremony group presentation Prezi is at http://prezi.com/1qqyvwg_m0ff/wgmp/

UC Monitor article

2012-13 Program
14 people started the 2012-13 WGMP with a residential workshop on 11-13 July 2012. This space is for participants to share knowledge and co-create their learning projects.

WGMP 2012 - 2013 - Breast Cancer Awareness Campaign website and logo created as group project

Article in UC Monitor on Breast Cancer Awareness Stall at O-Week Market Day

Graduation ceremony group presentation Prezi

Graduand Amber Standley's story and new business

Photo of graduates with Vice Chancellor at presentation ceremony

Monitor article

2011-12 Program
12 people started the 2011-12 WGMP with a residential workshop on 8-10 June 2011. This space is for participants to share knowledge and co-create their learning projects.

Prezi of the residential workshop

Final presentation at graduation ceremony

Participants organised and hosted professional development workshops on How to have a Difficult Conversation, Project Management, How to say No, or Yes with qualifiers and Change Management

Article in UC Monitor on graduation ceremony

2010-11 Program
14 people started the 2010-11 WGMP with a residential workshop on 30 June - 2 July 2010. This space is for participants to share knowledge and co-create their learning projects.

Prezi of the residential workshop

One of the first events organised by the WSW group for their JIVE series was a talk with Virginia Haussegger that 140 people attended.

The second public event was a talk with Annabelle Peagrum

The third public event was a talk with Keith Lyons

The fourth public event was a talk with Tjanara Goreng Goreng and reported in the UC Monitor online

The fifth public event was a talk with Holly Northam (talk starts at 3:39mins)

Program schedule and invitations for JIVE Series seminars

title: UC Women's Group Mentoring Program


text:
User talk:Mark Spain

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:03, 9 June 2010 (UTC)

Recent Changes Camp Canberra Aug 11, 2010
I saw your profile on the Wikiversity page for University of Canberra staff, and thought, by chance, you might like to come to this: RecentChangesCamp, Canberra is being held at the University of Canberra, Building 7, Room 7XC37 on 11 August 2010. ABOUT | REGISTRATION | SCHEDULE

Hope we'll see you and friends there. Leighblackall 00:25, 21 July 2010 (UTC)

What is the copyright of File:Natalie 1.JPG?

 * Thanks. It would also be really helpful if you could provide the source of the image. Is this a photo you've taken for example? Adambro 22:32, 6 January 2012 (UTC)

title: User talk:Mark Spain


text:
User talk:BradM~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 9 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 9 June 2010 (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 BradM. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name BradM~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:BradM~enwikiversity


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Talk:Ancient Civilizations

I'm a S1 student in Hong Kong who's studying almost exactly the same thing in school. I want to state that you missed out the Zhou dynasty (including Western, Spring & Autumn and Warring States), which IMO is a much more important dynasty than Shang. After all Shang is notable only because it is the first dynasty with written sources; just because there's nothing to prove the existence of the Xia dynasty does not mean it isn't as notable as Shang. Kayau (talk | email | contribs | stats) 07:22, 9 June 2010 (UTC)

title: Talk:Ancient Civilizations


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File:Style modern smoke.ogg

Summary
This is a sound sample from a commercial recording. Its inclusion here is claimed as fair use because:
 * It's used in an article about the techniques and metodes of the contemporary composer Martin Lohse, and is used to illustrate the modern style in his compositions.
 * It is of a lower quality than the original recording, and could not be used as a substitute for the original commercial recording.
 * It is not replaceable with an uncopyrighted or freely copyrighted sample of comparable educational value.
 * It will not affect the value of the original work or limit the copyright holder's rights or ability to distribute the original recording.

title: File:Style modern smoke.ogg


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User:Mhajsjdkdhsjshd

Hello!, Everybody, I`m in Elementary school, so good bye, Want to ask me question well go to my talk page #Don`t Bother me

title: User:Mhajsjdkdhsjshd