text:
Implementation in classroom

Taking into account various proposals from the literature consulted and monitoring the work of some teachers in this area, one advocates that in order to ensure a smooth and careful implementation it must be respected at least the following steps for building an e-portfolio:

Planning - It involves mainly the teacher, but also the students who can (and should) be asked to make a contribution to the implementation of the methodology.

Presentation to students - Clarification of the objectives of e-portfolio. It might be doing an oral presentation of the methodology, building, for example, than the students already know about the term "portfolio" (brain-storming exercise). They may not even know it, they may already be aware of its application in the field of arts (painting, photography, architecture, etc.). This application may be a starting point for the introduction, setting out the similarities and differences between this portfolio (all the best work of the artist) and the portfolio of student (much more than a body of work and not necessarily the best). Students can take the internalising of the principles of the methodology by which it is advisable to provide simultaneous use of a document for consultation with the main guidelines.

Collection of works - The collection of evidence for the portfolio may result from the normal conduct of the class activity. In other words, need not necessarily be a large increase in work by the students at this stage. If the regular practice of teaching staff has a variety of strategies and methodologies, one will not have difficulty in getting satisfied with the wealth of evidence presented in portfolios. If you have not already done it then one will feel the need to develop new projects and activities to help students to demonstrate their skills. Students must register, archiving and documenting the work throughout its development, turning the records made in material context of consultation and reflection.

Organization - The different evidence should be organized to enable an easy and quick consultation. This organization can be left to the students, from suggestions from teachers and, as always, can be a negotiated process.

Reflection - The most important step in the process. It can occur at several points. For example, when it is added a new job or when the portfolio is revised. At this stage the student reflects on each of the evidence that you have selected for your portfolio, decide which are most representative of their progress, their capabilities and skills, and as such should remain in the portfolio while others will leave. This reflection can be helped by parts developed for this purpose.

Assessment - Stage where the teacher and student are to discuss the evaluation of the portfolio. The student performs self-assessment, which must be written, and conveys the perception of his work to the teacher. The student will get a feedback from the teacher - and preferably also in writing - that makes the evaluation of their work. Each student can also be encouraged to request a joint assessment by a colleague.

Disclosure - Whenever possible, in an advanced stage of the process, should be promoted an oral presentation of the portfolio. Generally, students will develop in relation to its portfolio a sense of pride for the work and will be motivated to do the presentation before the class.

The e-portfolio "presents itself as a flexible strategy that offers many benefits to students and teachers, particularly because the document allows the 'growth' of students, displays the process and product of learning and the ability to solve problems. In addition it enables the analysis of the daily experiences of students and can adapt to any subject area and level of education." © Nunes, 1999

Since the use of e-portfolio is, for most, a novelty in the teaching-learning strategies that have been used so far among students, it is listed a few suggestions for this first approach to the subject:

1. Start slowly (be ambitious, but not in the short term - get the portfolio with some goals and targets, increasing complexity, slowly and gradually, as they already dominate the variables at play);

2. Winning acceptance (see the details of methodology which requires new ways of being, think and act and contrary to the static position in relation to learning that in the majority, were used to take);

3. Encourage a sense of belonging (students must learn the virtues and defects or difficulties with this approach and feel it is an interested party in the development process of e-portfolio);

4. Clarify as much as possible the objectives and organization (How is that the portfolio will be used - Why? How and when? What is the structure (mandatory, recommended or flexible) and the criteria for their assessment (if applicable)?

Back

title: Implementation in classroom


text:
Proposals for digital portfolio construction

One of the most important decisions when they think of building an e-portfolio is set with the intention that this will be created. Thus, there is a considerable difference between e-portfolio as a process (collection, selection, reflection, evaluation, presentation) and e-portfolio as a product (notebook, CV, website, blog, wiki, CD-ROM or DVD).

There are some commercial tools available that can facilitate the management of labour(work flow management), thus facilitating the formative assessment and feedback on the work of the student.

For a pilot one can use HTML pages, Word, blogs, or even one of several open source solutions.

In short, it is important to define in advance the objectives and context of e-portfolio:

 * Identify the purpose of the e-portfolio and the target audience;
 * Identify the internal organizational structure;
 * Identify the equipment and software to use.

In the Web one can find several templates in HTML format that eventually serve as "inspiration" to design the organizational structure of e-Portfolio:

They can also see examples of templates offered for students and teachers.

If the e-portfolio to look into a specific unit curriculum, the teacher may propose, and negotiate with the students, a structure similar to this:

Proposal 1
 * Index
 * Program
 * Objectives (general and specific)
 * Bibliography
 * Types and evaluation criteria
 * Texts relevant
 * Work requested
 * Critical reflection
 * Degree of freedom / creativity of students to enhance the e-portfolio:
 * Material resulting from research
 * Personal documents
 * References reasons to participate in seminars, conferences, symposia

Proposal 2
 * Diaries of learning
 * Narratives of learning
 * Critical Incident
 * Cards of reading
 * Analysis of case
 * Critical analysis of learning
 * Other documents

In order to lead students to reflect on what they do and why do, make creative intellectuals, and consistent with its objectives and interests, to engage in learning in context, it is necessary to make an objective assessment, according to the pre-established rules.

Back

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


text:
User talk:The.smudge

how on earth do i sign up for the course to learn french?The.smudge 17:58, 21 July 2009 (UTC)

title: User talk:The.smudge


text:
User:AnnaRivera

Bio
Not much to say, I was born in Chicago and just recently moved here to come to school at the Art institute. I've only been here 5 months and live with my Boyfriend and his mom and his cat and dog. I love playing video games and reading and also drawing.

Always Wanted To Schedule

 * Topic Get my Warrior Night Elf in World Of Warcraft to level 80 by the end of the quarter

 * Research Component Looking us how Blizzard got started with the World of warcraft series and how it evolved into the Massive game it is and how they've progressed over the years.

 * week 1 My plan is to get her to level 47-48 by wesnday And if the new patch comes out get chest peiece that raises her exp gained to level faster.

 * week 2 Try and get her to level 53 and start running higher instances to get her geared to do outlands

 * week 3 Get her to 58 and start doing outlands and begin reasearch on the beginings of the World of Warcraft series

 * week 4 Get her to 65 or higher to burn her thru the higher levels faster

 * week 5 Get her to 71 and allready have began questing in Northrend the final area to get her to 80.

 * week 6 Get to 75 or 77 if possible and start doing higher level instances to burn her more quickly thrue the last few levels

 * week 7 get to 80 and start runing 25 Naxxramas or doing Heroic Dungeons to to the 25 man runs.

 * week 8 Finished to leveling chracter and done with research.

Midterm Assignment 1: Taste & Aesthetics
At the Olympic Sculpture Park the one sculpture I did not like was the Bunyon’s Chess sculpture by Mark di Suvero. Looking at the sculpture and reading the description more in detail online I couldn’t find myself liking the piece. I read more on the artist and although he has an interesting story, I can’t find myself being drawn to his artwork. I know that sometimes when I look up background information It will sometimes draw me to the person or idea I’m looking up but In this case It didn’t really change that. I looked up more of his artwork online and found that his abstract art no matter how I tried could not find myself really loving it, slightly interested, but not enjoying it. Strangely enough I don’t hate abstract work considering that one of my favorite pieces of abstract art is the steel sculpture by Pablo Picasso in Chicago. As far as being frustrated that I could not change my feelings on the sculpture I’m not to upset because ever time I try to force myself to like something I end up hating it quickly after. So usually when I find myself not likening something I will try to understand it to see if I can get into it more but depending on the subject I end up getting frustrated and giving up usually not to my likening.

title: User:AnnaRivera


text:
User:Thewinster/HHF/Question-Preload-Large

Original Question by ~

 * Here's the question...

Post a reply![]

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 * Latest discussions on the forum

Reply![]


text:
System development/Modelling/Concepts

 * Learning community: System development
 * Template: /Template concepts/

On this page you can find an overview of (business) concepts.

title: System development/Modelling/Concepts


text:
User talk:Mamaral

 Hello Mamaral, 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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Page moves
I moved Concepts to Digital portfolio for reasons stated in the move log. Your other contributions indicate that the concepts, Objectives and Reading Materials articles are part of a series. Once you've been here a day or two, a "move" tab should appear above, so you can rename (move) article drafts as needed. For example, you may wish to have a main page Ejump nam socialmedia eportfolio with subpages like Ejump nam socialmedia eportfolio/Concepts, Ejump nam socialmedia eportfolio/Objectives, etc. From what I gather, Digital portfolio may be a better main namespace for the series, as it is more generic and probably more visible to potential readers. Ejump nam socialmedia eportfolio looks to me like a branded product, but I have not seen this topic before. Again, Welcome to Wikiversity. Let me know if or how I may assist. Thanks! --CQ 19:33, 21 July 2009 (UTC)

title: User talk:Mamaral


text:
User:Thewinster/HHF/Reply-Preload-Large

Thread post

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Template:HHF/Reply-Preload-Large

Thread post

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Template:HHF/Question-Preload-Large

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Post a reply! []

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text:
User talk:Hjfrew

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Hjfrew, 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.
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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! --CQ 19:58, 21 July 2009 (UTC)

 * This seems great. Good luck!

Best, Stevenarntson

title: User talk:Hjfrew


text:
User talk:AnnaRivera

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello AnnaRivera, 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! --CQ 20:09, 21 July 2009 (UTC)

title: User talk:AnnaRivera


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User:Thewinster/Sandbox/The-Ask-Page

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=#ffffa0 |   [[Image:3D Universe Percy w cloths 1.png|96px]]
 * bgcolor=#ffffa0 |

=The Highscool Help Forum=

Physics, Chemistry, Mathematics and Biology

 * }

 * }

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
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The Next Page

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

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

 * }

{| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%"
 * bgcolor="#ffffe0" |

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
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 * }
 * Topic:Music in Film:
 * Mad Max's Course in Film Scoring for Motion Pictures

 * Lesson:[[Image:Crystal Clear app knotify.png|right|200px]]
 * Lesson #01: Creating the sound of "Fear"

 * Pages of this Lesson:
 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: Introduction - The Secret of Motion Pictures
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: What is narrative music?
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: What computer software do I need?
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: Getting started with GarageBand
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: List of moods and actions for you to work on
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: Narrative music created by Mad Max's students
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: Examples of Narrative Music
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental B: A simple movie for scoring
 * }
 * }

title: User:Thewinster/Sandbox/The-Ask-Page


text:
User talk:Bridget barcode

 Hello Bridget barcode, 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! SB_Johnny talk 23:23, 21 July 2009 (UTC)

title: User talk:Bridget barcode


text:
User:Leezamcclure

Always Wanted To Schedule

 * Topic Hosting a party!

 * Research Component I will be organizing and hosting a big themed party.

 * week 1 Come up with a theme for the party, and begin researching for that theme.

 * week 2 Figure out where the party is going to be, and what day it will be.

 * week 3 Prepare a guest list of friends attending.

 * week 4 Create and send out invitations for party.

 * week 5 Plan what type of food and beverage will be served.

 * week 6 Start shopping for and making decorations

 * week 7 Finish preperation for party

 * week 8 Have the party!!

Midterm Assignment 1: Taste & Aesthetics
During my time at the sculpture park, the structure, Bunyon’s Chess by Mark di Suvero definitely caught my eye in a not-so-attractive way. I do not see how wooden logs in the air can be a symbol of artwork. To me the sculpture is almost so odd that it is disturbing to look at. At first I did not even know it was a sculpture. While I was walking past Bunyon’s Chess the first time there was a group of city lawn mowers around the log and I thought they were doing some sort of construction with the land and possibly chopping down trees. A great piece of art work should not be something that I can mistaken for a yard workers piece of machinery. I later figured that Mark di Suvero must have some sort of a creative reason behind this horrible structure. After deciding to do some research on this odd artist I came to a conclusion that he seems to be the ultimate handyman and fascinated with “manly” tool-like structures. The strange thing about Bunyon’s Chess compared to the rest of his work is the fact that it is the only sculpture that he has created that looks nothing like any of his other pieces of work. All of his other sculptures are all steel and often times bright red. I am still not very fond of Mark di Suvero’s work. There is nothing about his work that truly excites me or catches my attention. But I can say that after looking at some other pieces of his artwork, I can respect him somewhat more than I did before.

title: User:Leezamcclure


text:
User:SarahLamberson

Always Wanted To Schedule

 * Topic- Tour the Washington and Oregon coastline and major waterfalls

 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

title: User:SarahLamberson


text:
User:Sluffs

My first edit
Saw the blues introduction and thought I'd mention that the blues form was uniquely American.

title: User:Sluffs


text:
User talk:Sluffs

 Hello Sluffs, 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.
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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! --CQ 01:57, 22 July 2009 (UTC)

title: User talk:Sluffs


text:
User talk:Miguelsolorio

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Miguelsolorio, 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! --CQ 02:05, 22 July 2009 (UTC)

Miguel,
 * Seems like a good project. If you don't have a passport, you will need one--add it to the schedule.

Best, Stevenarntson

title: User talk:Miguelsolorio


text:
User talk:Leezamcclure

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Leezamcclure, 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! --CQ 02:06, 22 July 2009 (UTC)

Leeza,
 * This seems like a great idea. For "research" consider doing some research on different kinds of parties; there could also be some interesting cultural investigations coming out of that--parties in different cultures.

Best, Stevenarntson

title: User talk:Leezamcclure


text:
User talk:SarahLamberson

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello SarahLamberson, 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! --CQ 02:07, 22 July 2009 (UTC)

Sarah,
 * Please post your Always Wanted To schedule/research component.

Best, Stevenarntson

title: User talk:SarahLamberson


text: User:Rosaleehoward

title: User:Rosaleehoward


text:
User talk:Rosaleehoward

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Rosaleehoward, 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! --CQ 02:21, 22 July 2009 (UTC)

title: User talk:Rosaleehoward


text: User:༜

title: User:༜


text:
User talk:༜

༜

title: User talk:༜


text:
User talk:Y͒

You see things as they are and ask, "Why?" I dream things as they never were and ask, "Why not?" ~ George Bernard Shaw

 Hello Y͒, 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! Jtneill - Talk - c 04:36, 22 July 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Y͒


text: User:Y͒

title: User:Y͒


text:
User talk:Darcyharlan

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Darcyharlan, 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! Jtneill - Talk - c 04:37, 22 July 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

This looks great. Please add something under the "research component" section.
 * Best, Stevenarntson

title: User talk:Darcyharlan


text:
User:Vincentdoan

Always Wanted To Schedule

 * Topic

i want to go to New York in this fall to joy the New York fashion week

 * Research Component

information online, library, fashion magazine

 * week 1

introduction, thinking about the topic

 * week 2

decide topic that i wanna go for it. start doing research

 * week 3

look up the information from the AiS library.

 * week 4

working on the designer' information

 * week 5

 * week 6

 * week 7

 * week 8

Midterm Assignment 1: Taste & Aesthetics
Below a set of grassy steps from the pavilion is a giant rusted steel sculpture by Richard Serra called Wake. Theses huge sculpture that you can walk around like this I always think as indicative of a certain style of sculpture that gained prominence through companies becoming huge in the twentieth century and wanting things on their vast properties. Wake is from 2004 and was probably commissioned for the park, so perhaps this categorization is a bit unfair. This one though I thought provided some nice opportunities for photography that involves planes framing things and one such a sunny day I got a lot of enjoyment from that. It’s not really news anymore, but it is still a very sharp thorn in my side that nobody is supposed (theoretically, ‘allowed’) to touch any of the art at the Olympic Sculpture Park. Really, don’t touch it, don’t walk on the grass, stay on the path and leave no trace but your Starbucks cup. The only experience of this vast and expensive sculpture park you get to have, is one dictated by the managerial oversight committee, the many thuggish security guards roaming the place, and please read the signs again. We said, DON’T Touch The Art! Long ago and far away, some people in this great city of Seattle thought, ‘hey- let’s turn this open space into a usable civic place, and fill it with art!’ What a great idea- an incubator for community, a gathering place. It’s amazing, really- that nine acres of formerly nothing has been transformed into so much look but don’t touch. So they spent countless millions of dollars to borrow, purchase or rent art from high-falutin’ artists, install it outside for all the seagulls to gather on, and then tell me that MY FINGERPRINTS might harm the rusted metal???? Curator, please. Interactivity and curiosity run in my bloodstream like so much caffeine and jazz. I ride merry-go-rounds, swing on sets, climb trees and ride bikes. Kinetic is our region’s middle name. I also attend the Burning Man festival (insert your jaded bitching here), and one of the tenets of installing a piece out there in the harsh desert environment is that it’s got to be interactive in some way. Which is to say that full-grown adults can *play* with the art! Turn this crank, smell this flower, climb up on this, kiss it, taste it, ride it, spin, burn or otherwise alter this THING with your presence. DO it. Now. Enjoy. I’m used to art being something I get to have a dialogue with, not a dictated, paper-thin, visual-only experience. Am I a little peeved? Betcha I am. In the case of Wake- what part of 300 tons of steel says FRAGILE? I mean, I’m sure Richard Serra doesn’t want people to carve their initials in to the patina, any more than any great old oak tree wants teenagers in the throes of puppy love to pull out a pen knife and immortalize a moment in bark. However, out in the world, people carve on things, and touch them. Perhaps, if it weren’t for the PLEASE DON”T TOUCH THE ART signs everywhere, petulant graffitos might leave well enough alone. Does creator’s intent figure into the equation at all? Evidently it doesn’t. Serra himself says that it’s not about the piece, nor about the environment it’s in, it’s about your experience of walking through Wake, of being with the installation, seeing how the shapes of the air change as you move within its massive walls. He’s not quoted anywhere that I can find, asking people not to touch the piece. It’s publicized as being weatherproof steel. So whose decision was it? I wish I had the answer. I demand justice. I want to talk to the artists about their opinions of their art being placed outside, and I want to talk about touching sculptures. Am I going to actually contact Richard Serra (or his people)? Nope, as is my Seattleite birthright, I’m going to play the passive-aggressive card, and let this blog entry serve as my proverbial nasty note to the roommate, hope that if he happens across it, he’ll write me a permission slip to touch his art. Until then, I will continue to touch it when the guards aren’t looking.

title: User:Vincentdoan


text:
User:EricNewman

Self-Assessment
week 1- research on the history of songwriting

week 2- research on the history of songwriting

week 3- start writing lyrics of my song. Intro

week 4- finish lyrics of entire song

week 5- start making a melody and music

week 6- continue with the music side of song

week 7- I will start putting my lyrics into music

title: User:EricNewman


text:
User:Ayla pidal

BIO: AYLA PIDAL

I was born on June 22nd [Cancer sign/Rooster in Chinese Zodiac] in Olongapo, Philippines. I have two sisters & enjoys the kind of enchanted childhood you usually only read about.
 * PERSONAL HISTORY:

My Mom joined the US Navy when I was 14 years old. The family had move to various places where she is assigned to like Hawaii, Korea, Italy & Japan and finally settled in Silverdale,WA until she retired.

Olympic College [BS Math program] Lake Washington College [Certificate in Aerospace Design] I love flying, I love heights,I hope to build my small plane in this lifespan. Art Institute of Seattle/BS Degree Industrial Design Major in Product and Environmental Studies Summer 2010
 * EDUCATION:

My daughter- Elizabeth she's 19 yrs old, beautiful & brilliantly precocious & my son- Ezrael, he is 10 yrs old, will be will 7th grader this school year. I can't express what it means to me to feel like I'm living for something so much greater than myself. The only reason I made this far & there is not a day that passes in which I am not overwhelmed by how lucky I am to have them. they are everything to me & that's the truth. Oh yes, my Jack Russel- Razberi, a super hyper dog & a very softee cat- Bluberi. They are fun to watch, very entertaining to see their wrestling match everyday!
 * FAMILY:

I was lucky to work for Boeing as a Designer Drafter for 5 years. It was a wonderful job but I felt the technicality of the job became stagnant, too plain I shall say & I moved on. I studied in AIS, after I received my Associates, I went to work for Nordstrom.com. To be honest I feel enormously successful & lucky to be able to say that this company has been my career since then, my full time job that the company has been able to provide enough work for me that I don't need to look for work elsewhere

Here are few experiences I've had over the years. This is not a list of prestigious accomplishments. They are experiences that are meaningful to me.

Star Search 1992 Power of love, by Mariah Carey Field reporter 7 years Mabuhay TV/Radio local station CH 29 Theatrical Stage Act [2002,Buhay sa America/Life in America] Olympic College Sculpture show 1995 Bainbridge Island Art show 1994 Children's Theatre Seattle WA/ props maker/designer created dragons and puppetry stage Personal Shopper at Nordstrom.com [catalog & internet division], Customer Service Assistant Buyer for dresses, Assistant to Studio N Analyst. There are many more for a period of 10 years...

Now what? Oh yes... Celebrated Y2k in Paris Learning Flying Para-sail/Air Glide/Skydive Scuba Diving Spending time with my kids & family Enjoying life, Travel, Music & Art

After Spring 2010- I will be searching for a new venue, new venture, something more exciting fresh & meaningful in the field of Industrial Design focus more in Environmental Design.

 * self evaluation**********************************************************

This class was extremely important to me! Through our discussions and lectures, my thinking developed immensly.

I have gained a lot. My old skills are most definitely improved. I greatly appreciated the public artwork field trip that was assigned to us at the beginning, Seeing those pieces of artwork gave me an inspiration to continue and keep going and focus on my artwork. Sometimes being caught up in this busy world, I tend to loose inspiration and feel emptiness. my vocabulary had grown and become sounder.

I like the part of the class where we watch and evaluate different artist from the past, new and young generation. Seeing these helps me understand and perhaps found the fit and meaning applied to our present time.

The works that was showed to us via PowerPoint lecture, the field trips we have visited, seeing public sculptures areound us are truly inspirational!

These are our past reflections of lilfe, our ghost, our shadow, and most definitely a path that would lead us to understand how we get here today!

Retrieved from "http://en.wikiversity.org/wiki/User_talk:Ayla_pidal"

title: User:Ayla pidal


text:
User:Rex.r.d

About Me: I am currently (as of 7/22/2009) a Sailor in the United States Navy Nuclear Propulsion program. I am a Nuclear trained Electronics Technician. In 2006, I earned a Dual Bachelor's Degree in Nuclear Engineering and Engineering Physics from Rensselaer Polytechnic Institute in Troy, NY. My next immediate goal is to receive a Master's Degree in Computer Science. This goal led me to Wikiversity. Wikipedia was invaluable to me when a student at Rensselaer. When I found Wikiversity and saw that they had course material that would help me towards my CS degree (C++ programming among others), I knew that i had to join. The Wikipedia and its related websites are providing an incredible service to humanity, andI am committed to helping them in any way that I can.

My interests: computers, music, science, science-fiction (especially Star Trek), saxophone.

title: User:Rex.r.d


text:
Poker

Poker is a family of gambling card games. All poker variants involve betting as an intrinsic part of play, and determine the winner of each hand according to the combinations of players' cards, at least some of which remain hidden until the end of the hand. Poker games vary in the number of cards dealt, the number of shared or "community" cards, the number of cards that remain hidden, and the betting procedures.

Readings

 * Poker

How to Play Texas Hold 'Em
The following refers to the Texas Hold 'Em form of poker:

One player has the "dealer button," a plastic disc with the word "dealer" written on it, that indicates the player as being the dealer for that round. The player to the dealer's left is known as the "small blind" while the player to the small blind's left is the "big blind." In order to ensure that every game is worth at least some money, the big blind is forced to bet the minimum bet and the small blind is forced to bet half the minimum bet.

The dealer begins dealing the cards one at a time, going clockwise around the table until all the players have two cards.

A game of Texas Hold 'Em consists of four rounds of betting. During a round of betting, players have three options:
 * Fold: The player quits the round, giving their cards back to the dealer. The player doesn't need to bet any money to do this, but any money they've already bet remains in the pot.
 * Call: The player bets as much money as the highest bet on the table.
 * Raise: The player bets even more money than the highest bet.

After the first bets have been made, the dealer draws 3 cards and places them face up on the table. The players then have a second round of betting. After this, the dealer places another card on the table and initiates a third round of betting. Finally, the the dealer draws and places the last card and starts the final betting round.

Once the last bets have been made, the players reveal their hands. The player with best combination of cards is the winner and receives all the money in the pot.
 * Straight flush: The player has five cards of sequential rank that are all of the same suit. The highest valued poker hand is the "royal flush," a straight flush consisting of an ace, a king, a queen, a jack, and a 10.
 * Four of a kind: The player has four cards that are the same rank.
 * Full house: The player has three cards that are the same rank and two cards that are the same rank.
 * Flush: The player has five cards that are all of the same suit, but not of the same rank.
 * Straight: The player has five cards of sequential rank, but the cards aren't of the same suit.
 * Three of a kind: The player has three cards that are the same rank.
 * Two pair: The player has two pairs of cards that are the same rank.
 * One pair: The player has two cards that are the same rank.
 * High card: None of the player's cards have the same rank and their cards aren't in sequence or the same suit. The player's hand is his or her highest value card; their "high card."

Before the next game starts, the dealer passes the dealer button to the player on their left. The roles of the big blind and small blind are also moved one player to the left.

title: Poker


text:
User talk:Rex.r.d

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 12:25, 22 July 2009 (UTC)

title: User talk:Rex.r.d


text:
Tchiroe

This wikiversity course on Tchiroe assumes the use of AmE for vowel pronounciations, for those who speak a different dialect, IPA pronounciations are also given.

Lessons

 * 1) Pronounciation and Greetings
 * 2) Basic Sentences

title: Tchiroe


text:
User:Tibetologist

I am a teacher of and researcher in Tibetan.

Here are some of the webpages I have created.

 * A Textbook of Classical Tibetan
 * Research on Tibetan Languages: A Bibliography
 * Bibliography of Tangut Studies

title: User:Tibetologist


text:
User:ShakespeareFan00/Wikiversity All Subject Original Research Desk

This desk is intended to be a 'portal' to various kinds of research on Wikiversity and other projects..

How to answer a question
Do: many times before.
 * Cite existing research and literature, many 'research' questions have been asked
 * Suggest repeatable experimental tactics to support claims.
 * Be prepared to have your contributions critiqued mercilessly.
 * Quote the full experiment. ( Context is important)

DO NOT.

 * Promote 'fringe' theories. Strong claims need even stronger evidence.
 * Plagarise. Academic fraud is a serious matter.
 * Rely on others to spot the 'missing' term.
 * Self-Publish your own results here.
 * Expect your paper to be written for you !

To suggest a research question, please suggest it under the appropriate heading below.

Maths

 * Q: For any 5 points, defined in a clockwise order, determine if they all lie in the same plane.

Physics

 * Q:  How hot does water have to be to boil?
 * Q:  What is effect of wind speed, upon rainfall angle?

Biology

 * Q:  What impact does pruning shock have on shrub based species?

Engineering

 * Q:  What lateral movement effects does the removal of earth or rock above 'tunnels' have upon a tunnel through the rock beneath the removed portion?

 * Q:  What is the impact of hydrological or hydraulic pressure build up on cast iron cylinder tunnel construction?


text:
User talk:ShakespeareFan00/Wikiversity All Subject Original Research Desk

The internet has many websites where people are invited to ask questions and then other people provide answers. Is the idea here (All Subject Original Research Desk) to help people learn how to conduct research projects and answer their own questions? --JWSchmidt 15:08, 22 July 2009 (UTC)

 * Partly that, and partly to serve as a portal to link actual research projects themselves. Sfan00 IMG 15:09, 22 July 2009 (UTC)


text: Category:Mentoring

title: Category:Mentoring


text:
User:Benglish4190

Bio
I'm 19, and I've grown up in Washington pretty much in the same place, Lake Stevens. I am in Media Arts & Animation, then transferring over to Game Art & Design after I take some more in depth classes on drawing. CADD (Computer-Aided Drafting and Design) is pretty much my passion in life, and I always love creating new environments, objects, etc. in 3D. I'm also an avid gamer also.

Always Wanted To Schedule

 * Topic - Create a car in 3D

 * Research Component - I will be researching the several different programs used for CADD. I am going to be looking up the history and uses of each program.

 * week 1 - Download several CADD programs and pick which one I want to use.

 * week 2 - Research the different types of programs and their uses, and also their history.

 * week 3 - Continue research and type up my power point.

 * week 4 - Lay out vehicle blue prints and begin a wire frame of the vehicle.

 * week 5 - Begin surface modeling.

 * week 6 - Continue surface modeling.

 * week 7 - Finish surface modeling.

 * week 8 - Render the finished model.

title: User:Benglish4190


text:
User talk:Zepelin~enwikiversity

 Hello Zepelin, 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! --CQ 16:43, 22 July 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zepelin~enwikiversity


text:
User talk:Benglish4190

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Benglish4190, 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! --CQ 16:45, 22 July 2009 (UTC)

 * Please post your Always Wanted To schedule as soon as you can.

Best, Stevenarntson

title: User talk:Benglish4190


text: User:Justinlegaspi

title: User:Justinlegaspi


text: User:Joshelchin

title: User:Joshelchin


text:
User:Thewinster/HHF

 * We Help!
 * Highschool is a funny time to study, most of us will find the textbooks to be irritating.
 * Over here, you can ask and help others easily. Holy cow! There are hundreds of diagrams/equations/reactions/animations already out there to assist us in the question-answer process!
 * We will provide all the assistance we can in Physics, Mathematics, Chemistry and Biology.
 * You can start by clicking on the links of the subjects here, or click on any of the links below to get started. Go ahead, there's a lot to explore.

title: User:Thewinster/HHF


text:
User:Danieljames~enwikiversity

Self-Assessment
The focus on public art in this class made me think about the possible public aspects of my designs. As furniture designer the potential is there for my pieces to have a public presence, especially in the case of outdoor items. Reflecting on what implications my furniture might have on the public was an aspect that I hadn’t fully considered previously. I am a strong believer in the mixing of art and design so while this class focused more on the fine art side of things, I found it to be very applicable and enjoyable.

For the final project I came up with many different ideas but ultimately decided on making an outdoor bench and posing the question, “is outdoor furniture public art?” I wanted to do something involving both art and design, as I am a strong believer in combining the two. In many instances art is made to provoke while design is made to please, but in the case of public art it can be closer to design in that it has to be approved by comities and go through many hoops on its way to approval for public presentation (in many cases). I find this to be an interesting question and wanted to get other people’s reactions on the topic. In doing this project other things came up that I started thinking about, such as how something like a relatively simple bench could have many different implications depending on who might be viewing it.

The correlation between public art and design is an interesting topic that I found myself thinking about more and more as the quarter progressed and which I will continue to think about. Adding this to the list of considerations that I go through while creating something will make me a better designer and artist.

title: User:Danieljames~enwikiversity


text:
User:Is is

"Is," "is." "is" — the idiocy of the word haunts me. If it were abolished, human thought might begin to make sense. I don't know what anything "is"; I only know how it seems to me at this moment. ~ Robert Anton Wilson

title: User:Is is


text:
User talk:Is is

"Is," "is." "is" — the idiocy of the word haunts me. If it were abolished, human thought might begin to make sense. I don't know what anything "is"; I only know how it seems to me at this moment. ~ Robert Anton Wilson

title: User talk:Is is


text: Talk:Assistant teacher course/Individual curriculum/handout/Academic topics


text:
Tchiroe/Lesson 1｜Pronounciation and Greetings

Tchiroe uses the English alphabet, minus Q and X. Most consonants are pronounced as in English except- J is pronounced as an English Y, C as S, S as Z, and Z as English J.

Consonant clusters are:
 * ch- Sh eep
 * dh- Th ese
 * sh- Plea s ure
 * tch- Ch eese
 * th- Wi th

The vowels are A, E, I, O, U, and Y.
 * A- F a ther
 * E- C a re
 * I- B ee
 * O- P aw
 * U- B oo t
 * Y- A bout

 * ai- M y
 * ao- C ow
 * ie- P e t
 * ii- B i t
 * oe- T oe

 * oei- B oy

Syllables are (C)V(C) If there is no initial an apostrophe takes its place. If multiple consonants make up the initial or final, an apostrophe goes between it and the next syllable. Only one can be between any two syllables.

---

A grave accent ( ` ) marks stress, and an acute accent, like on á, marks a rising tone like on English "What?".

---

{class="wikitable" ｜- !English !Tchiroe ｜- ｜Hello, Hi ｜Bòenav ec. ｜- ｜Goodbye (For.) ｜Ka detu dìa kaibòenav iet lòeic. ｜- ｜Goodbye (Infor.) ｜Kaibòenav lòeic. ｜- ｜Good day/night. ｜Lìnaktoe/Lìdia kaibòenav ec. ｜}

A conversational greeting: A: Lìdia kaibòenav ec, nó? B: Ta ec, hè detu dìa ec? A: Ta ec.

A conversational farewell: A (who is staying): Ka tu packoen tchectòei. B (who is leaving): Dankoeth, hè ka tu packoen tchecvantòei.


text: Category:HHF

title: Category:HHF


text:
Wikiversity:Colloquium/archives/July 2009

New mediawiki skin
A new skin, called "Vector", is available for testing (go to Special:Preferences). This is a fruit of the Wikimedia Usability Project. More information here. ---- (profile | chit chat | email) 23:01, 1 July 2009 (UTC)

VB 6 Course
--DaveFairhall 15:48, 1 July 2009 (UTC)I was following the VB6 tutorial course. But when I arrived at the Lesson page called "Event-Drien Design in VB6" it just ends and there are no more lesson links! Just a link to a computer programming Page which seems to bear no resemblance to the course I was on!!

Can anybody help??

DaveFairhall 15:48, 1 July 2009 (UTC)

 * Wikiversity is still very much a work in progress, as you seem to have found out. If you post a URL, I can take a peek and see where the course ends.
 * Since WV is a volunteer effort, it's important to get feedback on Learning Resources. It's the only way to know what needs work, what does work and in this case, what's missing. Historybuff 17:42, 1 July 2009 (UTC)

Hi,

Thank you for your speedy response. The page in question is :-http://en.wikiversity.org/wiki/Event-Driven_Design_in_VB6

DaveFairhall 08:41, 2 July 2009 (UTC)

Wikimedia Foundation Gets $300K for Wikimedia Commons
To improve usability - good: http://www.readwriteweb.com/archives/wikimedia_foundation_gets_300k_for_wikimedia_commo.php -- Jtneill - Talk - c 10:11, 2 July 2009 (UTC)

license update
With the implementation of the license update we now have a number of pages that contain outdated or incorrect information. In particular Copyrights but there are also a number of other pages that need to be proofread and changed. I'm not entirely clear on the terms of the new license and the transitition so I'd like to discuss what is needed before proceeding. --mikeu talk 12:10, 6 July 2009 (UTC)

WV teamwork
I'd like to draw attention to Web 2.0 as a great example of collaborative editing here at Wikiversity. There were 10 participants who made great strides in improving this learning resource. See the difference. Another example is Introduction to the Dutch language diff with 4 participants. I'm bringing this up here to start a dicussion thread on how we can encourage and foster more cooperatively developed learning resources. --mikeu talk 19:03, 8 July 2009 (UTC)
 * Just like the clueless one said! We will create the content! CQ 19:55, 8 July 2009 (UTC)

most wanted
According to page hit statistics Principles of Management was the most viewed mainspace page during June, and it ranked #27 for the year. Stream/Circle was the #6 most viewed page for 2009 with an average of 406 hits/day, which is kind of ironic given that it was (mostly) page blanked from February until just today. --mikeu talk 20:10, 8 July 2009 (UTC)

Mu301: mikeu and jtneill
I've been watching these guys.. following them around.

I think I've even rattled their cage.

Sbs:Iii: Candidates for Custodianship is a masterpiece.

Time has shown me that v: is resilient.. stable.. civilized. Even helpful.

I know I've posted my share of red link vaporwarish nonesense, but I think there is a method to all of this madness.

CQ 06:51, 10 July 2009 (UTC)

Firefox 3.5 and Wikiversity
I've just suggested an optimization for Wikiversity talk:Introduction edit. --JackPotte 20:47, 15 July 2009 (UTC)

file uploads disabled
One of the wikimedia servers has been having problems recently which is currently being fixed. "Uploading and generation of new thumb[nail images] will be temporarily disabled on Wikimedia sites" for a short time while these problems are resolved. The plan is for the work to be completed by 22:00 UTC or so. --mikeu talk 21:21, 15 July 2009 (UTC)
 * This should be fixed now. --mikeu talk 22:04, 15 July 2009 (UTC)

It seems the problems have not been completely fixed. This has been a recurring problem recently. For updates on the Wikimedia server status, please visit: http://techblog.wikimedia.org --mikeu talk 01:12, 17 July 2009 (UTC)

Wikiversity on Twitter
Follow. Contribute. http://twitter.com/Wikiversity -- Jtneill - Talk - c 10:12, 2 July 2009 (UTC)
 * Also see the testing that we are doing on the Sandbox Server which includes the Wikiversity Twitter RSS feed in a page. --mikeu talk 15:23, 18 July 2009 (UTC)

The Hunting of the Snark
Project proposal: Research on Henry Holiday's illustrations in Lewis Carroll's The Hunting of the Snark --Snark 18:12, 20 July 2009 (UTC)

about MediaWiki:Copyrightwarning
delete the text in order to confirm the change of licenses given by the foundation and keep the mediawiki-core-system-message.Crochet.david 10:33, 24 July 2009 (UTC)

Fair Use
Is fair use is accepted in en.wikiversity or not? Can it be acceptable in beta.wikiversity? --Zepelin 14:19, 21 July 2009 (UTC)
 * Can you be more specific, Zep? If you're talking about for images and files, I suggest looking for what you really need on the Wikimedia Commons, since everything there can be linked from Wikiversity anyway. The commons has a quicker more strict policy, so licensing and fair use issues have a larger community dealing with them. Another reason to connect at the Commons first is that we've been deleting redundant resources. Does that help? --CQ 16:27, 22 July 2009 (UTC)
 * Thank you for kind reply. I hope to use Commons of course, but book covers or CD covers are banned in commons, but OK in en.wikipedia. And I need to use book cover image to show in beta.wikiversity (now I'm incubating ko.wikiversity in beta). So I hope to know the fair use policy in wikiversity, especially en.wikiversity. --Zepelin 01:32, 23 July 2009 (UTC)
 * Hmmm. Fair use and this are all we have so far here at en.wikiversity.org and they relate to US laws. Whatever you do in beta should probably reflect the ko.wikiversity.org site as much as possible so you might want to take a look at this and this. I like the old saying "It's easier to get forgiveness than to get permission." If the book covers help your content and your intentions are "fair" to the book publishers, I don't see much of a problem. The objective is to "empower and engage people around the world to collect and develop educational content under a free content license..." so read Avoid copyright paranoia and then go for it. --CQ 03:49, 23 July 2009 (UTC)
 * I see. Sadly ko.wikipedia is following S.Korea laws and fair use is still banned. I don't understand why en.wikipedia is following US laws(not UK / Ireland / Canada / Singapore and so on). Relations of copyright laws in Internet Era and country/language are complexed problem, I think. Anyway I'll follow the ko.wikipedia anyway. Thank you CQ. --Zepelin 09:01, 25 July 2009 (UTC)

 * The English projects follow US law because the wikimedia servers are located in the US. Other language projects might limit what is allowed further in order to be compatible with the laws of a country where the language is natively used by the majority in order that the majority of natives might be able to use the work without legal problems. WMF policy allows works under fair use, fair dealings and other similar terms of countries under certain conditions while allowing individual projects to either forbid them completely or restricting under what conditions they can be allowed further. -- dark lama  12:03, 25 July 2009 (UTC)

re-read Image copyright
Can someone re-read the template to find errors in spelling and grammar. Thanks. Crochet.david 09:25, 24 July 2009 (UTC)
 * I found no obvious errors in spelling and grammar, but can it be simplified? If you can program a bot, it seems like you could automate some help getting information into a file description. I wish I knew how to write a script or program a bot. (I'm being facetious) Can you help at Templates? --CQ 06:27, 26 July 2009 (UTC)

OER Search Discovery
"Open Educational Resources are a little tough to really define to everyone’s satisfaction, but we can defer the details. :) We’re generally talking about pedagogical materials (something that could be put to use in the classroom to teach students) available under some sort of open content license."

"On the content creation side, we can provide more ways to add useful metadata to our pages, making it easier for teachers and students searching through educational-themed portals to find them. MediaWiki already provides basic language and license information, but projects like WikiBooks and wikiversity (as well as other MediaWiki users like WikiEducator) could definitely benefit from a consistent way to specify the subject and target audience of lesson modules."

Read more at techblog.wikimedia.org

--mikeu talk 13:58, 11 July 2009 (UTC)
 * On a related note, I'm looking for participants here at Wikiversity, at WikiEducator and at Google's knol site who wish to develop Geography learning objects that play off of shared google maps. See Introduction to Learning Objects for an overview and some discussion about metadata. --CQ 14:00, 19 July 2009 (UTC)

 * OK. I updated OER Commons and Talk:OER Commons to include the recent discoveries we've been talking about here and below. --CQ 21:26, 26 July 2009 (UTC)

Election Notice
Ladies and Gentlemen,

As you may be aware, there is concern that the site notices regarding submission of candidacy for the Board of Trustees election were not seen anywhere but Meta after the 11th of this month. Because of the potentially massive consequence of this, and to encourage a full and active election, the election committee has determined that:

- Candidacies will be accepted through July 27th at 23:59 (UTC)

- The period for questioning candidates begins immediately. Candidates that are "late to the party" will, no doubt, be scrutinized by the community. The Committee hopes that the community will work to actively ensure that all candidates receive equivalent questioning.

- The dates of election will not change. The election will begin on 28 July and end on 10 August.

Please know that we recognize the radical nature of altering the schedule in the midst of the election and would not do it if we did not absolutely believe that there was a possibility that others may be interested and qualified and may not have known about the key dates.

For the committee, Philippe 09:20, 19 July 2009 (UTC)

 * FYI: The main page for the elections is: 2009 elections to the Wikimedia Board of Trustees. --mikeu talk 10:44, 19 July 2009 (UTC)

 * The voting begins 28 July. To vote there are minimum requirements for having at least 600 edits before 1 June 2009 and at least 50 edits made between 1 January - 1 July 2009.  See information for voters for details.  Once the voting starts you should go the wikimedia project where you are most active and use Special:Securepoll to vote.  Feel free to ask here if you have any questions.  --mikeu talk 23:48, 26 July 2009 (UTC)

Strategic Planning
The Wikimedia Foundation has begun a year long phase of strategic planning. During this time of planning, members of the community have the opportunity to propose ideas, ask questions, and help to chart the future of the Foundation. In order to create as centralized an area as possible for these discussions, the Strategy Wiki has been launched. This wiki will provide an overview of the strategic planning process and ways to get involved, including just a few questions that everyone can answer. All ideas are welcome, and everyone is invited to participate.

Please take a few moments to check out the strategy wiki. It is being translated into as many languages as possible now; feel free to leave your messages in your native language and we will have them translated (but, in case of any doubt, let us know what language it is, if not English!).

All proposals for the Wikimedia Foundation may be left in any language as well.

Please, take the time to join in this exciting process. The importance of your participation can not be overstated.

--Philippe

(please cross-post widely and forgive those who do)
 * Is it possible to get Wikiversity mapped into the interwiki map? That would be handy especially for translation efforts. Is there an interwiki link shortcut for strategy.wikimedia.org yet? CQ 21:16, 29 July 2009 (UTC)
 * Created/added link to this new wiki at Strategy. -- Jtneill - Talk - c 00:02, 30 July 2009 (UTC)
 * The process is interesting. I hinted at Strategy at the Village Pump there. CQ 01:38, 30 July 2009 (UTC)

User:Sfan00_IMG/Wikiversity_All_Subject_Original_Research_Desk
I'd started a page with some possible ideas for research projects Wikiversity contributors too could help guide or advise on.

Any thoughts? Sfan00 IMG 15:12, 30 July 2009 (UTC)

http://discovered.creativecommons.org
I was a bit disappointed due to the incompleteness of Wikiversity results listed in http://discovered.creativecommons.org. I've emailed about this via their feedback link. Others might consider doing the same - do your favourite WV resources show in the DiscoverEd search? -- Jtneill - Talk - c 10:31, 23 July 2009 (UTC)
 * Wikiversity content for the most part is "not ready for primetime" anyway. That is, of course, my opinion, and subject to debate. WikiEducator does a whole lot better on the CC-OER search. Even adding "wikiversity" to the search term doesn't help. At least our "Bloom Clock" did OK ranking second. I think our Technical writing and Web design units are pretty good, but they don't show at all. Even searching "technical writing wikiversity" yields this and "web design wikiversity" yields this.

 * My disappointment is in Wikiversity's development as a learning community with all of the resources it began with as a promising part of Wikimedia. Quality must improve or Wikiversity doesn't stand a chance. Discipline on the part of contributors and dialogue as a community in my judgment are severely deficient. Merit (and search engine positioning) has to be earned through concerted effort. --CQ 13:52, 23 July 2009 (UTC)

 * Actually the first reference to the bloom clock is also a link to Wikiversity ;-). The quality issue is a big one, of course, but at least part of the solution (IMO) would involve clearing out a lot of the abandoned stubs and then working to organize the more promising content. We were making headway a year ago on that task, but the most active contributor to the effort (McCormack) left the project, and I'm not sure whether he left any notes about the structure of that reorganization. --SB_Johnny talk 15:44, 23 July 2009 (UTC)

 * "learning community" gets a token link on the main page, then 99% of the main page is an attempt to pretend that Wikiversity is Wikipedia. Wikipedia has always enforced the rule that the Wikipedia project is about its article content and that Wikipedia is not about its participants. Wikiversity needs to put its participants first and promote the "learn by doing" approach that Wikiversity was founded on. CQ: if you want a viable Wikiversity learning community then we should start by dumping the current Wikiversity main page. --JWSchmidt 15:57, 23 July 2009 (UTC)
 * re "dumping the main page" - we could have a separate thread/discussion about this - maybe create some alternatives? -- Jtneill - Talk - c 03:16, 24 July 2009 (UTC)

Among other things these comments relate to an interesting dilemma - is a good WV resource one that is "complete" and high quality - or could it be one that it is rather "incomplete" and inviting of active participation? I suspect and hope WV is about both these options and more. DiscoverEd is beta and could do with input - hopefully it could do a better crawl of WV (e.g., I searched for some of our "complete" and "quality" resources and didn't find them listed) and then hopefully it could have a useful ranking algorithm to approximately reflect relevance/quality in comparison to other OERs. -- Jtneill - Talk - c 03:07, 24 July 2009 (UTC)

 * Do we know how they're calculating? I.e., is it the amount of content, the amount of contributors, length of time? We also have a couple of projects that are in some ways largish but are exclusively in the user namespace. --SB_Johnny talk 09:07, 24 July 2009 (UTC)

 * CC-OER-search is Nutch and is open source. Have a look at the Nutch FAQ. It gets more technical as it goes and links out to all sorts of tasty morsels. The FAQ is a little outdated so some of the links are 404s but the devs have provided a nice overview here. If you want to delve, follow the hints, such as the Lucene Similarity class. --CQ 11:55, 25 July 2009 (UTC)

"Where do the results come from?" "Results come from institutional and third party repositories who have expended time and resources curating the metadata. These curators either create or aggregate educational resources and maintain information about them."

 * For example: Astronomy Project likely shows up at #2 on a search for Wikiversity on DiscoverED because somebody entered metadata here at OER Commons. The #1 hit is Storyboard Artwork Project which has metadata here and the Bloom clock is here. All those OER Commons pages are feeding to DiscoverED; they are not crawling our site like Google.  You might want to take a closer look at my post above about OER Search Discovery.  The DiscoverED site is not likely to include results from wv unless we have metadata on our server, or somebody else creates metadata about our learning resources somewhere else.  --mikeu talk 04:29, 26 July 2009 (UTC)

 * I received an email reply to my query: " The issue has been logged at http://code.creativecommons.org/issues under the DiscoverEd category. Please let us know any future issues you may discover. Also, if you have any inclusion requests regarding missing feeds, feel free to add them to http://www.oerfeeds.info/." -- Jtneill - Talk - c 23:25, 29 July 2009 (UTC)
 * I received further reply that Wikiversity is not providing a suitable feed - does this make sense to anyone? How can we provide a suitable feed? http://code.creativecommons.org/issues/issue370 -- Jtneill - Talk - c 15:02, 1 August 2009 (UTC)
 * We need to submit OPML formatted feed(s): http://www.oerfeeds.info -- Jtneill - Talk - c 15:08, 1 August 2009 (UTC)

 * Oh. hey. lookie! There's a Browse: Collection: Wikiversity page with the whole ball of wikiversity wax. --CQ 05:27, 26 July 2009 (UTC)

Apology
I make a full and honest apology to the wikimedia community for my kick-ass stupidity. Maybe I'm banned across Wikimedia. But I certainly was on Wikiquote, wikisource and wikibooks! Apologies to everyone. --Poetlister 2BY24 16:27, 20 July 2009 (UTC)

I accept your apologies =) --195.229.242.58 17:31, 10 August 2009 (UTC)

What did you do? -- Jtneill - Talk - c 23:28, 10 August 2009 (UTC)

 * See w:Wikipedia:Wikipedia Signpost/2008-09-15/Poetlister. The person making the comment is almost certainly not Poetlister.--SB_Johnny talk 08:31, 14 August 2009 (UTC)

I accept it, now you need to do something to me for the acceptance. Enlil Ninlil 06:03, 14 August 2009 (UTC)


text:
User:Meteorman7228

My name is Meteorman7228. I am a user over at Wikipedia. Why im here? To gather resources for my wikiproject although i may cater here too.

title: User:Meteorman7228


text:
Tchiroe/Lesson 2｜Basic Sentences

Basic Sentences:

Nouns

 * End in -a or -oe, but there is NO difference.
 * Various endings mark case and number
 * Number:
 * Plural -ve
 * Dual -ne
 * None -be
 * Case:
 * Object -'ai
 * Object of a "to be" sentence -'i
 * To ____ -tu
 * For ____ -ti
 * In, at, on ____ -vi
 * With ____ -koen
 * Object of preposition -vie
 * Object of postposition Vir-
 * Possessive De-

title: Tchiroe/Lesson 2｜Basic Sentences


text:
User:Tommy Wilson

Always Wanted To Schedule

 * Topic "Living on a budget"

 * Research Component Books such as "One income households" and the internet

 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

Midterm Assignment 1: Taste & Aesthetics
Thomas Wilson Friday, GE 100 The trip to the Olympic Sculpture Park was somewhat disappointing for me to be honest. The park itself was beautiful, but as far as the actual sculptures, or lack there of, I'll just say that I didn't have a very hard time finding one that I didn't like. There was one that definatly stood out in my "Didn't Like" catagory, it was a peice by Mark di Suvero called "Bunyan's Chess". To be totally honest, I have no idea what makes the peice art? It is three logs suspended in the air by bulky steel chains, it's more hidious than art. After I left the park, I came home and started my research on the internet. I was surprised to learn that Mark di Suvero has sculptures displayed in every state in the US except Hawaii and Alaska. All though he is known nation, and world wide for that matter, I wasn't to impressed with any of his other work I found either, but it was much better than the peice here in Seattle. After researching him, I proceeded to research other artist's in his area of expertise, which would be abstract expressionist sculpting. I found work from sculptors such as Salvador Dali, Carlos De La Rua, and Candido Monge. There were a few peices by Carlos De La Rua that I really liked, they were much more intracit and detailed, it actually showed a great amount of talent, unlike the peice in question.

After four days I decided to pay another visit to the sculpture park to see if any of the research I've done has changed my opinion any about "Bunyan's Chess". The one thing I do have now is respect for Mark di Suvero I wouldn't have had if I wouldn't have done some research on him. He was a key figure in the developement of postwar American sculpting. But I have to say, it's still a huge thumbs down for his work from me. Lucky for him a am no art critic or I'm sure he would not like any review I'd give him.

Self-Assessment
To give myself a self assessment, I should first begin with a little background information so I have something to compare my current situation to. I was supposed to graduate high school in 1994, but didn't because I was what you would consider a poor student. Now don't get me wrong, the classes in which I liked the teacher I excelled in, but those classes were few and far between. I have spent the past 15 years or so as a bartender, moving from state to state, partying as hard, and as often as I possibly could. This entire time, in the back of my mind, I knew I had to go to school if I ever hoped to someday have a carreer, some stability. I arrived in Seattle a week before the beginning of this quarter with a computer, a bag of clothes, and a purpose. All of the questions I had about myself, about my ability were all finally going to be answered. The first few weeks of school were a bit overwhelming to say the least. By the time Friday rolled around, and I found myself sitting in your class, I was already in a sort of daze. I must admit that I didn't start taking your class seriously until around week four, I heard people questioning the validity of the class and started questioning it myself. After the trip we took to the Seattle Library, I started looking at the class like I was looking at all of the rest of them, which was, there was something to be learned in the class, some knowledge I could walk away with that I didn't have before I started the class. And isn't that the reason I came to school in the first place, the persuit of knowledge? The Seattle Library has become a valuable resource in itself, I go there at least once a week now for a variety of different reasons. Once I put Friday's class on the same page with the rest of the classes I was taking, I started appriciating what your class was doing for me. For starters, you gave us an assignment that gave us the opportunity to better ourselves in some way, that's how I approached choosing my goal anyway. I also believe we got some inside knowledge of a teachers thought process in your class, S.S.A.L.E is something I would have never considered if it wasn't for your class. So for my own self assessment, I can't just use your class as a measurement of how I did this quarter, although it is definatly a part of how I feel I did as a whole. I found out alot of things about myself that I never knew before I came to this school. First, I found out I'm a pretty decent student after all. I have good study habits, did homework religously, sometimes a week ahead of time, and after a couple missed classes in the beginning of the quarter, I made it to class on time the rest of the quarter. Show up, Listen, and Execute, what more could I have asked of myself? Once all the self-doubt was gone, I came to the realization that I just might be able to pull this off. Second, I have heard my entire life how I am waisting my potential, I finally got a glimpse of what they were talking about. It's amazing how much you can miss when you get stuck in a rut, things that people close to you see go undetected. It's a great feeling when you pull yourself up and begin to see what they have. To wrap this assessment up, I can hold my head up, and be proud of how far I've come in such a short time. I also have to realize that this was only step one in a long journey. This can not be seen by myself as an accomplishment, but a new beginning, a means to an end, a foundation in which to start building on. And I can walk away from your class feeling good about what I've learned, and how I performed. Thanks Steven, hope to see you again along the journey.

title: User:Tommy Wilson


text:
User:Ans/lp

Some note on literate programming.

 * Literate Programming - Issues and Problems

noweb
< >= // comment ...    "...... bad programming style - -'     < >= // unwanted comment     ....."
 * other implementations
 * nuweb: no ubuntu/debian package
 * funnelweb: inactive(slow) development
 * noweb -L...: (passed to /usr/lib/noweb/mnt) only affect, if the root chunk is ended with "*", like <<*>> or <<...*>>
 * noweb -all,
 * root chunk with white space is silently ignored
 * root chunk like <> is ok, * will be chomp'ed for filename
 * root chunk <<*>> is error
 * why "-L" is only applied to the root chunk that ended with "*" ?
 * ok, one can simply append * to root chunk, if want "-L" to take effect
 * <<....*#line %L "%F"%N>> ?
 * <<....*perl>> ?
 * define in command line like, noweb -Lperl='# line ...' -Lc='# line ...' -L='...' (no language specified)
 * define in config file?
 * <<....*perl>> will also benefit to pretty printing for multi programming language
 * define how to escape char in expanding __FILE__ ?
 * or just define the char to be striped before expanding __FILE__ ?
 * also define the enclosing char? not need, it is too complicate.
 * security issue, arbitrary filename could be overwritten by untrusted noweb file?
 * but untrusted Makefile, configure file could make more severe damage
 * to recognize __FILE__ ?
 * C: printf("@__FILE__") --> "test\"\n.cpp"
 * sql: select "@__FILE__" --> "test""\n.cpp"
 * << : expand, @<< : "<<", @@<< : "@<<", @/**/<< : @ + expand. (prefer this approach)
 * @<< : expand, << : "<<", @/**/<< : "@<<", @@<< : @ + expand
 * -L and "# line ..." already do this task?
 * comment out
 * in doc: use latex comment ("%...")
 * in code: use code comment
 * whole code chunk: use latex comment
 * old version?
 * should not rely on chunk name to manage code version, since programmer may accidentally insert code into old chunk version
 * to have /^< >=/ not being identified as beginning of another chunk, the programming comment could be added,
 * however, there may be the case that the comment is unwanted, for example,

cat << END < >= // unwanted comment ...    END

title: User:Ans/lp


text:
Portal:Tibetan/Talk/List of Mentors

 * Jakob.Winkler AT t-online.de
 * Karen Liljenberg
 * Oliver Leick (oleick@shangshunginstitute.org) of Shang Shung Institute.
 * "Shang Shung Institut"
 * "norbunet"
 * Ka-ter Translation Project
 * chnamkhai@gmail.com
 * Ramon Prats, 10. Tshe, Dban-Nor-Bu’s chronological notes on the early transmission of the Bi ma Snin Thig/Ramon Prats,
 * TBRC Scholarly Advisors and Collaborators
 * Technical: Jeff Wallman and Christine Tomlinson support@tbrc.org
 * Tibetan Buddhist Resource Center at the Rubin Museum of Art info@tbrc.org
 * Grace Wiersma  gwier...@MIT.EDU
 * http://rywiki.tsadra.org/index.php/Category:Translators
 * Erik pema kunsang, rangjung AT gmail.com
 * TISE Development Google Groups
 * Naomi at: mirror@tsegyalgar.org or the secretary
 * Asruh at: secretary@tsegyalgar.org
 * Dr T. Matthew Ciolek (Skype: tmciolek; coombs.anu.edu.au & www.ciolek.com) tmciolek@ciolek.com; tmciolek@coombs.anu.edu.au
 * cristianadefalco@libero.it  Cristiana  Tibetan/English/Italian
 * chris@tibetanportal.com
 * news@tibetanmedicine-edu.org (associated with: www.tibetanmedicine-edu.org)
 * jeanimack@southernphone.com.au
 * elise777@austarnet.com.au
 * Steven Weinberger
 * apilolo@gmail.com
 * pamilolo@gmail.com User:Amilolo
 * nlb@library.gov.bt
 * library.bhutan@gmail.com
 * cmeador@colum.edu

title: Portal:Tibetan/Talk/List of Mentors


text:
User talk:Dr Luís Antonio Ervolino

Este usuário pretende participar e ser colaborador na Wikiversidade, dentro da sua especialidade de experiência e formação profissional anterior. Como experiência exerce a função de consultor em Fator Humano há mais de 20 anos e como formação profissional prévia sucessivamente médico, psiquiatra,psicanalista e psicanalista organizacional.--LAE 11:35, 23 July 2009 (UTC)

title: User talk:Dr Luís Antonio Ervolino


text:
Tchiroe/Lesson 1

Tchiroe uses the English alphabet, minus Q and X. Most consonants are pronounced as in English except- J is pronounced as an English Y, C as S, S as Z, and Z as English J.

Consonant clusters are:
 * ch- Sh eep
 * dh- Th ese
 * sh- Plea s ure
 * tch- Ch eese
 * th- Wi th

The vowels are A, E, I, O, U, and Y.
 * A- F a ther
 * E- C a re
 * I- B ee
 * O- P aw
 * U- B oo t
 * Y- A bout

 * ai- M y
 * ao- C ow
 * ie- P e t
 * ii- B i t
 * oe- T oe

 * oei- B oy

 * oeai- Why

Syllables are (C)V(C) If there is no initial an apostrophe takes its place. If multiple consonants make up the initial or final, an apostrophe goes between it and the next syllable. Only one can be between any two syllables.

A grave accent ( ` ) marks stress, and an acute accent, like on á, marks a rising tone like on English "What?".

A conversational greeting: A: Lìdia kaibòenav ec, nó? B: Ta ec, hè detu dìa ec? A: Ta ec.

A conversational farewell: A (who is staying): Ka tu pacakóen tchectòei. B (who is leaving): Dankoeth, hè ka tu pacakóen tchecvantòei.

title: Tchiroe/Lesson 1


text:
User:Dr Luís Antonio Ervolino

This user wants to apply its own point of view on matters that will colaborar.Em on Wikiversity that is characterized by not quote the authors, but simply make a simple point of view on the matter considered. From the training as Human Factor, a professional to read and study a subject starts by step information, which is to repeat what the author called knowledge disse.A second step is to assimilate the question of a personal point of view, The third stage is called wisdom in playing knowledge on different subjects which can be implemented and finally the last stage called wisdom on the subject in which he specializes, is so simple to define the issues related to the question .-- Lae 13h49min July 23, 2009 (UTC)

All my contributions can be reused by both the license Creative Commons Attribution / Share-Alike 3.0 License for the GFDL. This means you can play all my contributions elsewhere, provided they give me credit as author and hold the same license for redistribution.

title: User:Dr Luís Antonio Ervolino


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