text:
User:Ninaki

Bio
My name is Nina and I like strawberry milkshakes. ... and cookies.

Always Wanted To Schedule

To make a Japanese lolita styled dress and learn more about the culture behind the style.

''I will be researching information on how to construct a dress. I will also be looking for an explanation of the subculture of the lolita style and how to design a dress in this fashion, as well as fit the lifestyle and etiquette.''

I will look up pictures of lolita dresses this week to get a feel for the color, themes, variations and components. (I actually brainstormed this week and came up with: I've always wanted to make a lolita dress and I've always wanted to have nice ab muscles. I ended up choosing the dress to be realistic).

''This week I will ask and interview lolitas about their lifestyle and manners. I will want to know what makes a person a lolita. I will ask if their are any rules or common habits that are usually seen.'' (This week I also looked up many sources at the school library to find information on dressmaking. There wasn't very much information on the lolita style, but this is how I decided on making my main source of information the people who lived the lolita lifestyle).

''This week I will research information on lolita culture online and through books, in order to find what the difference is between lolita clothing and other styles of clothing. I will also be looking for the history of lolita, where it came from and how it became popular.''

''This week I will research brands and categories of lolita. This will give me insight on similarities between brands, and the essence of lolita.''

''This week I will find and make patterns of lolita dresses. I will design a dress that I want to make and consider sizes. I will also try to find a source of fabric.''

''This week I will cut out the patterns from the fabric that I find and will sew them together. I will hopefully measure my body correctly so that the dress fits.''

''This week I will finish all final touches on the dress and accessorize! I will also be finishing presentation aspects of my project.''

This week I will be finished with the project and will reflect on the product and work that has been done.

Why Do I Like What I Like?
For this assignment, we were instructed to find a sculpture from the Olympic Sculpture Park that we disliked, in hopes of convincing ourselves to begin liking it. I had a hard time finding a piece that I did not like, because I usually can find elements that I value in most art. I decided on choosing by asking myself which piece I'd rather not possess, as if it were to be placed in my own backyard or house. I decided on Beverly Pepper's Persephone Unbound since I did not notice it as much as the others.

On a first glance, Persephone Unbound looks like a normal tree trunk. In fact, when a classmate pointed it out, I couldn't spot it for a few seconds. When I finally found what my classmates were pointing to, I was a bit disappointed at the fact that it was just a tree. Of course, they may have been a pattern carved into it, but I felt that it was hardly noticeable, especially if I hard such a hard time finding it. Feeling set on which piece I would write about, I followed the steps to learn more about the artist and the piece. I hobbled over to the plaque to read some of the information and realized that the tree trunk was actually bronze. My opinion of the sculpture instantaneously changed. I felt that it was amazing that a piece of bronze could look so much like something that was created by nature.

After researching about the artist, I learned that she often focused on the spiritual presence in sculptures such as totems. This idea was very cute to me and I could see this aspect in Persphone Unbound. She made her creations out of materials such as stone and metals, but left them looking very natural. She has done a lot of landart, which I consider to be very difficult and gave me additional respect for her. I liked a lot of her other works.

This piece made me paranoid and challenged me to try and differentiate between what was created by nature and what was created by humans. Reading about the meaning behind the sculpture made me appreciate it even more. Since I have been a sucker for mythology, learning that this piece was based off Persephone's story, I fell in love with this hunk of metal. It was supposed to symbolize freedom and unchanging eternity similar to Persephone's life in the Underworld. Now when I see the sculpture, I feel a rush of excitement. The piece succeeded in becoming subtle but powerful art, which was the artists' intent. It became very impressive, instead of just average in my mind.

How Am I Manipulated?
For this assignment I found a Honey Nut Cheerios box that had "Can help lower cholesterol." I think that this is an example of Weasel words, although it is very subtle and mild. Although it is true that whole grain foods can help lower cholesterol if you eat it to balance the fatty foods, it does not mean that Honey Nut Cheerios specifically reduces cholesterol.

For the other fallacy, I chose to quote my mother. She said, "All Korean kids study all the time and never have time to play video games." This is seen as allness, because she used the term "all" and also did not have any real evidence for her claim.

Self-Assessment
9/9/09 I finally got access to the internet and a working IP address to create my wikiversity account, but realized that I had not read the directions carefully and missed out on some of the work I should have been doing. I aim to read directions carefully and on time from now on.

9/27/09 I planned on doing an in depth interview with lolitas, but ended up getting distracted and just had a tea party with them instead. Although this is a part of the lifestyle, I really should have made a schedule of some sort. Also, fabric is very hard to find for this style.

5/4/09 I realized that I need to listen better during class, due to the fact that I didn't know we were supposed to have the midterms in by today. I submitted it right away after class. I also managed to confuse myself with the editing of wikiversity. Hopefully I will learn how to re-edit this material a little more efficiently.

title: User:Ninaki


text:
Reading log McRuer, Tatum, Hjörne & Säljö

Reading Log Catarina Schmidt McRuer, Robert (2006) Hjörne, Eva & Säljö, Roger (2008) Tatum, Beverly Daniel (1997)

'''Crip Theory. Cultural Signs of Queerness and Disability (Robert McRuer)'''

Robert McRuer is an associated professor of English at the George Washington University in USA. His book about crip theory approaches contemporary cultures of disability and queerness McRuer draws a connection between the construction of able-bodiedness and heterosexuality. Crip theory emerges from cultural studies traditions that “question the order of things, considering how and why it is constructed and naturalized; how it is embedded in complex economic, social and cultural relations; and how it might be changed” (p. 2). One can see crip theory as an outline from queer theory, feminist studies and critical white studies. What they have all in common is the way that normality is questioned. The result is that crip theory turns away it focus from the disability and instead questions the “normality” of able-bodiedness. The word “crip”, synonym with the word “cripple”, has in a way been retaken and given a proud meaning in the same way as the word “queer”. One can also see the same strategies in terms like “Deaf Power” and “Black Power”.

McRuer uses the binary abled/disabled to show the hierarchy in this dichotomy and other dichtomies. Crip theory turns its focus on how able-bodiedness is created and reveals, as a result of this, its “normality” and “naturalness”. Able-bodiedness is here seen as the invisible norm. We live in, according to McRuer, a system where there actually is no choice for those of us who does not fit into the norm: Like compulsory heterosexuality, then compulsory able-bodiedness functions by covering over, with the appearance of choice, a system in which there actually is no choice. (p. 8)

Instead of a functional disability crip theory suggests a stance of critical disability which  includes an awareness and a possibility of political positioning and questioning of the majority society. McRuer talks about “compulsory able-bodiedness” and argues that this produces disability in the same way as compulsory heterosexuality produces queerness. The increasing tolerance will instead ensure the normative position since the tolerance itself demands subordination from the divergent. Further McRuer claims that neoliberalism and the condition of postmodernism “need able-boidied, heterosexual subjects who are visible, and spectacularly tolerant of queer/disabled existences” (p. 2). According to McRuer neoliberal capitalism is the dominant economic and cultural system from which the crip theory stems and is embedded in. McRuer cites Judith Butler who, according to him, is “identifying the repetitions required to maintain heterosexual hegemony” (and compulsory able-bodiedness):

The “reality” of heterosexual identities is performatively constituted through an imitation that sets itself up as the origin and the ground of all imitations. In other words, heterosexuality is always in the process of imitating and approximating its own phantasmatic idealization of itself – and failing. Precisely because it is bound to fail, and yet endeavors to succeed, the project of hetereosexual identity is propelled into and endless repetition of itself. (“Imitation and Gender Insubordination” 21) (p. 9)

In chapter one McRuer gives a series of examples where crip culture is appearing and coming out but before that he starts out with some able-bodied sexual subjects in the introduction. One of McRuer’s examples of the latter is John Paulk’s book about the conversion to heterosexuality; Not afraid to change: The remarkable story of how one man overcome homosexuality. Another example is Bill Clinton’s sexual affair with Monica Lewinsky in the White House:

In an through the Clinton’s confession to the nation and apology to his wife and daughter, in and through the impeachment and its coverage, “proper” (married, monogamous) heterosexuality was restored and made visible – ironically, not unlike the way in which “natural” heterosexuality was restored in and through the ex-gay campaigns. (p. 14)

McRuer uses all kind of contemporary events to strengthen his theory. It is evidently that he strives for his theory to be firmly rooted in the material world – in the world of popular culture soap operas, films and literature.

Coming out crip is about admitting and accepting the queerness. McRuer refers to Gloria Anzaldúa who writes in The bridge called my back: Writings by radical women of colour:

“we are the queer groups, the people that don’t belong anywhere, not in the dominant world nor completely within our own respective cultures. Combined we cover so many oppressions. But the overwhelming oppression is the collective fact that we do not fit, and because we do not fit we are a threat” (“La prieta” 209) (p. 37)

An example of coming out crip is the Mumbai protest on the Fourth World Social Forum where disabled activists expressed how they had been marginalized. On the activists banners one could read “we do not feel we belong here” p. 48) and at the same time it was a fact that “only three hundred of the expected two thousand disabled participants were able to attend the WSF in Mumbai” (p. 47).

McRuer also uses himself as an example of coming out crip. On a conference in Maastricht 2004 he came out as HIV-positive (though he was actually not), wearing a t-shirt with the text “HIV POSITIVE”. He presented at the same time a paper on South Africa’s Treatment Action Campaign (TAC) and “wanted to draw attention to the politics of looking into queer and disabled bodies” (p. 53).

So what is crip theory more specifically? McRuer answers himself that crip theory is a theoretical intervention and perhaps a love letter. In the end of the first chapter he points out that “a disabled world is possible and desirable” (p. 71). As I understand it crip theory might function as another perspective, as another way of thinking and watching. McRuer puts it this way:

Crip theory might function as a body of thought, or as a thought about bodies, that allows for assertions like the following: if it’s not even conceivable for you to identify as or with Brazilian, gay, immigrant workers with multiple sclerosis, then you’re not yet attending to how bodies and spaces are being materialized in the cultures of upward redistribution we currently inhabit. (p. 76)

In chapter two McRuer describes the case of Sharon Kowalski. After a car accident she was denied to go home since her spouse, Karen Thompson, was not seen as her first (and natural) choice of guardian. By this example McRuen questions marriage and domesticity. His conclusion is a paradox; gay marriage both works against and for disability. As I read and understand McRuer more expansive and democratic spaces are needed. The present guardian of Kowalski, Karen Thompson, links as McRuer writes “her struggle to the struggles of others” and he means that disability activists like her and others continue to shape fluid and critical identities. From this viewpoint straight ideologies of domesticity can be questioned.

Also the composition of writing at university level can be questioned. McRuer refers to Ralph Cintron who describes it as “a discourse of measurement” (p. 147) and labels it as especially in the exclusionary institutional forms “highly routinized” (p. 147) and controlled by an “ordering agent” (p. 147). So even here we are, according to McRuer, striving for the idealized conception of family life, repeating idealized patterns over and over again and writing straight compositions that secure the hetereosexual and able-bodied identity. Instead of finding new ways of perspectives and critical thoughts, or mirroring our own life’s and experiences, we are reproducing what we all know is the goal. “The institutions in our culture that produce and secure a heterosexual identity also work to secure an able-bodied identity” McRuer claims. McRuer also means that the instructions for composition are streamlined and routinely taught by adjuncts or graduate students with low pay. We are, according to McRuen, not all queer or disabled. Nevertheless there are, he suggests, “moments when we are all queer/disabled” (p. 157). McRuer wants us, with the words of Donna J. Haraway, to strive for “permanently partial identities” (p. 159) and to join “partial views” (p. 159).

With McRuer’s crip theory nothing is fully innocent and everything can be questioned. I sense that the author does not want to put down any theory or framework permanently. The theory itself must all the time be questioned and relived over and over again. As I understand McRuer he wants disability – and democracy – to come.

'''Why are all the black kids sitting together in the cafeteria? (Beverly Daniel Tatum)'''

Beverly Daniel Tatum is President of Spelman College and was before that dean as well as Professor of Psychology at Mount Holyoke College in USA. Throughout her book Tatum refers to racial identity meaning a group of people that is socially defined on the basis of physical criteria. Is there in our time a need for a book about racism? Tatum explains her perception of the need like this:

"There is always someone who hasn’t noticed the stereotypical images of people	of color in the media, who hasn’t read the newspaper articles about documented	racial bias in lending practices among well-known banks, who isn’t aware of the	racial tracking pattern at the local school, who hasn’t seen the reports of rising	incidents of racially motivated hate crimes in America – in short someone who	hasn’t been paying attention to issues of race. But if you are paying attention, the	legacy of racism is not hard to see, and we are all affected by it." (p. 3)

Tatum refers to Wellman’s conception of racism as a “system of advantages based on race” (p. 7) and states that there is a clear distinction between racism and prejudice. Prejudice is with Tatum’s own words “one of the inescapable consequences of living in a racist society” (p. 6). She resembles the assumed inferiority of people of color with smog in the air and claims that this smog creates the conditions for prejudice:

"If we live in an environment in which we are bombarded with stereotypical	images in the media, are frequently exposed to the ethnic jokes of friends and	family members, and are rarely informed of the accomplishments of oppressed	groups, we will develop the negative categorization of those groups that form 	the basis of prejudice. (p. 6)"

The next step, according to Tatum, is that both people of color and whites develop these categorizations, a process that she calls internalized oppression. None of us are free from prejudices since they are, as Tatum writes, “an integral part of our socialization”. If we are living with smog in the air we have to breathe it. But Tatum does not stop here, she believes that every person can do something about the prejudices surrounding us; “we may not have polluted the air, but we need to take responsibility, along with others, for cleaning it up” (p. 6). I personally believe that prejudices constitutes the development and the system of racism and I think that the parable with smog in the air is very telling since we cannot ever be sure if we have internalized them or not. So, therefore we need to look into the system of race, the different rules and settings and possibilities for people of color and white. Because these things we actually can see, if we look carefully enough. Tatum calls the systematic advantages of being white for “White privilege” (p. 8), a privilege that is strongly connected to power. According to Tatum both white and people of color can be racists, as long as the definition stays with racial prejudice. But, if one “define racism as a system of advantage based on race”, Tatum writes, “the answer is no”. According to this definition people of color cannot be racists since they do not benefit from the system itself. White people, on the other hand, do benefit, intentionally or not, from the system.

Racism as a system of advantage - comments from Annaliina

Tatum differs between passive and active racism. Passive racism can with Tatum’s words be illustrated with “standing still on the walkway” and mean laughing halfheartedly to a racist joke or not challenging an unfair system. Active racism is, means Tatum for many white people a hood-wearing Klan member. The question for Tatum, though, is how white people can move on from either passive or active racism to active antiracism.

In chapter two Tatum explores the complexity of identity; she refers to Charles Cooley and points out that other people are the mirror in which we see ourselves. Apart from this each one of us also have a historical identity, we are all part of a family tree and beyond that a history through the centuries. When referring to Erik Eriksson Tatum states that “the social, cultural, and historical context is the ground in which individual identity is embedded” (p. 19). A conclusion of this is that we all of us have multiple identities which narrate our life stories; “highlighting the intersections of gender, class, religion, sexuality, race, and historical circumstance” (p. 20). Tatum claims that when the areas where a person is member of the dominant and/or advantaged group the categories is  usually not mentioned or highlighted. They are instead taken for granted. This means that a person usually does not specifically mention that he or she is white, heterosexual and a Christian Protestant. Tatum refers to Eriksson again who describes this as the inner experience and outer circumstance being in harmony with one another. “The aspect of identity that is the target of other’s attentions and subsequently of our own, often is that which sets us apart as exceptional or “other””, writes Tatum, and I think she stresses an important factor considering identity development here. But, most of us, according to Tatum, belong to both dominant and targeted identities. Tatum refers to Audre Lorde who describes the American norm like “a white, thin, male, young, heterosexual, Christian, and financially secure” (p. 22) and comparing with this norm are many other identities, of course, targeted. Connected with the dominant groups is the conception of power:

"For example, Blacks have historically been characterized as less intelligent	than Whites, and women have been viewed as less emotionally stable than	men. The dominating group assign roles to the subordinates that reflect 	the latter’s devalued status, reserving the most highly valued roles int the 	society for themselves. Subordinates are usually said to be innately incapable	of being able to perform the preferred roles. To the extent that the targeted	group internalizes the images that the dominant group reflects back to them	they may found it difficult to believe in their own ability."(p. 23)

For me this is an interesting issue to reflect upon in the educational system. Refusing school or refusing to learn can be about not belonging, not fitting in and eventually about giving up. “To agree to learn from a stranger who does not respect your integrity causes a major loss of self. The only alternative is to not-learn and reject their world.” (Tatum citing Herbert Kohl, p. 26).

In order to go from passive or active racism to active antiracism Tatum means that we, all of us, must develop our own ethnic identity. In my case it is a white identity. One of Tatum’s students reacted on this with the words “I’m not ethnic, I’m just normal” (p. 93). “Each person”, writes Tatum, “must become aware of his or her Whiteness, accept it as personally and socially significant, and learn to feel good about it, not in the sense of a Klan member’s “White pride”, but in the context of a commitment to a just society” (p. 94). The process of developing this just white identity goes, according to Tatum, through several phases – from contact with this reality to autonomy. The level after contact calls Tatum disintegration and it is marked by a growing awareness of racism and the turning point is when I as a white person sees “firsthand how racism can operate” (p. 96). I remember an exchange I took part of between my University in Jönköping, Sweden and the University of Cienfuego on Cuba. My partner teacher, Nereyda Moya, was asked how she felt about Fidel Castro and she answered; “Me, I have won everything. I am poor, black and a woman.” This utterance shows strongly how her different identities in her own sense were not part of the advantaged group.

Tatum means that the pressure to ignore racism is so strong and it is easy to slip back to silence, not acting or thinking. Many white people, Tatum states, sees themselves as individuals rather than group members. People of color, on the other hand, learn early “that they are seen by others as members of a group” (p. 104). The task for us all, according to Tatum, is to identify what we can do in our own sphere of influence interrupting the cycle of racism. Black people, means Tatum, must find new ways of living beyond the role of victim and at the same time white people must find alternatives to the role of being the victimizer. One restore for hope is to find white allies – white civil right workers who fought for antiracism and who do that in our own time right now. I must say that I didn’t know about the names of white civil right workers that Tatums mentions and I look forward to read some of the proposed book titles. Tatum points out that learning about white antiracism history can be a way not to be marginalized and I agree that “allies need allies” (p. 109). The last stage, autonomy, represents “the culmination of the White racial developmental process” (112). A person at this level is open minded, not ready, but continually open to new perspectives and insights. Tatum also argues that affirmative action’s have to be taken in order to change the outcome of different processes. One example of affirmative action could be to favor multicultural experiences since this reflect the society we are living in.

Continuously throughout her text Tatum stresses the emotional feeling that surrounds those issues. We have, she means, to deal with our own fear. People of color learn, Tatum claims, to break the silence in order to survive. The cost of silence is too high; “to remain silent would be to disconnect” from one’s own experience – and identity. But, according to Tatum, the rest of us pay a price too if we remain silent:

"As a society we pay a price for our silence. Unchallenged personal, cultural,	and institutional racism results in the loss of human potential, lowered	productivity and a rising tide of fear and violence in our society. Individually, 	racism stifles our own growth and development. It clouds our vision and 	distorts our perceptions. "(p. 201)

We need, Tatum claims, a community for support and she returns again to her advice of antidote; to focus on one’s own sphere of influence. In Sweden it is not common to speak of racism and races. A more common word is ethnicity. For me Tatum has given new perspectives and also pointed out facts that I know about but not always do something about.

'''Att platsa i en skola för alla. Elevhälsa och förhandling om normalitet i den svenska skolan (Hjörne & Säljö) / To (be good enough to) belong to a school for everyone. Pupil welfare and negotiations about normalcy in the Swedish School (my own translation)'''

Eva Hjörne, has written this book together with Roger Säljö. Both of them are working at the University of Gothenburg in Sweden and belong to The Linneaus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society.

The political ambition in Sweden is to organize a school for everyone. Through the compulsory primary and elementary school differences between children and teenagers become visible. Differences covering health, social class and background, ethnicity, experiences, interests, maturity and motivation. The work with pupil welfare team is one of the most important functions in order to prevent, tackle and support learning difficulties among pupils. Despite the Swedish pupil welfare system the number of children with difficulties and in need of support have increased. In this book Hjörne & Säljö show how pupil welfare team carry out their work and how different categories and explanations for learning difficulties and school problems are used. The work of the pupil welfare team is of great importance for the individual pupil since measures and decisions are carried out from it. A child’s future success or failure in school is strongly connected to the way the pupil welfare team understands and meets the individual.

School is one of the first institutions in society. As long as there have been schools there have been pupils with difficulties. Children who could not live up to the expectations of school during the nineteenth century were categorized as being lazy, obstinate and neglectful nail biters. Hjörne & Säljö describes how segregation and culling of the poor in the early elementary school in Sweden led to a considering political dissatisfaction and that new demands of a fair school for everyone were risen. During the twentieth century intelligence test played a more and more important role of culling. A lack of ability became an institutionally argument for not receiving education. The authors refer to Forssman & Olow (1961) in order to point out how categories considering IQ were developed:

"Through their results on standardized tests – with the mean value 100 in the population – children on lower part of the scale came to be labeled with the help of categories like “idiot” (IQ under 20), “half idiot”, “quarter idio”, “imbecile” (IQ 20-49), “feebleminded” (IQ 50-69), “stupid”, “inferior”, “non gifted”, “mentally retarded””(p. 33) (my translation)

The authors give a summarize of how Sweden historically has dealt with and tested pupils maturity and ability for entering school. School difficulties, they point out, have always and will always be an eternal theme. No one will ever, they claim, create pedagogical methods that will totally eliminate all difficulties that can appear in education. The important thing is instead, they argue, how the school is dealing with the problems, how it supports pupils and how work models are developed for every new generation of pupils.

The aim with this book, according to its authors, is to enlighten how pupils with difficulties are understood by teachers and those who are responsible for the daily work in school. In the book we therefore meet a long row of professionals like teachers, head masters, school nurses, psychologists, remedial teachers, social workers etc. The ambition, according to the authors, is not to tell how it should be. Instead they want to show how the role of pupil welfare team is function. The conclusions are drawn from this specific empirical study. In the empirical study, which have a micro ethnological approach, the scholars have studied pupil welfare meeting of six schools considering pupils aged 7-12 years during a school year. The practice and the culture of the meeting has been studied - how the professionals talk about, understand and analyze the pupils and their difficulties have been at focus.

Despite the different professional categories it is, through the study of Hjörne & Säljö, obvious that there is a common way of talking about the pupils. Over time, during the process, Hjörne & Säljö find that the team establishes a collective view, a consensus, where they put the problem and the difficulty inside the pupil. The overall view is that the problems discussed are always based on an individual level. Personal abilities are being labeled and I will here give some examples from the study:

 * 1) Cognitive difficulties, something in the brain, weakly gifted, normally gifted
 * 2) Not mature, childish, very late with everything, pubertal, on a grade one level
 * 3) Attention is the big problem, lazy, no motivation, very hard to focus
 * 4) Asperger’s syndrome, some kind of dyslexia, there is no good diagnose
 * 5) Lies, frustrated, depressed, well mannered, contrary, very difficult with self-esteem
 * 6) Is a stubborn, lonely, small, grumpy child, very difficult with friends
 * 7) Very odd behavior, works hard, steal, acting out, rather dominant and controlling

The authors have then categorized the above labels into these areas:

 * 1) Intellectual qualifications
 * 2) Immatureness
 * 3) Concentration and endurance
 * 4) Neuropsychological terms
 * 5) Other personal features
 * 6) Social relations
 * 7) Actions and behavior

The learning situation for the individual child is never analyzed, they never discuss how the daily work in the classroom is carried out or how the responsible teachers can meet and adapt towards the child’s particular needs and experiences.. The transcriptions from the meetings are a terrifying experience to read. Altogether the summarizes from the meetings constitute a sad document from the year 2007. History is, unfortunately, reproducing itself again and the reason to the discussed problems are consequently put inside the individual child. The language is meager and values the child by using different categories in an unprofessional way. At only one meeting it is mentioned that the personal chemistry between a pupil and a teacher could be one of the reasons for the default of learning.

In the last chapter Hjörne & Säljö give a long row of suggestions for how to develop and improve the work of the pupil welfare team. For example they discuss the possibility of someone who speaks for the child, a demand which I think is a very logical conclusion, which goes hand in hand with the content of the Children’s Convention. Other conclusions are:

´ One of the most important advice in my opinion is to move on from the habit of explaining, label and assessing the behavior of an individual child. Instead the authors suggest a sound and clear description of the difficulties. This is maybe the key towards a change for the better. In the conclusion of the book the authors states what they call the epistemic responsibility.
 * The strong tendency to locate the problem inside the child must be prevented.
 * Develop a more detailed and critical view of the pedagogical context – the teacher is not a passive person in this matter.
 * Use the different professional competence’s in a better way.
 * The documentation must be developed and structured in a more professional way.

"With epistemic responsibility we mean that the exercise of power of the kind	that takes place during the pupil welfare meetings (and in school more generally)	must be carried out with a responsibility for how one talk about other people and	how their difficulties and ways of acting are being described. A reasonable starting-point is that they ways one discuss also will be able to use in a public context and in this case also in front of the persons and their parents." (p. 159) (my translation)

Eventually a warning finger is held up towards the tendency of an increasing acceptance for neuropsychological categories in education. 10% of the children in Sweden has an ADHD diagnose according to the Swedish Social Welfare Agency (2002). A school for all demands us all. Hjörne & Säljö mean that “development of knowledge on how to organize education and learning is needed so that as many as possible can exist and develop within the frame of “a school for all” “(p. 160). Another important conclusion for me is the matter of inclusion. A school for all must discuss how children can be included, we can never give up that goal.

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


text:
User:Alesha00

Тычкин,Алексей Сергеевич (род. 20 Февраля, Санкт-Петербург, Россия) — ученик 2-го класса.

Википедии

 * С 22 марта - участник Русской Википедии.
 * С 23 Марта 2009 - участник Украинской Википедии.
 * С 8 Апреля 2009 - участник Викитека Википедии.
 * C 23 Марта 2009 - участник Викиучебник Википедии.
 * С 23 Марта 2009 - участник Английской Википедии.
 * C 9 Апреля 2009 - участник Wikiversity:Welcome

Мои места проживания (более 1 года)

 * 1996-1997 - Петродворец
 * 1997-2000 - Заозёрск
 * 2000-2002 - Петродворец
 * 2002-2005 - Таменгонт
 * с 2005 - Петродворец

title: User:Alesha00


text:
C++/References and Pointers

Reading Assignments

 * Variables and User Input
 * Functions and Recursion

Introduction
From the Variable and User Input and Functions and Recursion reading assignments you may have learnt that variables store a value of some type and that each variable is given an address to a block or portion of computer memory capable of storing a value of that type. You may also have learnt that function parameters can pass by value or pass by reference. Function parameters are one area in which references and pointers are beneficial as will be explained later on.

To summarise what references and pointers do, they "refer to" or "point to" a variable respectively, but they are not the variable itself. An illustration to help you understand this concept is that of a postal address. A postal address "refers to" or "points to" a particular property but it is not the property itself.

The following exercises will highlight the advantages and disadvantages of using references and pointers, but most importantly, give you the reader a chance to try it yourself. For more in-depth material on these two aspects of C++ I suggest searching the internet or wikibooks and wikipedia.

Lesson ? References and Pointers
Let us begin by looking at references.

Declaring and Initializing a Reference
Example:

Simple! No doubt the above example does not need explaining but the comments are there if you require them. As a test, try and assign the value 0 to refToMyAge and see what happens. Lets move on to something a little more interesting.

Using References as Function Parameters
Lets look at an example of using references as function parameters.

Example:

Admittedly it is a rather pointless program but it demonstrates an ability that references (and pointers) have. Did you notice it? Well if you didn't here is an explanation for you.

myAge is a variable declared outside of the printAge function definition or body. But, the value of myAge was changed from inside the printAge function. How did it do that? Well simply because the parameter int& age is a reference, therefore it "refers to" whatever variable is input when that function is called e.g. myAge.

Advantages of References
So what are some advantages to using references?
 * You can modify variables of different types outside of a function from inside the function without specifying the return keyword or return type in the function prototype or definition.
 * You are not passing the value of variable into the function itself but rather the address of a particular variable meaning better efficiency in terms of memory usage.
 * They are regarded as being safer than pointers in terms of memory management since with pointers, the programmer is responsible for deletion or cleaning up after use unlike references.

Now lets go on to considering pointers.

Declaring and Initializing a Pointer
Example:

As you can see there are very few differences compared to the references example, but the differences are important. So I shall briefly explain them to you.

Firstly, you use an asterisk (*) to declare a pointer instead of an ampersand (&) as with references. A pointer stores the address of a particular variable, and to get that address you place an ampersand (&) before the variable name like so: int* ptrToMyAge = &myAge;. To get the value of the variable at that address you have to dereference the pointer like so: *ptrToMyAge.

Now, lets try something out. Remember I asked you to assign the value 0 to a reference? Try it with a pointer and see what happens. Next, remove the dereference from ptrToMyAge and see what happens.

title: C++/References and Pointers


text: File:AkulkaColorLQ.jpg

title: File:AkulkaColorLQ.jpg


text:
User:Clairùm

Je suis étudiante en lettres, le français est ma langue maternelle mais je m'exprime facilement en anglais, et j'ai de bonnes notions d'allemand et d'espagnol, ainsi que de petites bases de russe et de japonais. Je suis intéressée par les langues! Je commence à peine à contribuer à wikipedia, je pense pouvoir apporter ma contribution en français langue étrangère, en orthographe, et sur différentes destinations dans wikitravel!

title: User:Clairùm


text:
User:Enviropearson

A quickie start page... more soon!

title: User:Enviropearson


text:
User:Wrtrntrnng

A bit about me

title: User:Wrtrntrnng


text:
Business process management/The charters for bpm program governance - an overview

Executive summary
The BPM market has achieved an evolutionary milestone - BPM is no longer optional. BPM is an enabler that can provide increased efficiency, higher returns, lower costs, and better compliance. These can be accomplished with a regular cadence and agility previously not possible. However, the competitive advantage provided by BPM is not in the decision to pursue BPM. Instead, it lies in the implementation and execution of a BPM strategy. The challenge is in realizing that competitive advantage with higher confidence for success and lower risk.

Companies, and the organizations within those companies, who already have BPM experiences have furnished us with some data. Reviewing, mining, and rationalizing this data allows us to posit a governance model for BPM programs. This governance doctrine defines the institutions and mechanisms by which one oversees the development, implementation, and growth of a given body. The model is naturally different from previous governance models because of the inherent differences found with BPM:

 * Business and IT collaborate to deliver more nimble, cross-functional, value-add solutions,
 * Projects are regularly evaluated for alignment with (possibly changing) business objectives, and
 * End-users and the corporate population all participate in the improvement of the business.

The Charters form the structure for this new governance model. This doctrine is a combination of collective common-sense and empirical data which should expedite adoption of BPM - getting to results sooner. The Charters provide a coordination mechanism - a checklist of things that need to be in place. The actual implementation of the governance model remains the challenging part, but with the Charters the task should be more easily addressed.

Objectives
As a general observation, organizations are not yet implementing large-scale BPM programs - numerous solutions all delivering strategic business benefit. These Charters have been written to reduce or to remove the barriers to BPM program implementation. Each charter attempts to

 * Describe the set of interactions for different elements of a BPM program,
 * Define the success criteria for certain activities, and
 * Provide suggestions for managing those activities for optimum results.

Scope
The Charters provide a framework to manage a BPM program - a set of opportunities, active projects, production solutions, and the engine (people, tools, and methods) supporting that portfolio. Each of the five charters addresses interactions between these items and the influence of external elements like market conditions, regulatory restrictions, and related non-BPM programs.

The topic of process governance is excluded from these Charters. Instead, these Charters focus on program governance - providing an efficient mechanism by which the Business can achieve its objectives. While business input and participation is required in governing the engine and its outputs, the program lives outside of the Business. Ultimately, the program is a tool for the Business to leverage. The solutions are deployed into and applied by the Business.

There is value in presenting the entire landscape of program governance even if tactics are not detailed herein. An organization's culture makes it impossible to prescribe or to dictate how every organization should implement the Charters. Instead, these Charters are presented in a manner that begins the discussion. Consider the Charters as a set of top-level requirements for a BPM program. The exact implementation and execution must be decided by the organization.

It is expected that these Charters will evolve over time, as have other governance doctrines. This publication is a starting point, from which the BPM community can begin and can further enhance the doctrine. As more empirical evidence becomes available these Charters will naturally change.

There is also no stipulation that a BPM program must include execution in a BPM Suite (BPMS). Process management offers improved efficiency by managing the execution of process steps, and that can occur without a BPMS. Implementation in these documents refers to implementation of a solution, in the generic sense.

Tenets
Every doctrine has a core set of fundamental principles, which are assumed to be true. These tenets establish the framework from which further conclusions and observations can be deduced. Additional principles of each specific charter presented here are premised on the following tenets.

 * Tenet 1: Agility is Key - A charter's implementation should encourage a regular challenge to the status quo. If an organization is not regularly re-evaluating itself against its competitors and the business environment, identifying strategic opportunities, and providing a setting in which those opportunities can be realized, it is failing to leverage BPM.
 * Tenet 2: Right versus Wrong - The success of a charter is determined on a sliding scale - there is no absolute right and wrong. Implementation according to Tenet 1 allows an organization to improve upon previous success or correct deficiencies.  This process is continuous and requires regular evaluation.

Format
Each charter will be presented in the following format. After reading the charter, it should be clear how the relevant activities impact the ultimate goals. Each charter will have requirements and suggestions for satisfying those requirements.

Some scenarios then provide tangible possibilities for how an organization might implement the charter. Other scenarios demonstrate pitfalls to avoid. Throughout these Charters, these will be referenced as behaviors and anti-behaviors, respectively.

Objectives

 * What are the problems being addressed by the charter?
 * What is the objective of the charter?
 * What benefits will be realized by implementing the charter successfully?

Scope

 * What is the general structure for the charter?
 * What are the boundaries of the charter?

Plan

 * What are the requirements for the charter implementation?
 * What is the implementation plan for the charter?
 * Who is involved in the implementation?
 * What communication is involved?
 * How is the implementation assessed?
 * How are issues resolved?
 * How does the implementation of the charter change over time?

Assumptions

 * What are the known pitfalls and risks, and how can they be avoided or minimized?

(Anti-)Behaviors

 * What are some real-world scenarios for how this charter applies?
 * What did the participants in the scenario do for their program?
 * What were the results of their actions?
 * What were the implications of their inaction?
 * What changes could they make, or have they made, since the first implementation?

Lesson exercises

 * Exercises you can try to apply the information presented in the Charter.

Background
The original idea for The Five Charters was proposed by Phil Gilbert in his Perspectives in Process. Since that time, Wikiversity was selected as an appropriate education-oriented medium to host the Charters. The content you see here has been evolved from the original concept by various contributors.

Lesson exercises

 * Identify obstacles facing your organization's increased usage of BPM.


text:
User:Toddcoltrane

Hi im Todd Coltrane iam 20 years old. I love everything an the idea of life is great. The most important thing to me is family and haveing fun. The main idea in life is to always have fun and i plan on takeing full advantage of that. I love the beach,girls,skateboarding an working out. I love just haveing fun.

Always Wanted To Schedule

 * Topic

 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

How Am I Manipulated?
When I first moved to Seattle about a month ago I went out for a jog. I went down the water front when I came to a beautiful park on the end of town. It was the Olympic sculpture park. I was running along an I remember actually stopping at one sculpture, not because it was beautiful, but because it was the biggest piece of crap I had ever laid my eyes on in my life with the and it was sitting in the best view in the park. That’s why I was excited when given as an assignment to find a sculpture at the park that we didn’t like because I knew exactly what I was going to pick. I went back down to look at it an get a little bit of information. The sculpture consist of a few logs and a chain hung between a few polls and is called Bunyons Chess an the man responsible for it is an American born artist named Mark di Suvero. Throughout this week ive gone back three different times to the park not necessarily to look at it but just going on a walk with a really hot girl. One day we were walking an we went by a man who seemed to be infatuated with the eye sore so I had to stop an I ask what he found so amazing. He said that he was admiring how the huge logs had been suspended in the air. I agreed with him because I didn’t want to be rude, but its not that crazy. Now im not one of these people who’s sees a piece of art an just instantly says I could do that because I don’t think I could make this piece, the logs and chains would be much to heavy for me to lift. I do however think a hurricane on a tornado could have easily made this piece simply by sucking up a few telephone polls and a swing set smashing them together only to place them down together in the most beautiful space on the park over looking the water. During the week I did research the piece a little an today I went back one more time to try and see anything that could make me like it. I was staring awhile and I got to say I tried to give it a chance I really did and even though I now appreciate that it would have been kind of difficult I don’t like it an I really think that if the parks going to have it at all they should have it in a better location like the trees and not in the best viewing spot of the park. Im going to continue to try and like this piece because I have to run by it all the time and I guess I might as well like something if I have to see it that often but at this point I don’t think its going to happen.

title: User:Toddcoltrane


text:
User:Egm6322.s09.bit.gk/r6

$$\underline J =\begin{bmatrix} a & b\\ c & d \end{bmatrix}$$ and  $$det \underline J= \left (ad-bc  \right )$$

$$\underline J^T =\begin{bmatrix} a & c\\ b & d \end{bmatrix}$$ and  $$det \underline J^T= \left (ad-bc  \right )$$

We see that $$det \underline J=det \underline J^t$$

The Eigen Value problem of $$\underline A=\begin{bmatrix} a & b\\ b & c \end{bmatrix}$$ is $$det\left ( \underline A-\lambda \underline I\right )=0$$ Solving for $$ \lambda$$ ,We have ,

$$det\left(\begin{bmatrix} a & b\\ b & c \end{bmatrix} -\lambda \begin{bmatrix} 1 & 0\\ 0 & 1 \end{bmatrix}\right) =0$$

$$\Rightarrow det\left( \begin{bmatrix} a-\lambda & b\\ b & c-\lambda \end{bmatrix}\right)=0 $$

$$\Rightarrow \left(a-\lambda\right)\left(c-\lambda\right)-b^2=0$$

$$\Rightarrow \lambda^2-\lambda(a+c)+(ac-b^2)=0$$    (1)

The two roots of $$\lambda$$ are

$$\lambda_1=\frac{(a+c )+\sqrt{(a+c)^2-4(ac-b^2)}}{2}$$

and

$$\lambda_2=\frac{(a+c )-\sqrt{(a+c)^2-4(ac-b^2)}}{2}$$

$$\therefore$$ from equation (1) we have the sum of roots as $$(a+c)$$ and the product of roots $$(ac-b^2)$$

$$\therefore$$ from the factor theorem we have equation (1) as

$$\left (\lambda-\lambda_1  \right )\left (\lambda-\lambda_2   \right )=0$$

$$\underline {Theorem}$$

Any real matrix ,order $$n\times n$$,is diagonizable ,i.e,n Eigen values which are real numbers $$(\lambda_1,...\lambda_n)$$.This matrix called $$\underline A$$,can be decomposed as:

$$\underline A=\underline V \underline \Lambda     \underline V^T$$

and for an orthogonal matrix

$$V^{-1}=V^T$$ and $$\Lambda=diag[\lambda_1,...,\lambda_n]$$ and $$VV^{-1}=VV^T$$

$$\therefore det(I)=det(VV^T)=(detV)^2$$

$$\Rightarrow detV=\pm1$$

$$detV=1$$ in a righthanded co-ordinate system

&

$$detV=-1$$ in a left handed co-ordinate system

$$\therefore det \underline A=det\left( \underline V \underline \lambda \underline V^T\right)$$

For example ;

To find the Eigen values and Eigen vector of

$$\underline A=\begin{bmatrix} 2 & 5\\ 5 & 7 \end{bmatrix}$$

Using MATLAB ,from the given syntax,

$$[V,D]=eig(\underline A)$$

where the Eigen Values D are

$$D= \begin{bmatrix} -1.0902 & 0\\ 0      & 10.0902 \end{bmatrix}$$

we have ,the Eigen vector in form of Modal Matrix

$$V= \begin{bmatrix} -0.8507 & 0.5257\\ 0.5257 & 0.8507 \end{bmatrix}$$

The Modal matrix M is represented generally as

$$M^{-1}AM=D$$ Where A is the given matrix and D is the diagonal matrix containing the

eigenvalues of A

We have from the given Eigenvalues,we can find the eigen vectors

$$(A-\lambda_1 I)V_1=0$$

$$(A-\lambda_2 I)V_2=0$$

$$\Rightarrow AV_1=V_1\lambda_1$$

and

$$\Rightarrow AV_2=V_2\lambda_2$$

Writing these simultaneous equations in matrix form ,we have

$$A\begin{bmatrix} V_1 &V_2 \end{bmatrix}=\begin{bmatrix} V_1 &V_2 \end{bmatrix}\lambda$$

Where $$\lambda=\begin{bmatrix} \lambda_1 & 0\\ 0&\lambda_2 \end{bmatrix} $$ which represents the eigenvalues. $$ \therefore AV=V\lambda$$

This can also be shown by the numerical example from above using MATLAB.

$$A=\begin{bmatrix} 2 &5 \\ 5& 7 \end{bmatrix}$$   ;    $$V= \begin{bmatrix} -0.8507 & 0.5257\\ 0.5257 & 0.8507 \end{bmatrix}$$   ;     $$D= \begin{bmatrix} -1.0902 & 0\\ 0      & 10.0902 \end{bmatrix}$$

$$\therefore$$ using MATLAB ,we have

$$AV=VD=\begin{bmatrix} 0.9271 & 5.3049 \\   -0.5736& 8.5834

\end{bmatrix} $$

We have the derivative of an integral in 1-D given as

$$\frac{\mathrm{d} }{\mathrm{d} x}\int_{\xi=A(x)}^{\xi=B(x)}F(x,\xi)d\xi=\int_{\xi=A(x)}^{\xi=B(x)}\frac{\partial  }{\partial x}F(x,\xi)d\xi+...+\frac{\mathrm{d} B(x)}{\mathrm{d} x}F[x,\xi=B(x)]-\frac{\mathrm{d} A(x)}{\mathrm{d} x}F[x,\xi=A(x)] $$

when extended to the entire domain ,we have the Leibniz rule as follows,

$$\frac{\mathrm{d} }{\mathrm{d} t}\iiint_\mathrm{R(t)} T_{i,j}(x_i,t)dV=\iiint_\mathrm{R}\frac{\partial T_{i,j...}}{\partial t}dV+\iint_\mathrm{S}n_kw_kT_{i,j}dS$$

where $$T_{i,j }$$ is any property ,be it a scalar ,vector or tensor,which is a function of space and time.If the property around the region R changes over time is equal to rate of change of property within the region and the whatever property that goes through the surface where $$n_k$$ is the unit vector and $$w_k$$ is the velocity of the changing surface.

The Reynold's Transport Theorem,which can be shown to be analogous to the Leibniz theorem as follows

$$\frac{\mathrm{d} N}{\mathrm{d} t}_\mathrm{system}=\frac{\partial }{\partial t}\int_\mathrm{cv}NdV +\int_\mathrm{cs}N\vec{v}d\vec{A}$$

Which can further explained as

$$\frac{\mathrm{d} }{\mathrm{d} t}\iiint_\mathrm{MR}F(x_i,t)dV=\frac{\partial }{\partial t}\iiint_\mathrm{AR}FdV+\iint_\mathrm{CS}F\vec{v}.d\vec{S}$$

Which states that the rate of change of property $$F(x_i)$$ in the material region is equal to rate of change of property in the arbitrary region ,also the control volume the region and the flux of the material through the surface.

If the function F is a function of time then the equation can written as follows ,which is the Leibniz rule.

$$\frac{\mathrm{d} }{\mathrm{d} t}\iiint_\mathrm{MR}F(x_i,t)dV=\iiint_\mathrm{AR}\frac{\partial }{\partial t}FdV+\iint_\mathrm{CS}F\vec{v}.d\vec{S}

$$

title: User:Egm6322.s09.bit.gk/r6


text:
User:JennyRosen/Tatum, Beverly Daniel (1997) Whya are all the black kids sitting together in the cafeteria? And Other Conversations About Race.

Några reflektioner

Boken skriven av Beverly Daniel Tatum lyfter fram och diskuterar frågor om rasism på ett tydligt och läsvärt sett utan mista sista sin teoretiska och analytiska skärpa. Utifrån detta perspektiv ser jag boken som mycket värdefull då den lyfter förståelsen av rasism som socialt konstruerad från de akademiska rummen till människors vardag. I och med att vi ser rasism som socialt konstruerat, något som görs och förhandlas i människors vardag, bör vi också kunna tala om detta i vardagliga termer för att kunna åstadkomma en förändring. Möjligheten och uppgiften att förändra ligger som en grund i hela texten, akademikers uppgift kan inte begränsas till att beskriva eller förklara rasism, utan måste i grunden handla om ett mål att förändra samhället till ett mer jämlikt, vilket utgör en grundpelare i kritisk teori.

X är psykolog och hennes fokus handlar om hur rasidentiteter utvecklas och förhandlas från tidig barndom till vuxenlivet. Hon uppmärksammar hur förhandlande kring ras är aktivt inom olika arenor i människors vardagsliv och hur barn utvecklar en medvetenhet om ras och kategoriseringar. En central punkt i boken är att ras inte likställs med svart, utan att vithet också ses som en raskategori som människor arbetar för att upprätthålla.

En fråga som följde mig under läsningen av boken var hur innehållet kan appliceras i en svensk kontext. Boken utgår fullt ut från amerikanska förhållanden och även om även andra kategorier lyfts in i kapitel IV, så är relationen mellan svart och vit det centrala för resonemangen. En viktig fråga är om det överhuvudtaget är relevant att tala om ras i en svensk kontext och om det är det vilka kategoriseringar är då relevanta? Tatum använder en definition av rasism som ett ”system of advantage based on race” (7), en definition av rasism som flyttar fokus från en förståelse av rasism som en personlig ideologi till att se rasismen som ett system av kulturella uttryck, institutionella praktiker och policys liksom individers handlingar och värdegrund (7). Utifrån denna definition av rasism som ett system, blir det vi ibland kallar omvänd rasism problematisk. Svarta kan utföra rasistiska handlingar gentemot vita, men något system som ger svarta privilegier framför vita existerar inte. Om vi ser rasism i form av ett system, blir det även omöjligt att förlägga ansvaret för samhällets rasism på någon annan. Det innebär inte att alla vita är rasister, men att alla vita omedvetet eller medvetet drar nytta av ett det rasistiska systemet i samhället. Tatum menar att det för vita finns två centrala steg för att utveckla en positiv vit rasidentitet: att överge sin individuella rasism samt att uppmärksamma och göra motstånd mot den institutionella och kulturella rasismen (94). Denna utveckling kan delas in i sex steg; kontakt, disintegration, reintegration, pseudo-independent, immersion/ emersion and autonomy (95).

Utifrån en definition av rasism i form av ett system av kulturella och institutionella praktiker och policys som privilegier vita, finner jag svaret på min fråga om huruvida Tatums text är användbar för en svensk kontext. Men då ras är en social konstruktion kommer de ras kategorier som är närvarande i en svensk kontext att vara olika de som Tatum beskriver. Även om rasbegreppet är relativt osynligt i den svenska diskursen, bör man diskutera huruvida etnicitet och kultur till viss del kommit att ersätta rasbegreppet. Molina och de los Reyes utrycker i sin artikel Kalla mörkret natt! behovet av att synliggöra och diskutera rasistiska ideologiers betydelse i dagens Sverige (316). De talar om samhällets rasifiering, vilket jag anser är ett användbart begrepp då lyfter fram rasismen som handling och inte som objekt.

Då jag undervisar i kurser om den mångkulturella skolan är en fråga som ofta lyfts fram som ett problem är att invandrarelever och svenska elever inte möts utan håller sig var för sig. I min läsning av Tatums bok och i hennes diskussion kring hur ungdomars rasidentitet utvecklas har jag funderat en hel del kring målen med en mångkulturell skola. Handlar en mångkulturell skola inte om så mycket mer än fysiska möten mellan elever med olika bakgrund? Måste det inte finnas möjlighet och utrymme för olika grupper att utveckla sina rasidentiteter utan att ständigt i fråga sättas och ställas gentemot en vit norm, eller är detta en uppgift som inte kan läggas på skolan?


text:
Olin College Student Courses/Vital Ideation

Vital Ideation (for your everyday life) is a course that is being designed, run and taken by the students of Olin College of Engineering in Needham, MA. Vital Ideation focused on viewing the world through different "lenses" which could influence design and ideation.

The Fall 2009 version of Vital Ideation is modeled after the original Spring 2008 version of the course.

Logistics
Last time, Vital Ideation met during 12-1pm over lunch. This was awful - people rushed in from their ends-at-noon class and rushed off to their starts-at-one class. Perhaps VI should consist of inviting the speaker to dinner from 6-7pm and then speaking from 7-8pm. This seems a lot more compatible with student schedules.

Topic Ideas

 * Mobile Devices & Ubiquitous Information
 * Design For Fun
 * Triple Bottom Line
 * Data Archival
 * Accessible Technology

Speaker Ideas
To get access to the Speaker Ideas Google Doc, e-mail Greg Marra.

Participants

 * Mikey Lintz
 * Greg Marra
 * Nikki Lee (might audit)


text:
Business process management/Charter for the bpm engine

Executive summary
The engine is the set of people, tools, and methods used to implement a BPM program. A mechanical engine converts potential energy into kinetic energy. Similarly, a BPM engine converts business opportunities into realized solutions. All three engine components are required, and they are interdependent. This Charter examines the roles and responsibilities needed in a BPM program. Starting with the types of people needed for proper governance, this Charter progresses to tooling and then onto methodology requirements.

Presented are the critical requirements for each piece of the engine. A program that satisfies the comprehensive list is more likely to succeed and is said to be more robust than one where the list has gaps. A robust program is able to deliver solutions quickly and efficiently. It can also adjust to future demands in an agile fashion.

One major difference between a BPM program and other types of business enablement programs is in the position and the relationship of BPM programs within organizations. BPM programs are cross-functional and span various business and IT units. The end-users may be involved in a variety of processes being managed. Thus, the BPM engine naturally lends itself to the concept of sharing. Portions of the engine can be fulfilled by common, shared implementations.

Objectives
This Charter
 * Specifies roles and responsibilities required in an organization,
 * Defines requirements for the tools to support BPM projects,
 * Identifies elements of a methodology useful for managing a BPM portfolio, and
 * Discusses sharing the engine.

Once established, the engine is the execution mechanism by which
 * Strategic objectives are mapped to discrete projects,
 * Projects get implemented, and solutions are deployed, and
 * Remaining opportunities and completed projects are re-evaluated for further action.

Scope
The engine is framed with a basic structure in this Charter. An organization should be able to take this Charter and begin the process of internalizing it. That includes
 * Assigning specific individuals to the roles and responsibilities, possibly extracting them from existing teams and jobs,
 * Selecting and acquiring the tools, and
 * Adopting the methods.

This Charter does not impose a rigid structure upon an organization. Rather, suggestions are made regarding fundamental responsibilities. Specific titles and roles can and should be modified. Individuals may find themselves filling multiple roles at various times in a program's lifetime.

Defining a staged timeline is covered in the Charter for BPM Investment because it is intimately tied to an organization's budget and appetite for implementation.

Also, while the engine includes all people supporting the portfolio, end-users are covered in the Charter for BPM Democracy. This Charter focuses on program teams that are governing, delivering, and supporting the solutions.

Roles and responsibilities
A baseline engine includes two tiers of people. Tier 1 forms the Leadership layer. Their mission is to set the direction of the program and to enable execution by Tier 2. Program direction includes specific constraints or business decisions that need to be observed. These might include specific compliance regulations, resourcing models that include onshore and offshore workers, technical constraints, and more.

Tier 2 forms the Execution layer. Their goal is to implement the program in a manner that produces results for the specified objectives. At the program-level, the Execution layer organizes the solution teams and has oversight of their work. Where possible the Execution layer must work within the constraints imposed by the Leadership layer or propose and justify changes to the boundaries set by the Leadership layer.

The tables below outline the key members of each tier.

Vendor participation within both tiers of the program is also critical. Vendors provide tool and method support for the engine. Their contribution should include
 * Feedback - Providing feedback to the vendor organization for improvement,
 * Education - Providing relevant instruction,
 * Mentoring - Informing teams of best practices, and
 * Coaching - Assisting in issue avoidance and risk management.

Here is a suggested structure for the tiers. As mentioned earlier, individuals might need to participate within multiple roles and responsibilities, especially during the early stages of a program.

Methods
The methods determine how the parts of the program operate. The program methodology in most organizations will actually be comprised of methodologies in different areas. The cumulative methodology should address the following requirements.

Tools
Tools for the engine encompass the software products, technical infrastructure, communications infrastructure, and generally, the things that people use to get their jobs done. The tools should not obstruct or delay the progress that the program can achieve. Do not pick tools with which people must develop workarounds or that make the methods harder to use. Here are some minimum tooling requirements.

Sharing
As a program evolves and grows, it will begin generating interest from various business areas that want to achieve the gains that BPM affords. The fastest way to onboard these new groups is to leverage the capabilities of the engine. Sharing the engine expedites the growth of the program and can be accomplished in all three engine areas.

 * Experts - Each solution team should use experienced BPM resources, either accessed through a shared group or by cross-pollination. Cross-pollination places experts onto each newly commissioned team, so that no team starts from scratch.  New team members go through an accelerated learning curve working with experienced practitioners.  The experts help the rookies avoid mistakes.  An organization should have a mechanism to evaluate the individuals and to provide them with the skills they need to become said experts.
 * Software and Infrastructure - Once validated by the innovation team, software tools and infrastructure should be examined for possible leverage. If applicable to more generalized or common tasks then other teams gain an advantage in start-up costs.  At a minimum, the start-up costs include software evaluation, software acquisition, and infrastructure creation.  These start-up costs also have a time element behind them.  The more quickly a new project can get moving the more quickly it can deliver business benefit.  Business units need not constrain themselves by looking only to internal funds.  Software and infrastructure leverage can be had by looking across company units.  The Leadership tier should establish criteria for when sharing is and is not appropriate.
 * Methods - The set of methods is comprised of industry-available practices plus the cultural modifications that an organization imposes upon those methods. The first projects do an amazing job at uncovering and resolving differences between industry approaches and organization-specific requirements.  These should be encapsulated so that future teams can avoid the same hurdles.  Lessons learned and post-project assessments should be included in the methodology.  This historical knowledge is most valuable if the encountered issues result in codified solution techniques and best practices for future use.

During the ramp-up, the program will reach a certain operating equilibrium. At this inflection point, the engine elements can still be shared, but changes will be noticeable in how they are shared.

 * Experts - Team members will become increasingly specialized in a larger BPM ecosystem. There will be experts in specific integration technologies, in portfolio management, domains of business operations, and so on.  These experts will need to be shared because every BPM project will include tasks that these experts can address more efficiently than others, and it is not scalable to make everyone an expert in every area.  Career objectives for individuals should include targets for attaining levels of expertise or for providing value across projects.
 * Tools - While not every project will use all of the same tools, there will be a core set of software products and infrastructure environments in common across the program. Where appropriate, costs for software licensing, hardware and hosting, and operational support for the BPM program can be shared so that no individual group bears an unacceptable load.  This cost sharing not only allows projects to get started more quickly, but it keeps the operational costs lower than if the project had to furnish all of the operating budget themselves.
 * Methods - Common methods allow projects to provide similar metrics about their delivery capabilities, business benefits, and operational costs. This common bookkeeping allows the Leadership tier to better manage the program for success, continuing with beneficial projects and tweaking or terminating others.

The Charter for BPM Investment separates the maturity curve into three stages. The middle stage of Adopt is where most of these transitions are observed, with Validate and Transform representing the before and after, respectively.

Implementation
An organization must define a timeline and roadmap for realizing the engine. Here are some preliminary steps, with further discussion provided in the Charter for BPM Investment.

 * 1) Specify Requirements - For each stage, specify the requirements for the engine.  The immediately imminent stages will be more detailed than future stages.  Clear and concise quality requirements for the roadmap are essential for driving the change management and adoption aspects of the program.
 * 2) Establish a Roadmap - Take those requirements, and map them to a timetable.  Communicate on the achievement of intermediate goals.
 * 3) Regularly Revisit - Aggregate results and new information to drive revisions to the requirements and roadmap.  Recalling Tenets 1 and 2, it is okay to make mistakes as long as mechanisms are in place to detect, to correct, and to avoid in the future.

Assumptions

 * As a program evolves, the mixture of people will change. Early stage programs will focus more on execution and confirming program viability.  Over time, the people will specialize more.  A smaller program requires more versatile resources to cover the range of responsibilities.  As a larger set of projects imposes greater demand upon the engine, there will be more people filling the various roles.  This is expected, but be prepared to equip each resource with adequate skills.
 * Tools will change over time. There is a limited lifetime for infrastructure, and software products change in their capabilities.  Plan for the tools to change on a regular cadence, allowing new possibilities to be incorporated into the delivery of projects.
 * Use the successes and deficiencies of projects to adjust the program. Do not stick to the roadmap simply because it was established at the outset.  Remember Tenet 1.

Behaviors

 * An Engine Structured For Success
 * Method of Innovation - Incubators
 * Sharing - Infrastructure Cost Models
 * Tools - Plan For Adapting

Anti-Behaviors

 * Insufficient Execution Methods - Six Sigma Falls Short

Conclusions
The BPM engine is key to the program. It provides the people and equips them with the means by which they can accomplish their jobs - delivering business results.

The organization must be staffed by representative parts of the company. Critical constituents include the Executive Sponsor for rapid decision-making, and Finance leader for proper cost-accounting and validation. Execution teams will change over time, both in their responsibilities and their capabilities, but some elements will endure through each lifecycle stage.

Choose tools and methods that work for the program. This might require an objective analysis to determine where the gaps may lie with the tools and methods currently in use in the organization. Let business drive the decisions, and fulfill them with IT experience and competence.

The more that skilled resources can be shared, that common tools leveraged, and that the methodology adapted based on experience, then the more quickly those goals can be realized. Comparatively, solutions that otherwise deliver the same business return will have a higher return on investment if they share the engine than if they do not.


text: File:BPM Governance Structure.png

title: File:BPM Governance Structure.png


text: File:Charters.gif

title: File:Charters.gif


text:
Business process management/An engine structured for success

Summary
One particular Leadership tier sufficiently constrained the program operations such that projects would either deliver benefit or be terminated after only limited investment. How were they able to do this?

 * 1) The Executive Sponsor required that each project had a single process owner. In the model outlined in this Charter, this process owner served as the Business Owner.  They were empowered by the Leadership tier to make all decisions for the project, even though those decisions might span multiple functional areas.
 * 2) The projects had a fixed duration and a fixed team size. That meant that the scope had to be sufficiently managed across releases.  A specific release had to deliver a certain benefit back to the organization.  If it did then further investment would be considered for the remainder of the project roadmap.  If it did not then it was terminated early.  Certainly there were potential losses from failed projects, but these losses were minimized compared to multi-year projects that fail after millions of investment.
 * 3) The Demand Management method sometimes selected non-software projects. Every opportunity was weighed not only on the benefits it would bring to the organization but also by the cost of the project.  Some operational changes were aggregated into process improvement projects, delivered benefit for the business, and represented success for the program.


text:
Business process management/Method of innovation - incubators

Summary
Some organizations have internal incubators tasked with keeping abreast of emerging technologies. They specifically seek out new tools and methods for solving problems, proving them out with tangible results on small-scale projects. The responsibility of scaling these new capabilities then transitions to larger, more established entities like Centers of Excellence or Program Management Offices.

BPM programs often start with such incubators. Even after a BPM program is off the ground, this innovation mindset can contribute to areas where the BPM program may be weak. The incubator does not need to disappear. By its very nature, an incubator is typically a smaller, more nimble group, and that group can evolve to meet new demands placed on it.

Some companies call these Tiger Teams. Tiger Teams are tasked with stretching boundaries and demonstrating new possibilities for the engine. This might include prototyping integration mechanisms for a possible project or establishing guidelines for management of the opportunities pipeline.

These incubators are usually provided limited, monitored funding. Members of the team tend to take on multiple responsibilities and work towards delivering results in manageable windows. They can often identify issues or obstacles that prevent real program progress long before a project becomes blocked by the issue, and they do so with limited capital requirements.


text:
Business process management/Sharing - infrastructure cost models

Summary
The position of a BPMS tool in the infrastructure stack is such that it will span departmental systems and cross the boundaries of system silos. Both the users that interact with the BPMS tool and the integrations invoked by the defined processes give rise to the possibility of sharing a BPMS tool across the program. If the infrastructure has the capacity for the load imposed by the executing processes then the costs can be distributed to those teams that use it.

There are occasions when sharing parts of the physical infrastructure may not make sense. Isolation of more sensitive process applications might require different environments for the BPMS tools. However, the sharing of software licensing costs, shared staff to support the environments, and even physical data centers might still make sense. The above cost models can still apply and be defined for such use cases.


text:
Business process management/Tools - plan for adapting

Summary
The specific requirements for the engine and the ability to satisfy those requirements will vary over the program's lifetime. It is unrealistic to assume that a plan for the engine can be constructed years into the future since things are constantly changing. It is also likely that even if such a plan could be produced it would be impossible to fulfill all of the requirements right away. In building the engine today, recognize where short-term tradeoffs are acceptable to get the program in motion.

Consider an organization that was steeped in mainframe technologies and that went down the route of non-Java systems prior to the beginning of their BPM journey. Despite a lack of in-house competence with application servers or webservices, they opted for Java-based BPM software.

They accepted that the first projects would struggle with some of the changes in technology. They took that hit early with plans to invest in additional capabilities for their people at a later stage of the program. While the early engine did not completely meet the applicability requirements outlined for tools in this Charter, a decision was made to leverage external resources in the short-term to more quickly realize the benefits of BPM.


text:
Business process management/Insufficient execution methods - six sigma falls short

Summary
Six Sigma arose from the total quality management, notably Edward Deming's work with Japan following World War II. While the movement enjoyed a brief flair in the United States, Americans were ill-equipped to understand the statistical measures required to make TQM applicable. Likesame, Six Sigma, which is a statistical methodology that tolerates error no greater than six standard deviations from the mean, required more analytical training than possessed. As a consequence, Six Sigma, like TQM was contorted to mean something quite alien from its founding principles; it has taken the connotation of management philosophy.

Six Sigma and its sister methodologies, like LEAN, offer many possibilities for BPM programs, but many organizations have failed to maximize their potential. The essence of Six Sigma is a structured way to decompose problems and to implement small, measurable changes. Those changes are prioritized and their impact assessed at each stage of a project. Demand management is addressed very well with Six Sigma because it forces prioritization of possible opportunities, and that prioritization can be based on strategic benefit to the business as its dominant criteria.

In practice though, Six Sigma is too heavy-handed and too theoretical. Rooted in manufacturing, Six Sigma struggles to translate to organizational operations, even those that roll out *belt programs. Six Sigma techniques often end in the identification of vague generalities rather than in a deliverable solution road map. Some organizations have even erected walls to isolate Six Sigma practitioners such that at the moment that specific IT systems or functions become involved the project becomes someone else's responsibility.

In selecting the methods, choose practical and realistic options. Make sure that the full spectrum of method requirements is covered by the methods chosen. Selection, execution, deployment, and validation must all be addressed. This might require combining complementary methods. Otherwise, there will be gaps in the engine. Even if Six Sigma is the method of choice, do not simply pay homage to it. Make sure that projects are able to deliver the identified changes and demonstrate the quantitative results. In short, embrace the study of econometrics and statistics.


text:
User:Egm6322.s09.bit.la.hw6

from p 19.2: $$\mathbf{\bar{A}}=\mathbf{J}\mathbf{A}\mathbf{J}^T$$

$$det \mathbf{\bar{A}}=det\mathbf{J}*det\mathbf{A}*det(\mathbf{J})^T $$

where: $$det(\mathbf{J})^T= det\mathbf{J}$$

$$det\mathbf{\bar{A}}=(det\mathbf{A})(det\mathbf{J})^2$$

$$\bar{a}\bar{c}-\bar{b}^2=(ac-b^2)(\phi _x \psi_y- \phi _y \psi x)^2$$

Equations for conics in 2D

$$\lfloor x y\rfloor\begin{bmatrix} a & b\\ b & c\end{bmatrix}\begin{Bmatrix}x\\ y\end{Bmatrix}+\lfloor d e \rfloor\begin{Bmatrix}x\\ y\end{Bmatrix} + f =0$$

$$ ax^2+2bxy+cy^{2}+dx+ey+f=0$$

Figure

This are called canonical forms because they generate circles, ellipses, parabolas, hyberpolas by cutting the cone with a plane in different sections

Canonical forms

Ellipses

$$\left ( \frac{x}{a} \right )^2+\left ( \frac{y}{b} \right )^2=1$$

where : $$\left ( \frac{x}{a} \right )=\xi $$

and $$\left ( \frac{y}{b} \right )=\eta$$

If in the above equation a=b then you will have a circle (specific case of ellipses)

Parabolas

$$\pm \xi^2-\eta = 0$$

when:

$$+\xi \Rightarrow$$ concave in $$+\eta$$ direction

$$-\xi \Rightarrow$$ concave in $$-\eta$$ direction

$$ax^2-y=0$$

$$\pm (\sqrt{\left | a \right |}x)^2-y=0$$

Where:

$$\sqrt{\left | a \right |}x=\xi $$

and $$y=\eta$$

Hyperbolas

$$\xi ^2-\eta ^2=\pm 1 $$

$$\xi\eta=\pm 1$$

Goal: Find coordinate transformation that removes mixed products xy

%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%

Explanation of $$\mathbf{J}^{-1}=\mathbf{A}$$

$$\mathbf{J}\mathbf{J}^{-1}=\mathit{I}$$

$$ \begin{bmatrix}cos\theta & sin\theta \\ -\frac{sin\theta }{r}&\frac{cos\theta }{r} \end{bmatrix}\begin{bmatrix} a & b\\c & d\end{bmatrix}=\begin{bmatrix} 1 & 0 \\ 0 & 1\end{bmatrix}$$

Solving the system below to find $$\mathbf{J}^{-1}$$

$$cos\theta a + sin\theta c=1$$

$$cos\theta b + sin\theta d=0$$

$$\frac{ -sin\theta}{r}a+\frac{ cos\theta}{r}c=0$$

$$\frac{ -sin\theta}{r}b+\frac{ cos\theta}{r}d=1$$

Puting a,b,c and d in the matrix form:

$$\mathbf{J}^{-1}=\begin{bmatrix} a & b\\c & d\end{bmatrix}=\begin{bmatrix} cos\theta &-rsin\theta  \\ sin\theta & rcos\theta \end{bmatrix}=\mathbf{A}$$

Showing that $$\mathbf{J}^{-1}=\mathbf{A}$$

title: User:Egm6322.s09.bit.la.hw6


text:
User:Egm6322.s09.xyz/R6 Photos

=R6: Photos of Student Interaction Using Co-operative Learning Technique=

--Egm6322.s09.xyz 23:14, 9 April 2009 (UTC)

A main objective of the co-operative learning scheme is to enhance student interaction.

The following photos were taken during a study session amongst students as they completed the respective assignments given in Report 6.

As shown in the photos, students were able to use the co-operative learning framework as a tool to discuss relevant concepts, share homework solutions, and cultivate a sense of camaraderie with each other.

title: User:Egm6322.s09.xyz/R6 Photos


text:
User:Egm6322.s09.xyz/HW6 xyz

R6: Photos of Student Interaction

A main objective of the co-operative learning scheme is to enhance student interaction.

The following photos were taken during a study session amongst students as they completed the respective assignments given in Report 6.

As shown in the photos, students were able to use the co-operative learning framework as a tool to discuss relevant concepts, share homework solutions, and cultivate a sense of camaraderie with each other.

title: User:Egm6322.s09.xyz/HW6 xyz


text:
User:Tylerbarrett

Bio
I am a product of society. I believe I am who I am, because of who we all are. I also believe that we are all connected, and I feel we should begin to realize this. I feel the most connected with the Universe while listening to music, simply because I believe the Universe unfolds itself for us to see with water drop beats, and cigarette smoke chords, if we take the time to look around. I am a wallflower, which is embodied in my passion of photography. I am fascinated with human kind, and believe we are smart but in stupid ways. We are the empire of the sunset soon forgotten. Basically.

Always Wanted To Schedule

 * Topic

Music Documentary, because music video sounds 'pop'

 * Research Component

 * week 1

 * week 2

 * week 3

Find out songs, and imagine it's Universe. Check out video camera rental stores, such as Glazier's, and find out prices. Look for thespians. Research history of Music Videos.
 * week 4

Practice techniques needed for the documentary, before jumping into it. Find out locations with bodies of water, near but far away from buildings. Write out the scenes.
 * week 5

Check out locations, and find a mode of transportation for equipment and people involved. Act out scenes with myself, to get a feel.
 * week 6

Rent the camera, and do the first recordings. Experiment with the music, and improvise the story line if needed. Probably will be needed.
 * week 7

Finish recording, add final touches, any last filming. Take pictures. Lots of pictures. Pay actors, and put the video together to see if it's missing anything. If missing anything, take care of it.
 * week 8

Review the video, and smile.

Why Do I Like What I Like?
There was a lot of culture involved in this project for me. There's the media culture, that kept speaking up about superficial beauty. There was my native culture, saying that everything has a spirit, and a story to tell. And, there was my spiritual culture, that told me everything has beauty in it.

The media culture, ever since we were tots, told us that long eye lashes had a sense of upper class in the beauty world, along with the spring shade of lipstick, long legs, and being relatively thin. Some code that was trying to be passed on through generations through spoken word, and magazine articles. A sub-culture where you can only feel good about yourself, if you have 'what's in' in your wardrobe, on your face, and embedded in your skin. I questioned this, and found it very untrue for myself. I believe there's a soul. In all things. And this is something you can't see from the outside. You have to close your eyes, because it's something you have to feel. Going into Sculpture Park, with that mind-set in my sub-conscience, I knew that they had a reason for making art, some, beyond that surface beauty. I had trouble finding something superficially ugly, because beauty to me is the fact that something inspired them enough to make art, to share it, to place it in a park as a birthing process, and to let others see how they saw the world. I read a sign that said "Love is sharing your art with strangers" Applying that to our project, nothing there is lacking love, or beauty.

My native culture, has a lot (a lot) of totem poles through out our history. They are ways of recording stories, like book marks in our time line. I believe this is true with any art form we come across, or produce ourselves. It may be for cultural purposes and our people, or it may be for the artists inner cathartic Universe, but the concept is the same. Walking into Sculpture Park, I found out that the head stones (ironic), along with the title of the piece, and the artist, had reasons, feelings, quotes, and stories to go along with what art they had placed here. This said to me that they want to connect, with a Universe through clips of their soul, recorded through sculptures, just as my ancestors did. They are sharing a view, a thought, a feeling, a story through elements they constructed. We were looking at the end product of a spiritual process, beading out along their life. My ancestors thought it was important enough to share their beliefs, and I have admiration for that human element.

Since I was young, I have had respect for everything. This has led me to find everything to be purposeful, and because of that, everything to be beautiful. I will forever be curious, and I question everything. I wonder why people do what they do, and am an avid wallflower. This curiosity is rarely verbally questioned, but that's because I like to day dream. At Sculpture Park I liked to wonder what they were trying to say, how they were feeling, or what they wanted us to get from it. And then realizing that it's art, and it's all interpretation, and there is no wrong answer. There is no wrong way to do anything.

I believe there is a time in your life when you do start thinking for yourself, and you build your own religion. This project helped me get back in touch with my beliefs, and rekindling a passion for my thoughts.

How Am I Manipulated?
DUBIOUS AUTHORITY A figure of undeclared or unrelated expertise makes claims about something.

ARGUMENT FROM IGNORANCE/NON SEQUITUR

The assumption made in this fallacy is that if something can't be proven false, it is true. Conversely, if something can't be proven true, it is false.

This term is Latin for "it does not follow." It involves a premise that does not relate to the conclusion. Convincing non sequiturs seem to have some relationship, though; they aren't totally random.

title: User:Tylerbarrett


text:
User:Dsavo

"Freedom of expression is the matrix, the indispensable condition, of nearly every other form of freedom." -Benjamin N. Cardozo. This is one of the most thought-provoking quotations I have ever read. I am currently a freshman at Wikiversity. My seven majors are Greek, Philosophy, Literature, Anesthesiology, Anatomy, Economic/Military/Political History and Psychology. My favorite philosopher is Machiavelli. My favorite author is John Steinbeck. My favorite poet is Walt Whitman. I can speak Mandarin and English. I go wherever the wind takes me.

Dsavo 05:28, 10 April 2009 (UTC)

title: User:Dsavo


title: User:Koziolek91


text: User talk:Koziolek91

title: User talk:Koziolek91


text:
User:Willscrlt/meta/Sidebar

This is a sidebar Will finds useful. Probably nobody else will, because it's pretty specific to his needs and has a lot of personal information (like userboxes, WikiProjects he is a member of, etc.). You are welcome to use it as a starting point for your own similar Sidebar, but it has a lot of esoteric parser functions, variables, and CSS magic inside. It's definitely requires some advance templating skills to fully understand its internals. You may look, but please do not edit. If you have a question or concern about this template, you contact Will on Meta.

Usage
At the top of your user page, add the following line:

Version information
v2.1.1 (13:55, 10 April 2009 (UTC)) —

This template is used on multiple WikiMedia Foundation Projects. Unless it is horribly broken and causing major disruptions, please do not edit this template. The master template is located at m:User:Willscrlt/meta/Sidebar and is manually distributed to other projects by its creator, Willscrlt (Talk).

If you find this template useful, please make a copy for yourself and make any changes you like.

title: User:Willscrlt/meta/Sidebar