text:
Beginner Japanese/Kanji

Lesson
are the logographic characters of the Japanese language. They are based on the Chinese Hanzi and to some degree are mutually readable, but there are some major differences as well. In fact, guessing the meaning of a kanji based on its Chinese meaning can be misleading.

The kanji do not convey the entire meaning of a word, but its base meaning. Its grammatical use is determined by the surrounding particles and the following kana determine its tense. Also, Japanese does not have a Kanji for every word, especially ones borrowed from English or other Western languages. Nevertheless, to understand the Kanji is at the heart of understanding the Japanese language, and if you cannot read the Kanji, at least at a basic level, the large numbers of homonyms in Japanese can cause much confusion.

Readings
A single Kanji can be read (pronounced) in many different ways, depending on its context. These readings are categorized into two groups - that of Chinese origin, (On-yomi) and Japanese origin , (Kun-yomi).

It is often the case that a Kanji has more than one reading of Chinese origin. This is because the importing of Chinese letters (with their readings) did not occur just at one time from one region. To help figure out how to pronounce a kanji, kana is printed next to a kanji like in this example:
 * [[Image:Furigana example.png|thumbnail|center|The hiragana over the kanji tell you that this word should be pronounced ふりがな]]

When kana is printed next to a kanji, like above, it is called furigana.

On yomi
, (on yomi) is the Chinese reading, which is most commonly used in compound words and for numbers.

It may be useful to note that in some Kanji databases, the on reading is written in Katakana instead of Hiragana.

, (ichi),, (ni), , (san), , (shi) are the first four numbers and all are , (on yomi).

Kun yomi
, (kun yomi) is the Japanese reading, which can be read as a separate word or can be used in compounds.

This reading generally will be written in Hiragana in Kanji lists.

, (tsuki) and, (hi) are the moon and sun and are in  (kun yomi).

Nanori
(nanori yomi) is the Name reading, which is used for people's names and for places.

The 康 read as やす (yasu; as in 徳川家康) and the 信 read as のぶ (nobu; as in 織田信長) are both written in 名乗り読み (nanori yomi).

Kanji Repetition
The 々, or ノマ (noma) symbol indicates the repetition of a Kanji. An example of a repetition is wareware, which indicates "us" or "our group" and is written as 我々 instead of 我我, although they are both the same. The same is true with, "people".

External resources

 * Learn Japanese Kanji

title: Beginner Japanese/Kanji


text: Wikiversity:Open Proxies/List12

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

title: Wikiversity:Open Proxies/List12


text: Wikiversity:Open Proxies/List11

title: Wikiversity:Open Proxies/List11


text: User talk:Pszabo68

title: User talk:Pszabo68


text:
User:JWSchmidt/Blog

This is an "open blog". Feel free to add your own comments. =JWSchmidt's Wikiversity Blog - Learning the wiki way= Copy this RSS feed link generated by MediaWiki and paste it into your aggregator. (alternate link) Add entry

Openness and collaboration
The Wikiversity learning project for Openness and collaboration is disrupted. See: User:JWSchmidt/Blog/16 April 2011

Zombie Drama Queens of Wikiversity
A proposal for a new category of Wikiversity Functionary: the Drama Queen. See: User:JWSchmidt/Blog/29 January 2011

Bull in a china closet
An old Wikiversity learning project: the study of abusive sysops. See: User:JWSchmidt/Blog/13 June 2010

The Scarlet Letter
Once more into the breach! Two new Wikiversity learning projects for 2010. See: User:JWSchmidt/Blog/5 April 2010

Experts within Wikimedia
Some ideas about how to improve participation by experts within Wikimedia projects. See: User:JWSchmidt/Blog/22 September 2009

You have bans!
Wikiversity needs a policy governing bans imposed at the #wikiversity-en chat channel. See: User:JWSchmidt/Blog/27 January 2009.

How to ban a scholar from Wikiversity
Wikiversity policy for imposing bans on Wikiversity scholars. See: User:JWSchmidt/Blog/14 January 2009.

Custodianship for policy violators
Is Wikiversity the Wikimedia Foundation project where being a violator of project policy qualifies you to be sysop? See: User:JWSchmidt/Blog/14 November 2008.

Review Part II
I continue the sickening task of responding to the "review" of my editing. See User:JWSchmidt/Blog/19 October 2008.

Summer trolling
What did I do on my summer vacation? See User:JWSchmidt/Blog/10 October 2008.

Moulton
What makes Moulton tick? See User:JWSchmidt/Blog/16 September 2008.

My Fork
Page ownership at Wikiverity. See User:JWSchmidt/Blog/15 September 2008.

My behavior
Read all about it. See User:JWSchmidt/Blog/7 September 2008.

Learning about Wikipedia
Wikipedia studies - can Wikiversity learning projects lead to improvement of Wikipedia?. See User:JWSchmidt/Blog/27 August 2008.

View from the real world
Mike Irwin, a former Wikiversity participant. See User:JWSchmidt/Blog/1 March 2008.

Fair Use
Does the GFDL impose special restrictions on fair use? See User:JWSchmidt/Blog/12 January 2008.

Wishes for 2008
Can the Wikimedia community construct a new mechanism to link community representatives to the Foundation? See User:JWSchmidt/Blog/2 January 2008.

Wikiversity, Wikipedia, and Participatory Learning
Workshop for the Stanford Open Source Lab. See User:JWSchmidt/Blog/31 December 2007.

Changes in the Wikimedia Foundation Board of Trustees
The loss of two Board members this month and questions about the future of Wikimedia. See User:JWSchmidt/Blog/19 December 2007.

Would a copyleft license by any other name smell as sweet?
Dualing licenses: GFDL vs CC-by-sa. A new license for Wikimedia wikis? See User:JWSchmidt/Blog/1 December 2007.

What is the relationship between Wikibooks and Wikiversity?
Why are some people having second thoughts about kicking Wikiversity out of Wikibooks? See User:JWSchmidt/Blog/13 November 2007.

More about expert editors
Would having expert editors at Wikiversity increase legal liability? See User:JWSchmidt/Blog/10 November 2007.

Vandal Wiki
How can Wikiversity convert vandals into constructive editors? See User:JWSchmidt/Blog/14 October 2007.

Tools for creating video resources
Could we use the sandbox server to provide an interface for collaborative creation and editing of videos? See User:JWSchmidt/Blog/20 September 2007. --JWSchmidt 16:49, 23 September 2007 (UTC)

Open Source Software Crusade
Wikimedia Foundation, from "open content" to "open source software only": evolution or hijacking? See: User:JWSchmidt/Blog/4 September 2007 --JWSchmidt 02:46, 5 September 2007 (UTC)

CheckUser
Is it time for some Wikiversity CheckUsers? See User:JWSchmidt/Blog/27 August 2007 --JWSchmidt 02:11, 1 September 2007 (UTC)

Collaborative video creation
At Wikimania, Ward Cunningham talks about collaborative video. See User:JWSchmidt/Blog/4 August 2007 --JWSchmidt 22:34, 4 August 2007 (UTC)

In-wiki-page video this year?
Several possible paths to having video play in wiki pages. See User:JWSchmidt/Blog/20 July 2007 --JWSchmidt 04:07, 21 July 2007 (UTC)

Networks of Web 2.0 Websites
How do we find and share free web content? See User:JWSchmidt/Blog/1 July 2007. --JWSchmidt 03:17, 2 July 2007 (UTC)

GFDL violations
Can you violate the GFDL by not keeping track of who authors every word of a wiki website? See User:JWSchmidt/Blog/7 June 2007. --JWSchmidt 22:21, 7 June 2007 (UTC)

Wikiversity namespace
What kinds of pages should be in the "Wikiversity:" namespace? See: User:JWSchmidt/Blog/27 May 2007. --JWSchmidt 03:35, 28 May 2007 (UTC)

Taglines
Does Wikiversity need a tagline? See: User:JWSchmidt/Blog/22 May 2007. --JWSchmidt 20:56, 22 May 2007 (UTC)

Culture shock for new wiki participants
What happens when current wiki editors forget what it is like to be a wiki newbie? See: User:JWSchmidt/Blog/20 May 2007. --JWSchmidt 21:27, 20 May 2007 (UTC)

Main namespace discussions
How can we organize discussions as learning resources? See: User:JWSchmidt/Blog/16 May 2007. --JWSchmidt 03:04, 17 May 2007 (UTC)

Navigation templates
Its time for Wikiversity to start using some better tools to guide participants between related pages. See: User:JWSchmidt/Blog/12 May 2007 --JWSchmidt 00:35, 13 May 2007 (UTC)

Location of help pages
How should Wikiversity organize help pages for new visitors? Should new visitors be forced to edit? See: User:JWSchmidt/Blog/11 May 2007. --JWSchmidt 01:41, 12 May 2007 (UTC)

Wikiversity as a brand
Is it "marketing genius" to change the name "Wikiversity to "Wikipedia Learning"? See: User:JWSchmidt/Blog/9 May 2007. --JWSchmidt 19:45, 9 May 2007 (UTC)

Music collaborations at Wikiversity
Some thoughts about "learn by doing" and music at Wikiiversity. See: User:JWSchmidt/Blog/6 May 2007. --JWSchmidt 19:30, 6 May 2007 (UTC)

Reliable Sources
What can Wikiversity learn from Wikipedia about citing reliable sources? See: User:JWSchmidt/Blog/25 March 2007. --JWSchmidt 01:07, 26 March 2007 (UTC)

Comments/References and Statistics
Comments/discussion was moved to the page for this blog post.

Stable versions?
Last year there was talk of an experiment for allowing review of some page edits before they would go "public". Is that still going to happen? See: User:JWSchmidt/Blog/17 March 2007. --JWSchmidt 05:21, 17 March 2007 (UTC)

Research policy
Notes from the recent IRC discussion about Wikiversity research policy. See: User:JWSchmidt/Blog/11 March 2007.--JWSchmidt 18:33, 11 March 2007 (UTC)

Comments
Moved to User:JWSchmidt/Blog/11 March 2007.

Verification of credentials
Would it help wiki projects to verify the credentials of editors? See: User:JWSchmidt/Blog/10 March 2007. --JWSchmidt 03:12, 10 March 2007 (UTC)

Free media files
What are the rules for derivative works made from copyleft media? See: User:JWSchmidt/Blog/3 March 2007. --JWSchmidt 16:58, 3 March 2007 (UTC)

Delete or develop?
Should Wikiversity remove red links and stubs or turn them into invitations to edit? See: User:JWSchmidt/Blog/28 February 2007. --JWSchmidt 14:55, 28 February 2007 (UTC)-

Main Page
What should be on the Wikiversity Main Page? See: User:JWSchmidt/Blog/27 February 2007. --JWSchmidt 03:26, 27 February 2007 (UTC)

Archives of old topics

 * User:JWSchmidt/Blog/Archive 1

title: User:JWSchmidt/Blog


text:
Introduction to technical analysis

'''Technical analysis is the study of past market data to make trading or investing decisions. In their introduction to their book on technical analysis, the authors explain how technical analysis can be useful and provide you with background, basic tools, and techniques that you will need to be a competent technical analyst.'''

Technical analysis. These words may conjure up many different mental images. Perhaps you think of the stereotypical technical analyst, alone in a windowless office, slouched over stacks of hand-drawn charts of stock prices. Or, maybe you think of the sophisticated multicolored computerized chart of your favorite stock you recently saw. Perhaps you begin dreaming about all the money you could make if you knew the secrets to predicting stock prices. Or, perhaps you remember sitting in a finance class and hearing your professor say that technical analysis "is a waste of time." In this book, we examine some of the perceptions, and misperceptions, of technical analysis.

If you are new to the study of technical analysis, you may be wondering just what technical analysis is. In its basic form, technical analysis is the study of past market data, primarily price and volume data; this information is used to make trading or investing decisions. Technical analysis is rooted in basic economic theory. Consider the basic assumptions presented by Robert D. Edwards and John Magee in the classic book, Technical Analysis of Stock Trends:

 * Stock prices are determined solely by the interaction of demand and supply.
 * Stock prices tend to move in trends.
 * Shifts in demand and supply cause reversals in trends.
 * Shifts in demand and supply can be detected in charts.
 * Chart patterns tend to repeat themselves.

Technical analysts study the action of the market itself rather than the goods in which the market deals. The technical analyst believes that "the market is always correct." In other words, rather than trying to consider all the factors that will influence the demand for Gadget International's newest electronic gadget and all the items that will influence the company's cost and supply curve to determine an outlook for the stock's price, the technical analyst believes that all of these factors are already factored into the demand and supply curves and, thus, the price of the company's stock.

Students new to any discipline often ask, "How can I use the knowledge of this discipline?" Students new to technical analysis are no different. Technical analysis is used in two major ways: predictive and reactive. Those who use technical analysis for predictive purposes use the analysis to make predictions about future market moves. Generally, these individuals make money by selling their predictions to others. Market letter writers in print or on the web and the technical market gurus who frequent the financial news fall into this category. The predictive technical analysts include the more well-known names in the industry; these individuals like publicity because it helps market their services.

On the other hand, those who use technical analysis in a reactive mode are usually not well known. Traders and investors use techniques of technical analysis to react to particular market conditions to make their decisions. For example, a trader may use a moving average crossover to signal when a long position should be taken. In other words, the trader is watching the market and reacting when a certain technical condition is met. These traders and investors are making money by making profitable trades for their own or clients' portfolios. Some of them may even find that publicity distracts them from their underlying work.

The focus of this book is to explain the basic principles and techniques for reacting to the market. We do not attempt to predict the market, nor do we provide you with the Holy Grail or a promise of a method that will make you millions overnight. Instead, we want to provide you with background, basic tools, and techniques that you will need to be a competent technical analyst.

As we will see when we study the history of technical analysis, the interest in technical analysis in the U.S. dates back over 100 years, when Charles H. Dow began writing newsletters that later turned into the Wall Street Journal and developing the various Dow averages to measure the stock market. Since that time, much has been written about technical analysis. Today, there are entire periodicals, such as Technical Analysis of Stock and Commodities and the Journal of Technical Analysis, devoted to the study of the subject. In addition, there are many articles appearing in other publications, including academic journals. There are even a number of excellent books on the market. As you can see from this book's extensive bibliography, which is in no way a complete list of every published item on technical analysis, a massive quantity of material about technical analysis exists.

So, why does the world need another book on technical analysis? We began looking through the multitude of materials on technical analysis a few years ago, searching for resources to use in educational settings. We noticed that many specialized books existed on the topic, but there was no resource to provide the student of technical analysis with a comprehensive summation of the body of knowledge. We decided to provide a coherent, logical framework for this material that could be used as a textbook and a reference book.

Our intent in writing this book is to provide the student of technical analysis, whether a novice college student or an experienced practitioner, with a systematic study of the field of technical analysis. Over the past century, much has been written about the topic. The classic works of Charles Dow and the timeless book by Edwards and Magee still contain valuable information for the student of technical analysis. The basic principles of these early authors are still valid today. However, the evolving financial marketplace and the availability of computer power have led to a substantial growth in the tools and information available to the technical analyst.

Many technical analysts have learned their trade from the mentors with whom they have worked. Numerous individuals who are interested in studying technical analysis today, however, do not have access to such a mentor. In addition, as the profession has advanced, many specific techniques have developed. The result is that the techniques and methods of technical analysis often appear to be a hodge-podge of tools, ideas, and even folklore, rather a part of a coherent body of knowledge.

Many books on the market assume a basic understanding of technical analysis or focus on particular financial markets or instruments. Our intent is to provide the reader with a basic reference to support a life-long study of the discipline. We have attempted to provide enough background information and terminology that you can easily read this book without having to refer to other references for background information. We have also included a large number of references for further reading so that you can continue learning in the specialized areas that interest you.

Another unique characteristic of this book is the joining of the practitioner and the academic. Technical analysis is widely practiced, both by professional traders and investors and by individuals managing their own money. However, this widespread practice has not been matched by academic acknowledgment of the benefits of technical analysis. Academics have been slow to study technical analysis; most of the academic studies of technical analysis have lacked a thorough understanding of the actual practice of technical analysis. It is our hope not only to bring together a practitioner-academic author team but also to provide a book that promotes discussion and understanding between these two groups.

Whether you are a novice or experienced professional, we are confident that you will find this book helpful. For the student new to technical analysis, this book will provide you with the basic knowledge and building blocks to begin a life-long study of technical analysis. For the more experienced technician, you will find this book to be an indispensable guide, helping you to organize your knowledge, question your assumptions and beliefs, and implement new techniques.

We begin this book with a look at the background and history of technical analysis. In this part, we discuss not only the basic principles of technical analysis but also the technical analysis controversy—the debate between academics and practitioners regarding the efficiency of financial markets and the merit of technical analysis. This background information is especially useful to those who are new to technical analysis and those who are studying the subject in an educational setting. For those with more experience with the field or with little interest in the academic arguments about market efficiency, a quick reading of this first part will probably suffice.

In the second part of the book, we focus on markets and market indicators. Chapter 5, "An Overview of Markets," provides a basic overview of how markets work. Market vocabulary and trading mechanics are introduced in this chapter. For the student who is unfamiliar with this terminology, a thorough understanding of this chapter will provide the necessary background for the remaining chapters. Our focus in Chapter 6, "Dow Theory," is on the development and principles of Dow Theory. Although Dow Theory was developed a century ago, much of modern-day technical analysis is based on these classic principles. A thorough understanding of these timeless principles helps keep the technical analyst focused on the key concepts that lead to making money in the market. In Chapter 7, "Sentiment," we focus on sentiment; the psychology of market players is a major concept in this chapter. In Chapter 8, "Measuring Market Strength," we discuss methods for gauging overall market strength. Chapter 9, "Temporal Patterns and Cycles," focuses on temporal tendencies, the tendency for the market to move in particular directions during particular times, such as election year cycles and seasonal stock market patterns. Because the main fuel for the market is money, Chapter 10, "Flow of Funds," focuses on the flow of funds. In this chapter, we look at measures of market liquidity and how the Federal Reserve can influence liquidity.

The third part of the book focuses on trend analysis. In many ways, this part can be thought of as the heart of technical analysis. If we see that the market is trending upward, we can profitably ride that trend upward. If we determine that the market is trending downward, we can even profit by taking a short position. In fact, the most difficult time to profit in the market is when there is no definitive upward or downward trend. Over the years, technical analysts have developed a number of techniques to help them visually determine when a trend is in place. These charting techniques are the focus of Chapter 11, "History and Construction of Charts." In Chapter 12, "Trends—The Basics," we discuss how to draw trend lines and determine support and resistance lines using these charts. In Chapter 13, "Breakouts, Stops, and Retracements," we focus on determining breakouts. These breakouts will help us recognize a trend change as soon as possible. We also discuss the importance of protective stops in this chapter. Moving averages, a useful mathematical technique for determining the existence of trends, are presented in Chapter 14, "Moving Averages."

The fourth part of this book focuses on chart pattern analysis—the item that first comes to mind when many people think of technical analysis. In Chapter 15, "Bar Chart Patterns," we cover classic bar chart patterns; in Chapter 16, "Point-and-Figure Chart Patterns," we focus on point-and-figure chart patterns. Short-term patterns, including candlestick patterns, are covered in Chapter 17, "Short-Term Patterns."

Part V, "Trend Confirmation," deals with the concept of confirmation. We consider price oscillators and momentum measures in Chapter 18, "Confirmation." Building upon the concept of trends from earlier chapters, we look at how volume plays a role in confirming the trend, giving us more confidence that a trend is indeed occurring.

Next, we turn our attention to the relationship between cycle theory and technical analysis. In Chapter 19, "Cycles," we discuss the basic principles of cycle theory and the characteristics of cycles. Some technical analysts believe that cycles seen in the stock market have a scientific basis; for example, R. N. Elliott claimed that the basic harmony found in nature occurs in the stock market. Chapter 20, "Elliott, Fibonacci, and Gann," introduces the basic concepts of Elliott Wave Theory, a school of thought that adheres to Elliott's premise that stock price movements form discernible wave patterns.

Once we know the basic techniques of technical analysis, the question becomes, "Which particular securities will we trade?" Selection decisions are the focus of Chapter 21, "Selection of Markets and Issues: Trading and Investing." In this chapter, we discuss the intermarket relationships that will help us determine on which market to focus by determining which market is most likely to show strong performance. We also discuss individual security selection, measures of relative strength, and how successful practitioners have used these methods to construct portfolios.

As technical analysts, we need methods of measuring our success. After all, our main objective is making money. Although this is a straightforward objective, determining whether we are meeting our objective is not quite so straightforward. Proper measurement of trading and investment strategies requires appropriate risk measurement and an understanding of basic statistical techniques. The last couple of chapters help put all the tools and techniques we present throughout the book into practice. Chapter 22, "System Design and Testing," is devoted to developing and testing trading systems. At this point, we look at how we can test the tools and indicators covered throughout the book to see if they will make money for us—our main objective—in the particular way we would like to trade. Finally, Chapter 23, "Money and Risk Management," deals with money management and avoiding capital loss.

For those who need a brush-up in basic statistics or wish to understand some of the statistical concepts introduced throughout the book, Dr. Richard J. Bauer, Jr.(Professor of Finance, Bill Greehey School of Business, St. Mary's University, San Antonio, TX) provides a tutorial on basic statistical techniques of interest to the technical analyst in Appendix A, "Basic Statistics"

For those who are unfamiliar with the terms and language used in trading, Appendix B provides brief definitions of specific order types and commonly used terms in order entry.

As with all skills, learning technical analysis requires practice. We have provided a number of review questions and problems at the end of the chapters to help you begin thinking about and applying some of the concepts on your own. The extensive bibliography will direct you to further readings in the areas of technical analysis that are of particular interest to you.

Another way of honing your technical skills is participating in a professional organization that is focused on technical analysis. In the United States, the Market Technicians Association (MTA) provides a wide variety of seminars, lectures, and publications for technical analysis professionals. The MTA also sponsors the Chartered Market Technician (CMT) program. Professionals wishing to receive the prestigious CMT designation must pass three examinations and adhere to a strict code of professional conduct. More information about the MTA and the CMT program may be found at the web site: www.mta.org. The International Federation of Technical Analysts, Inc. (IFTA) is a global organization of market analysis societies and associations. IFTA, and its member associations worldwide, sponsor a number of seminars and publications. IFTA offers a professional certification, the Certified Financial Technician, and a Masters-level degree, the Master of Financial Technical Analysis. The details of these certifications, along with contact information for IFTA's member associations around the world, can be found at their web site: www.ifta.org.

Technical analysis is a complex, ever-expanding discipline. The globalization of markets, the creation of new securities, and the availability of inexpensive computer power are opening even more opportunities in this field. Whether you use the information professionally or for your own personal trading or investing, we hope that this book will serve as a stepping-stone to your study and exploration of the field of technical analysis.

title: Introduction to technical analysis


text:
Auditing

Auditing is the checking of financial or other records in order to issue an opinion thereon. There are different types of auditors including Internal auditors, Forensic auditors, External auditors. Auditing is not a new concept. If we see in history,in ancient Rome tax auditors were appoint to oversee the work of Tax collectors. An important type of audit is the financial audit. It is designed to determine whether financial statements are fairly presented in accordance with a specific accounting framework for example, the International Financial Reporting Standards (IFRS) or Generally_Accepted_Accounting_Principles(GAAP).

In addition, financial audits may be performed for retirement funds, medical aid funds, private companies, registered charities, and some governmental and public entities. Private companies typically request financial audits year after year because lenders may have required an audit or owners may want to have external unbiased eyes look at the financial statements to determine if the company is complying with all the required accounting principles. Charities would require a financial audit to show the financial status of the organization to potential donors. Governments and government businesses are usually required to be audited by statutes to determine if all the money budgeted has been properly spent. Government financial reports are not always audited by outside auditors. Some governments have elected or appointed auditors.

An audit report is issued to the members of the comapny or entity being audited, who appointed the auditor in terms of a legislated requirement to be audited, or for a specific purpose which is not necessarily legislated. The duties of the auditor and of the management of the entity being audited are set out, as well as the scope of the audit, which means the extent of the information that is being audited. It would be specified if the scope of the audit is limited by the appointment. Should the scope have been unlimited but management prevents access to certain information, this scope limitation may result in a qualified audit opinion, meaning that an opinion that the financial information is fairly presented can not be issued.

The key to issuing an audit opinion is to determine whether the financial position or the financial results for the period being reported on is materially misstated. To be materially misstated, it has to be stated at an amount which is material, meaning that it is likely that the amount would influence the decisions made by the users of the financial statements.

There are different types of opinions that can be issued in an audit report.

An unmodified opinion states that the financial information is a fair presentation of the financial position and the financial results of the entity.

An adverse opinion is the opposite of an unqualified opinion, therefore stating that the financial information is not a fair presentation of the financial position and the financial results of the entity.

A disclaimer of an opinion states that there is an uncertainty pertaining to the financial information which is so fundamental as to make the issuing of an unqualified opinion impossible.

A qualified opinion is an opinion which either relates to an uncertainty or a difference of opinion. Where an uncertainty is the issue, and it is considered material, but not fundamental to the whole set of financial information, the opinion would be worded as to being subject to any adjustments which would be necessary, should the uncertainty have been known. Where a difference of opinion ios the issue, the opinion would be issued on the financial information, except for those portions which the difference of opinion relates to. The circumstances and amounts involved when issuing a qaulifed opinion is stated in the body of the audit report.

Audit Steps

Resources

 * Search for Auditing at Wikiversity
 * Auditing

title: Auditing


text:
User:Coocooforcocopuffs~enwikiversity

Just started here on the Wikiversity.

title: User:Coocooforcocopuffs~enwikiversity


text:
Talk:Introduction to psychology/Consciousness

I am new to wikipedia, so I do not know much of the protocal when it comes to writing/editing articles, but it seems logical to include in this lesson explanations of sleep, hypnosis and the psychological effects of drugs.

I am currently in the process of copying my psychology notes on to wikipedia. Hopefully that will make sure that all the points that need to be covered are covered. My hope is, when I am done for this lesson, that I can go back and make the text move in more a lecture like tone, followed by citations from 3rd party sources. If anyone would like to elaborate on the points already mentioned or would like to add new content, I strongly encourage the user to do so. Blitzkrieg 02:27, 12 March 2007 (UTC)

 * In addition to content with "lecture like tone", would you be willing to include some "learn by doing" content? There are some great "experiments" that people can do in order to probe and study some interesting aspects of their conscious experiences. --JWSchmidt 02:58, 12 March 2007 (UTC)

 * Certainly. Your points are well taken, it just make take me until the end of this week to impliment such changes.  Blitzkrieg 00:25, 13 March 2007 (UTC)

 * No rush. One of the most interesting "experiments" I ever did was spend a year keeping track of all my dreams. I wonder if we could set up a project to collect experiences of people who tried doing that. I found that with practice I became very good at remembering my dreams. --JWSchmidt 01:51, 13 March 2007 (UTC)

 * The dream journal is worth pursuing. I had a "dreamstorm" just now: could an instrument be invented that monitors your brain waves, determines when you're having an interesting dream, and wakes you up so you can write it down?Toydesigner 23:35, 4 October 2007 (UTC)
 * I did come away from my experience with keeping track of my dreams wishing I could ignore the boring dreams and just "focus" on the interesting ones. I'm not sure that there is a simple and detectable physiological indicator of which dreams a dreamer will find interesting. --JWSchmidt 01:32, 5 October 2007 (UTC)


text:
War Seminar/Terrorism and war

What, if any, are the differences between intimidation perpetrated by big governments and armies to achieve specific political purposes and terrorism perpetrated by individuals or smaller organizations to do the same? Mirwin 06:03, 13 January 2007 (UTC)

Although I'd like to agree that there are few differences between these two possibly organized crimes, however, governments is a vague term considering that there are so many different kinds of government. Those that are chosen by the people for the people, or at least attempt to be so chosen, are not out to "seek and destroy." While some governments as history and present day prove are out to "seek and destroy," and I'll agree that there is little difference between these governments and any group that promotes organized terrorism or crime. Thankfully there are organizations such as the UN that unite the "good-guys" to help prevent too much destruction. --Dancewiththewind 16:57, 1 February 2007 (UTC)
 * At what price too little destruction? Consider the economic exploitation of resources in Africa and Labor in China, India, etc. while hundreds of millions if not billions of people are undercapitlized the capital that exists only purpose in life is to extract a greater toll on economic activities.  It seems a little destruction here and there might serve the same purpose as the American Revolution ... getting foreigners off people's backs.  71.161.8.137 08:55, 14 February 2007 (UTC)

 * This seems to be more of a debate than an article, perhaps this belongs in the discussion area? Or maybe we could use a wikiversity place thingy for debate? Anyway, as my two bits seem to feel left out...
 * Terror and intimidation have been present in some form or another since the beginning of interpersonal relationships. Their use on a large scale since the inception of war. Read Sun Tzu, if you dare to tell me that demoralizing an enemy group or populous for the sake of victory is not terrorism, I'll want some good argument.
 * Probably most pressing is the distinction between acceptable and unacceptable terrorism. In the last millenia it has become something of taboo among "civilized" nations to attack non-combatants. However, anything other than "total" war has always been something of a lie and I view terrorism as a modern day equivalent of pillaging the countryside in lieu of attacking fortified centres. -KyranTyr

title: War Seminar/Terrorism and war


text:
Algebra/Linear transformations

Def. a "map between vector spaces which respects addition and multiplication" is called a linear transformation.

Linear algebra
Def. an "algebra over a field" is called a linear algebra.

title: Algebra/Linear transformations


text:
WINAPI Programming/Lesson Two

This project displays a message box...

Note: You may need to manually include the user32.lib for proper linkage...

title: WINAPI Programming/Lesson Two


text:
Template:Mad Max Header and TOC for Melody

=Under Construction This Month=

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

 * bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1a. Creating the sound of drama - GarageBand
 * }

 * {| cellpadding="4" cellspacing="0" width="450px"

 * bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1b. Creating the sound of drama - GarageBand with symphony sounds
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 * bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1c. Creating the sound of drama - Protégé
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 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Page 2: Stealing melodies
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 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Page 3: Ripping Midi
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Film Scoring/Melody/Creating the sound of drama

{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Learn how to create a humming score.

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Simplify, simpify, simplify!
For this lesson, you use midi files to create a film score.

1. Locate great sounding midi files from classical music (before 1900).

2. Isolate a single phrase, usually one to three seconds long.

3. Isolate a single instrument (or two) from the entire. You want the main melody without much else.

4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments.

The goal is to get a professional sound which is simple and pure.

 * style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Pictures to follow shortly...

 * }


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Template:Basic filmmaking:Table of contents:Making the Movie Props

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text: User talk:PEDRO CORREA

title: User talk:PEDRO CORREA


text: User talk:Biggermitch

title: User talk:Biggermitch


text: User talk:Tamtami

title: User talk:Tamtami


text: User talk:Bubbabath

title: User talk:Bubbabath


text:
User talk:Tigerboyce2

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Tigerboyce2


text: User talk:Jam0732

title: User talk:Jam0732


text:
User talk:Bodene1960

Hello, co-ordinating
I noticed you were working on WINAPI_Programming, and had added some pages to Category:Computer Programming. First, Nice to meet you! :) I also noticed that you added an orpahned page Lesson Two in addition to WINAPI Lesson Two. My suggestion would be to create a mainpage for the area, and link your lessons from there. You also might want to require "C programming" as a prerequisite to your lessons, so you can focus on the API, rather then having to teach C as well. If we don't have a C course (I'm new, so I don't know all of the current courses), then it would be better to initiate one as a stub and assume people have completed it. If I find one, I'll drop you the link. Historybuff 18:15, 13 January 2007 (UTC)

title: User talk:Bodene1960


title: File:Serveractivity2007.png


text:
Notion Protégé demo

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

VirtuosoWorks' Notion Protégé - demo version

 * A fun and useful demo program for film scoring with full symphony orchestra sounds. The demo works for 30 days and can be upgraded at any time to the full version of Protégé for $99.

 * Protégé is one of the highest rated programs for getting an introduction to musical notation. It is limited to only 8 instruments which is more than enough for filmmakers creating background music or narrative music for their film scores.

 * For filmmakers, the only real limitation with Protégé is the need to learn musical notation. That is not a minor obsticle.

 * Highly Recommended : Since VirtuosoWorks (aka. Notion Music) will mail you the Protégé disk for free, this is a wonderful opportunity to begin learning and creating symphonic music for films.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="3"|

VirtuosoWorks' Notion Protégé - demo version

 * Protégé is a unique musical notation program for people who want to learn film scoring and already know notation. Protégé comes with many of the sounds of a symphony orchestra.  The quality of the symphony orchestra sounds is great -- good enough to use for film scores for your movies.  That is a fantastic opportunity for filmmakers.

 * Which Notion?
 * There are two versions of Notion -- the full version which is called "Notion 1.5" and "Notion Protégé 1.0". Obviously, Protégé is the smaller version with fewer voices than Notion 1.5 yet all the voices for both versions are from the London Symphony Orchestra at full quality. There is no compromise with quality in Protégé.  Wow!

 * You must know notation
 * For filmmakers, there is only one limitation. To use this program, you must know musical notation or you must be extremely eager to learn musical notation.  Protégé comes with a useful reference card and a good, but short, tutorial.  However, there is no help in learning notation.  Fortunately, there are many free tutorials on the Internet.  Still, for filmmakers who are not musicians, notation can be a bit frightening to learn.

 * 30 days
 * Notion Protégé includes a fully working demo version which can be used for 30 days. This is enough for you to learn a tremendous amount about film scoring with the sounds of a symphony orchestra.

 * Note: If you want to learn musical notation, 30 days is not enough. I did not complete this review because I ran out of time and the program stopped running after the 30 days.  Still, I am very happy with this demo program.

 * Four Stars
 * This is version 1.0 so it is still a bit rough. See more below.

 * Highly recommended
 * Anyone interested in filmmaking should immediately request a free copy of the program. Because Notion Protégé creates the sound of a symphony orchestra, this program is extremely important. And, it is fun!

 * style="padding:0em 0.5em 0em 0.5em;" |

Protégé's uses for film students
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Film scoring
 * Learning musical notation
 * Having fun!!!
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Four Stars

 * The program is wonderful. However, this is version 1.0 so some things are still a bit rough.  Still, Notion Protégé is a very highly recommended program for film students at Wikiversity.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Program Information
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * }

title: Notion Protégé demo


text:
Film Scoring/Introduction:Exam

{| cellpadding="20" cellspacing="7" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Exquisite-amorok.png|96px]] "How would you score this movie?" [[Image:Exquisite-xine.png|96px]]

 * style="width: 60%; background-color: #ffeeee; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffeeee; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

This is your exam for this course
Read this exam. Complete the lesson. Then answer these questions. Now you have finished the introduction to this course. Look at this exam and then proceed with the rest of the lessons. Much of the questions on this page will be answered by the lessons.

 * style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" rowspan="12" |

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

Slowly dolly in.

A smile begins to form on the young person's face.

(2) The Movie Poster

Cut to the poster and dolly in slowly.

(3) Young Person: "That was a great movie..."

Cut to a side view.

(4) Young Person (contined): "but I do not understand one thing."

The young person's head turns to the older person.

(5) Old Person: "What's that?"

Wide angle shot to show emotional distance between the two characters.

(6) Young Person: "How can anyone be seduced by the Dark Side?"

(7) The old person thinks for a while. Old Person: "Humm!"

(8a) Old Person: "What computer do you..."

(8b) Old Person(off camera): "... have at home?"

Cut in mid sentence to see the young person's anticipation.

(9) Young Person (eagerly): "A Macintosh!"

The young person's face lights up with excitement.

(10) Old Person: "But what computer does your father use at work?"

(11) The young person thinks for a moment. Young Person: "Humm!"

(12) Young Person (amazed and excited): "Seduced by the Dark Side!"

(13) The Old Person smiles. Old Person: "Ahh!"

The face lights with a knowing smile.

(14) Old Person and the Young Person walk toward home together.

Lock the camera for a matte painting.

The camera remains locked. When the matte painting is added, the shot will look like a scene out of Star Wars at Port Isley.

(15) Fade to Black.

The End

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
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Question 1: The opening music

 * A smiling face
 * When our movie starts, the audience sees the face of a young person. As the camera moves closer, the young person begins to smile. This shot is just three to five seconds long.  (See #1 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffd0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffd0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 2 - The movie poster

 * Music for the Star Wars movie poster
 * Next, we see what the young person is watching. It is a poster for the movie, Star Wars. (See #2 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 3 - Thinking music

 * Music for the older person thinking
 * When the older person pauses to think, there needs to be music to explain what the older person is thinking. What kind of music should there be?   (See #7 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffd0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffd0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 4 - The Macintosh Computer

 * The Macintosh music
 * When the young person eagerly says, "Macintosh", what music should there be?   (See #9 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 5 - More thinking music

 * Young person thinking music
 * When the young person is thinking, what music should play?   (See #11 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffd0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffd0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 6 - The revelation

 * Seduced by the Dark Side
 * When the young person exclaims, "Seduced by the dark side!", what music should there be? How should the audience feel?    (See #12 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 7 - Happy thoughts

 * Older person smiles music
 * When the older person begins to smile, should we still hear the music from before or should there be new music? If new music, what should it be?  How should it make the audience feel?   (See #13 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: #ffffd0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: #ffffd0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Question 8 - The finalé

 * Walking home music
 * When the movie ends, what music should we hear as the younger person and the older person walk home together?  (See #14 on the right.)

 * Question : - (1 point)
 * Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music.

 * Send me your answer :
 * @undefined. [[Image:Crystal Clear app xfmail.png|30px]]

 * style="width: 60%; background-color: Wheat; border: 1px solid #aaaa77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 60%; background-color: Wheat; border: 1px solid #aaaa77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

FrameForge 3D Studio is great fun!

 * Highly Recommended
 * The images in this storyboard to the right were created quickly and easily using the free demo version of FrameForge 3D Studio. This is a wonderful program that all filmmakers should immediately download.  Your instructor highly recommends this program.

 * Free Demo Version
 * When you requrest to download the demo version, please list your middle name as "WikiU". Robert Elliott 16:09, 7 December 2006 (UTC)

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next age

 * Now you begin learning and practicing the basic methods of creating film scores for filmmakers who are not musicians.
 * Lesson 1: Creating the sound of fear [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Film Scoring/Introduction:Exam


text:
Film Scoring/Theory of Film Scoring/Creating continuity

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Learn how to create continuity.

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Continuity

 * There are many kinds of continuity. All of them are very important.  Yet, you will rarely notice continuity.  The only time you notice continuity is when it is absent.  Then it sticks out like a sour thumb.

1. Visual continuity
A motion picture has lots of cuts. If there were no continuity, these cuts would be very annoying and confusing.

When editing, the editor will try to create continuity with the visual image. Crossing the line is an error in continuity.

But no matter how hard the editor tries, cuts are annoying. To make the audience confortable, something needs to create continuity

Ambient sound creates continuity
Sound creates continuity. Crickets throughout an outdoor scene give the scene continuity. With sound creating continity, the audience automatically joins all the images of a scene into a single picture.

Music creates continuity but you need to provide continuity to your musical style.

Continuity of ideas.

 * style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Pictures to follow shortly...

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The Next Page

 * The next page demonstrates film scoring on short films.
 * Page 5: Creating a humming score [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

 * Your instructor for these courses is Robert Elliott. To email me, you simply @undefined.

 * }


text:
Portal talk:Computer Science/Wikibooks imported talk

Introduction to Programming in Pascal/Delphi
I find that learning object-oriented programming with a language like Pascal...I'd be up for writing an Introductory course module to programming with Pascal...would anyone have any objections to this? It would be CS1 level, just the basics of programming in Pascal with FreePascal, and maybe Delphi using Delphi 6, up until a point that they know how to program, and use the language references.--Dmacdonald95 03:16, 10 July 2006 (UTC)

Proposed mission
"To teach the theory of computation directly, with examples of certain concepts illustrated by various programming languages." This is concise and meaningful. It also clearly demonstrates that the point isn't programming, but the theory of computation. Most universities recognize the merit of this emphasis: they have separate information systems and computer science majors. So do we (see the School of Informatics). It has the side benefit of letting people who want to learn programming itself know where they will be served better. — 131.230.133.185 6 July 2005 03:56 (UTC)

OCW
If someone wanted a free CS curriculum online, why wouldn't they just go to MIT's OCW? I don't think that anything built here would be able to compare with what OCW already offers. (DMB)

Ahem, have *you* seen that site? It's full of microsoft documents. I found a few videos in Real Media format. We can definitely do better. OMouse 22:32, 25 October 2005 (UTC)

 * The other big problem is that its not aimed at students- its aimed at fellow teachers.  A lot of courses with just syllabi.  Others that are impossible to follow without the course book.  Other's who have notes but who's notes aren't followabkle unless you were at the lecture.  MIT is a great source, and we ought to look for it as places to take ideas from and point to good lectures/notes as alternate ways of explaining concepts.  But I don't think they fill the same roll Wikiversity will.  Although who knows-  we'll be offering our content for free under the GFDL (or similar license), perhaps one day we can work together with MIT.  --Gabe Sechan 22:50, 25 October 2005 (UTC)

MIT's OCW is simply a data dump. Most bright people I know learn best via some interaction with other people (instructors, students, parents, kids, friends, enemies, etc.). Wikiversity offers collaborative interactivity with other motivated students and instructors in a format that allows the participants to select their level of participation and manage their time to minimize impacts on the other portions of their lives. I suspect we already have MIT students, grads, and faculty contributing productively here while simultaneously studying. I know I have already downloaded some PDF files with FDL'ed material that will be valuable in Wikiversity courses I intend to participate in. As excellent as the material is, it is tough going solo. I am glad some brilliant people (judging by the material already available here and at Wikipedia) are establishing study groups on Relativity and Quantum Mechanics. My personal experience is that this is going to generate a lot of demand and motivated participation with the Math Department offerings, just as getting ready for some advanced engineering subjects has me here looking over the Computer Science department. Lazyquasar 03:16, 26 November 2005 (UTC)

Curriculum
Wikiversity:School of Computer Science:Discussion regarding curriculum (Underlying technology recommends pages less 32kb to keep some browsers happy.)

Question to computer scientists
Is there any merit to considering a less traditional form of organization? It seems that the primary concern discussed above is to follow a standard university-style curriculum, and that is causing (some of) the organizational difficulty.

There is an opportunity here to do something novel, since this is not a traditional university. There is no notion here of the semester or term, and in fact there is no notion of time at all. We are computer scientists, so why don't we create a curriculum the computer-science way? Perhaps there needs to be more modular structure to the courses in order to reduce the complexity of creating a curriculum. For example, above it was suggested that binary numbers not be taught at the CS1 level (I quite agree). Well, what if someone came to the Wikiversity wanting just to learn about binary numbers? There ought to be a module just for binary numbers, external from all courses. Maybe there can be a module just for hexadecimal numbers. One for TCP/IP. One for UDP/IP. One for the syntax of C. In fact, there can be a place here for any kind of module (like reverse engineering). Problem sets and projects can be associated with modules, and answers to selected exercises can also be provided.

Once the modules are defined, there can be groupings of related modules, with some modules appearing in multiple groups. A course can be defined as a list of modules with certain dependencies, and this way many course variants can easily be created (i.e., "here's what the ACM recommends for CS1, this is what Yale does, and this is what State Community College does..."). True, Wiki contains all these topics in an unordered fashion, but these topics are intended to be more explanatory than tutorial. There's no problem with using Wikipedia to supplement Wikiversity. --JeffreyMeunier 14:42, 11 Jan 2005 (UTC)

I like that idea a more fine grained course break down. alot of the texts sofar on the Wikiversity have become absolutly massive articles( I was just reading through the math sections). I do think the above course sylibus thing is a good start at breaking down but maybe we can come up with tree type thing to branch off of that. I can create the Basci tree thing tonight while I'm waiting here and people can fill in as they see necesary.--Stranger104 08:57, 16 Jun 2005 (UTC)

I agree that the modular approach is the best one to take. If I wanted to learn Perl, and only Perl, being able to take just that part of a broader course would be great. Each course could be broken down into catagories and modules. For example, the course "Computer Architecture and Assembly" might have a catagory of Architecture, and modules of Assembly, I/O, and Memory. To take a whole course just to learn Assembly language seems a waste... --MikePorter

 * I actually think I had that example in 2 classes at one time (with architecture a pre-req for assembly) and someone changed it around. I didn't particularly care, since noone is considering writing it yet (that I know of).  Although in that particular case, I can't see anyone truely understanding assembly without understanding hardware.  Then again, you could already know it, which is why I just made architecture a pre-req.  I was also probably thinking of a deeper teaching of architecture than you could learn in a combo course.  --Gabe Sechan 18:16, 1 November 2005 (UTC)

Okay, see Beginning Java or  HTML and Website Creation for examples of how I would handle modules. --MikePorter 18:16, 1 November 2005

Beta CS Course Structure
I decided to throw in a frame work for how everything is going to be broken down. feel free to reorganize as necesary. this is still deffinitly a work in progress. --Stranger104 09:12, 16 Jun 2005 (UTC)

Organization comments
I've been thinking on running a class in CS (likely Intro to Programming, taught in C), looking at this I have some questions on the organization.

1)Why the split between Infomatics and CS? FIrst off-  I've been programming for a decade, and never even heard of Infomatics.  A really poor name.  Secondly, while in academic halls CS may be separate from programming, in the real world the two aren't.  Theory should definitely be taught here and heavily stressed, but divorcing it from practice (or putting practice in an entirely different school) seems a bad call.  And if you are going to divorce the two, take the NPOV and be fair all around- no Ruby either.

2)It seems we have a parallel structure here [|CS Course Catalog]. I don't like a lot of their courses, but I do think they have the right idea about building on knowledge.

3)Here's how I would do it if I was to build it from base principles.

-courses follow a directed graph, building assuming you have taken the previous course. In several cases, there are choices of courses- for example intro to programming can be taught in 3 or 4 languages

-Courses come in levels, each course is at highest_prereq_level+1

-Level 1: Intro to programming (multiple versions), intro to discrete math (where this course ends is definitely up for discussion)

-Level 2: Data Structures (reqs: Intro to DM, Intro to programming), DM II (prereq: DMI), Computer design and operation (prereq: DMI (boolean logic))

-Level 3: DM III (prereq DMII), Logical analysis(prereq: DMI, Comp design), Networking (prereq: data structs), OS I (prereq: Data Structs), Databases (prereq: DMII, Data structs), etc

-Level 4-N: more advanced courses, generally dive into subtopics covered in level 3.

This structure is built to show exactly what you need to go into each course, and to minimize redundancy between courses.

I would also do some of the stuff you have in Infomatics, with individual APIs taught after the theory course (a level 4 course group after Networking may go into the BSD network API, or Windows, or Java). As I said before, I think pulling it out to another school just sows confusion. Stress the theory and teach those classes first, then teach the APIs. If we do want a separate school, I'd want it to be the school of IT, and focus in on administration and using computer programs, which is closer to the real life breakdown than programming vs theory is. Then again, I'm one of those people who think all science courses should have pratical labs too :) --Gabe Sechan

 * As noone has responded here or on the similar post I made on the wikiversity talk page, I'm going ahead with this reorg. Since there's no activity on any CS page in the past week, little in the past month, I'm assuming noone is doing serious work that will be upset by this.  If I am mistaken, lets discuss this.  --Gabe Sechan 07:07, August 18, 2005 (UTC)

 * If I were a newbie to Computer Science, I would want to learn at least a little background theory and organization before jumping into a programming language.  I wouldn't want so much theory that I overloaded before doing something practical, but I would want to get a basic understanding of why programming is important and what need specific languages fill.
 * Having taught courses for twenty years, I've learned that a classroom is a lot like a restaurant. The substance can only be appreciated when the environment is conducive and engaging.  --Zephram Stark 17:00, 4 November 2005 (UTC)

 * THe first problem with that is- noone wants to learn CS.  They want to learn programming.  Programming is what brings people in, CS is what they then learn to become better at programming. By and large, people don't want to become theorists-  they want to learn something practical, and learn theory because it helps them do that.  They may later learn to love the theoretical work as well, but they'll come in wanting to code.

 * In addition I don't think you can truely understand any subject without getting your hands dirty. If you learn concepts without learning practical concurrently, you don't really learn the concepts.  They end up being these nebulous concepts you think you know, but until you've used them you won't really get it.  I read about classes when I was just learning programming, but I didn't see why they were useful until I started seriously coding.  I know three ways of evaluating the current and voltage at any point in an RLC circuit, but I can't design an analog circuit for the life of me-  I was never taught how.  It wasn't until 7 years later when I was playing around with electronics that I finally understood analog circuitry.  The practical, in my mind, needs to be taught along side the theoretical.

 * That doesn't, by any means, mean the theoretical is unimportant. But its a lot easier to teach people, and to keep them engaged, if you teach something they can play around with as well as the broad concepts.  For an example, take a look at my (still under heavy development) C class.  I'm teaching C, but I'm also teaching the theory of what variables and types are, what boolean logic is, basic software engineering (hammering in on naming, commenting, etc).  I'm trying to teach the concepts and language at the same time, so at the end they know both.  If you were to take the C out, you'd know that there were these things called variables (but not how to use them), some boolean logic (but not why its important), these things called comments we need to be sure to write (but not why programs without comments are hard to use, and definitely no first hand experience at it).  You need a language that you can actually compile (or interpret) and see output in to tie it all together for them--Gabe Sechan 23:00, 4 November 2005 (UTC)

 * I agree that students want to immediately get to practical implementation and that implementation is a big part of that. However, practicality is also a major concern.  Users need to know exactly where your course fits into the grand scheme of things and what it can do for them.  They need to know how it is practical.  I suggest that just enough theory be explained on the School_of_Computer_Science page to let students know exactly what knowledge of Programming in C will do for them.  C, by itself, is not required for any more advanced course.  Some fourth level courses require "any high level language", but from a practicality standpoint, why would a student not simply take the C++ class to meet this prerequisite and skip C?  The School_of_Computer_Science page would be more friendly if it were empathic to the needs of the student, and only those needs.  --Zephram Stark 16:13, 5 November 2005 (UTC)

 * Some sort of intro page like that would probably be a good idea. I don't view what we have now for the intro page to be final by any means, but a work in progress.  Caew to write the additions? --Gabe Sechan 23:23, 5 November 2005 (UTC)

 * I would be happy to write the edit, but I need to know the answers to a few questions in order to do it since LISP for ANN and MMOC environment programming is my area of programming expertise, not C. --Zephram Stark 01:40, 6 November 2005 (UTC)

- To me, and I must admit that I know neither of these languages by personal experience, it sounds like a bad idea to learn C++ before C if you are going to learn both. It is easier to learn something and then expand it than to learn something complex and then have a lot of it taken away. --Simen - None. C++ is inbetween C and Java and is a good starting point. It is much more object oriented than C. C can be counter-intuitive at times. - General computing experience isn't really necessary. "This is a mouse..., this is a keyboard..." is all you need to know.
 * What advantage would one have in learning C before C++? Is general computer experience a factor?

 * C is counter intuitive? C is damned straight forward.  Its C++ thats counterintuitive.  But thats neither here nor there-  there's no reason you need to learn C before C++, but it is a simpler language.  Pick one and go. --Gabe Sechan 05:25, 29 November 2005 (UTC)

 * What, if anything, can be done better, faster, or easier in C than in C++?

 * C does just about everything faster- compilers can generally make more optimizations with C.  Tools, especially embedded ones, tend to be more advanced as well.--Gabe Sechan 05:25, 29 November 2005 (UTC)

- Perl. Everyone at Dal who's a 3rd or 4th year uses it whenever possible. Short and sweet code, very high-level language. Not that it's better, it's just faster for students to turn out code with. - If not Perl, then C++ or maybe Java. Everyone has their own opinion, but I find almost any language can get the assignment done. C++ or Perl for me.
 * Which language is more conducive to advanced courses?

 * Whoever said perl is on crack. Perl is glue language-  you use it to write a quick program to tie 2 apps together.  Perl has major maintenance and readability issues, is far slower than other languages (due to being interpreted), and can't be used for embedded or systems programing at all.  Between C and C++, they're about equally conductive to advanced course work.

 * Sorry, but the question is about advanced courses at wikiversity. Homework, deadlines, etc.. A student will have to get as much work done as quickly and easily as possible. I agree with the "Perl is glue language," and you can't expect to use it a lot in the workforce, but for a student who doesn't care about clock cycles Perl and PHP are great. And for most assignments that I've seen, the goal was to make it work, not to make it work efficiently.

- 5 to 10 minutes. 20 to 30 if they have to download an install the compiler and related software. - C, C++, and Java are the staples, I suppose. For the n00b Java is nice. After basic programming, you would want a course in algorithms, ie depth-first-search, Floyd's algorithm, etc.. - Probably the same ones as above. C, C++, or Java; then algorithms. -Mike Porter
 * How long will it take before a student can write their first program in C, C++, and Java?
 * Since all courses are not required, what are the best courses to take for a novice computer user?
 * What are the best courses to take for a proficient computer user who doesn't know how to program?

 * A bit longer than that. The utter novice does not know what a variable is, or boolean logic.  5 to 10 works if you want to know how long it would take them to copy paste Hello World, but to write and understand their program takes a few lessons. Especially if its slightly less trivial than Hello World--Gabe Sechan 05:25, 29 November 2005 (UTC)

 * What are the best courses to take for an advanced computer user who knows basic macro creation or other languages, but doesn't know C, C++, or Java?

Informatics
To clarify (but not criticize) Gabe Sechan's comment about informatics:

`Informatics' is the common name for computer science in Europe (`Informatik' in German). The issue is that there is controversy over whether or not there is any science in computer science (do a Goolgle search for _computer science "not science"_; it's easily argued either way). Some even consider writing programs to be closer to writing poetry than to something scientific. I mention this simply to clarify the point, not to spread hate and discontent.

If we want to pick nits, we could also say that not all computer applications deal with information, and hence `informatics' is also a misnomer. Information is data that is interpreted by a human, so if you are writing embedded systems, you are not doing informatics, right? At the most basic level, this is all data processing. However, that term fell out of popularity long ago. There are other names for what this is, but none is perfect. I personally like `computer and information systems', but `computer science' is most popular and widely recognized name in the US. We're calling it computer science, everyone understands what we mean by computer science, so we should keep calling it computer science. --Jeff Meunier Sep 1 2005

 * I personally think it's a bad idea to split things up at such an early stage. If everything is kept together, more collaboration is possible and work can proceed more quickly. If necessary, it could be rolled off into a seperate department at a later date, but dividing the contributors can't help either section. Xerol 21:09, 25 October 2005 (UTC)

Certification
Unless a student plans on always working for himself, knowledge of a discipline won't do him any good without proof that he has that knowledge. In my opinion, that proof should not come from the "good name" of the school, but from some objective measure.

The classes that I have taught for the last twenty years are centered around achieving a quantifiable goal of some practical knowledge upon completion. The level of knowledge, speed and skill is then demonstrated through third-party testing, available to anyone, whether they take the course or not, to generate an unbiased comparison of the student's abilities compared with those of people working in the industry or graduating from other schools. Taking a particular class from a particular school is irrelevant to whether or not a student is qualified to do the job. Hence, certification of a particular level of competency should not be tied to a school or a course, but to a demonstrable skill level in an unbiased environment. --Zephram Stark 16:39, 5 November 2005 (UTC)

Homework and Homework Problems
Hello, I think there should be a way to turn in homework problems and a way for Teachers to make homework.

The idea is to create a "turn in" page for each student, and then teachers comment on the student's work on their wikipage.

Meh, just a thought. --Dragontamer 21:14, 27 November 2005 (UTC)

Another thought on the implementation of this: The teacher writes a homework problem as a template, the student creates a new page with this template and then answers the questions. Anyone can check on the person's homework, and it would be a good idea to add a signature to the comments on the problem. --Dragontamer

Language of Choice
There seems to be much debate on this, so lets start a new section on this specific thing, k?

I think we should start with a high level language; not that there is anything wrong with C or C++, just I think a HLL like Python or Scheme would be better.

 * First off- C and C++ are a high level language.  The only low level language is assembly.  Perhaps you mean a 4GL?

 * Secondly- I think we should be language agnostic.  People prefer their own language for whatever reason.  Some sick and twisted people like Lisp or Scheme or even ML.  SHort of a trip to the psychiatric ward, there's no way to cure them :)  Personally, I'm happiest staring at assembly code (although usually use C as a development speed comprimise), and I know some people will think I need to go to the funny farm for that.  We aren't going to change our minds, ever.  Especially since I'm right, and C is the One True Language :)

 * To decide on a single language will stunt the growth of wikiversity courses. Teachers have their favorite language as well, and the ability to use or not use it will lose us contributors.

 * What I'd prefer to see is to have a variety of languages teach the intro to programming course, each in their own language. Then have the higher level courses try to be modular, so you can have a C version, a C++ version, a Java version, etc.  Maximize flexability, while not forcing policy decisions such as "All classes will be taught in X".  Perhaps with an intro page giving suggestions on what language you ought to pick for the first course, which will have to be closely watched to avoid the inevitable edit wars and advocacy.  --Gabe Sechan 21:07, 29 November 2005 (UTC)

 * I guess we can have examples in all languages in the upper level courses. We need to start on 1 language anostic CS course however, but then that usually limits us to the lowest-common-denominator: Command Line. Moving up to Scheme (wink wink) or Python, we can assume the use of a specific programming language AND toolkit. It is difficult if not impossible to translate GUI examples between not only languages, but APIs as well.

 * Not that there is anything too wrong with Command Line, just it is a restriction implicit to a language agnostic course. --Dragontamer

 * I think there's a big problem with learning only 1 toolkit- it sets your mind into that method of thinking.  You don't look at other solutions to the problem.  Look at Java's toolkit-  it does a shitload of stuff.  But it does very little of it well.  Its over engineered, confusing, and has about 10 levels of inheretance too deep.  But people use it, because its the standard.  It took them a decade to get rid of AWT as a windowing toolkit, despite its utter suckiness.  Because it was standard.  In a language without a behemoth standard library, a new library would have been adopted much quicker.  Likely multiple new libraries, each with innovative features, and the besgt of each would eventually bleed into the rest.

 * As for GUIs in particular- unless the class is teaching GUIs graphics, or human factors, why use one?  It overly complicates things.  Take a networking course.  You could make GUI examples, but why?  Command line examples would have simpler code, and concentrate on the part we're trying to teach-  the networking.

 * Finally, even for C or C++, there are cross platform GUI libraries- Ace, wxWindows, QT (yes, it exists for Windows) all come to mind.  They can easily use any of those. --Gabe Sechan 07:16, 1 December 2005 (UTC)

 * Aight, i can go for language angostic course. :) Just i know it be very difficult, right? I mean, Knuth did it in TAOcp, think we should emulate that style? (use of english to describe everything, and only dipping down to a computer language to describe low level components of a computer)

 * Oh, I think its ok for an individual course to choose a language (although best if it tried to stick those parts in its own lesson, so we can add versions in others). I just don't think we should bless one language as the official language of wikiversity. --Gabe Sechan 06:17, 2 December 2005 (UTC)

 * For a lot of upper level "computer science"/theory courses, why not use pseudocode for most things and offer modules with implementation examples in multiple languages? For any "programming"/implementation/"practical application" courses, follow the intro to programming idea mentioned above and offer it in whatever languages people feel like contributing. 66.169.71.66 07:16, 4 December 2005 (UTC)

 * It's been my experience that any professor of a higher level course can take code in just about any language. The language is, for many assignments, arbitrary. I think that unless a project / assignment requires a specific language, the course should be set up so that any language will be accepted. (if possible).  Also, by the end of the wikiversity program a student should know an assortment of languages, some PHP / Perl, some C / C++ / Java, and some Assembly / understanding of machine code and hardware instructions. For example anyone who only knows C could have a lot of difficulty if they ever have to understand some Java, so really both should be learned. -Porter

 * At my university, the lower level courses were taught in a single common language (in UVa's case, it was C++, and later Java). In higher level courses, it was mostly professor's choice.  I seem to think that having ONE language for all begining courses is important, so students can grasp concepts without having to learn a new language for each one.  Then, the students should have to take a Programming languages course, which introduces the students to about a trillion different languages (Some procedural, some functional, some domain specific) to prepare them for the higher level courses.  Now, with respect to the higher level courses, some profs at my university would tell the students "you can do this is C or C++ or Java or ...", but they would always explicitly narrow the choices to two or three to simplify the grading process.  If you let the students program in any language, they may just choose one that the professor is not qualified to grade, or send the professor on a wild goose chase trying to find an Occam compiler for linux... Nickjohnson 20:25, 4 May 2006 (UTC)

AP level courses
Someone just added this. I'm not opposed, but I'm curious if the course material might have way too much overlap with existing courses planned (the Intro to Prog. Java course specificly). Especially given the frequency with which they change that damn test (when I took it junior year of high school, it was a Pascal test. The next year it became C++.  Now its Java.). Would it be better to redirect the students to those course(s) rather than duplicate all the material?

Also, if we do want to do it, better make it 2 courses- there are 2 AP tests on the subject (one is a 1 sem test, 1 is a 2 sem test) unless things have changed. Or perhaps a 2nd class with the material found in the AB test but not the A test. --Gabe Sechan 22:08, 29 November 2005 (UTC)

 * However, it gives us a solid goal to work towards. The plans to the test are all right there published on that College Board webpage. And both AP compsci A and AB test are virtually the same, just AB includes 1 more semester worth of material. I think if we set our sights to teach for a test, it will give this site some ground to walk on, instead of just "lets build a university", at least we will gain one short term goal. BTW, I added the link :) --Dragontamer

 * I think I should add that I think teaching for the AP Comp Sci test is what everyone wants so far. It gives a 3rd party certificate so that the student knows he/she learned something, and it gives us feedback as to how good/bad the test was. I have friends who have taken AP classes without teachers, and I know too many friends who complain that their teacher sucks. An open course will appeal to both these students as well as give us a base here in Wikiversity. --Dragontamer

 * Good points. Yeah, I've done the teacherless AP thing (not in CS, but in Physics C, Lit, and Economics).  Something like this would have been helpful.  Nothing necessarily wrong with duplicated effort either, I just wanted to make sure you'd noticed the overlap and thought about it before jumping into a huge time commitment.  If you're starting to write the course, you may want to take a look at the Java intro course (which I think someone started) and the C intro course (that is feeling sadly neglected by me as of late) for material to convert.  If I end up finding some time, after donating a chunk to my neglected courses/books, I'll lend a hand. --Gabe Sechan 22:26, 29 November 2005 (UTC)

 * I got a couple of friends that I hope I can convince to teach that class. Of course, I gotta see if they think its a good idea, etc. etc. But if they agree, then I think we can pull it off :) --Dragontamer

Text editor/IDE?
I don't know where to put this, but I had an idea about maybe mentioning a tool such as Vi(m) or emacs, seeing as how they are much quicker when programming. Or maybe some introduction to some other ide, codewarrior, bluej, depending on the language. Seems like it should be worth a mention somewhere. If not, whatever. :) Gflores Talk 06:35, 16 December 2005 (UTC)
 * Maybe just add appropriate links to a list like this? While encouraging or requiring use of a specific IDE could be helpful in a course environment, users would probably be better off if they "found" something on their own that they find suits them. Xerol Oplan 18:54, 3 January 2006 (UTC)

Small code repository
A number of Wikipedia articles on algorithms are becoming swamped with code implementations written in multiple programming languages. Wikipedia is not the place for these, but they still should be available somewhere; so I'm trying to find a home for them on another wiki project, where the articles can link to them. Does the CS Wikiversity have any use for this pile of code? ~ Booya Bazooka 19:34, 26 May 2006 (UTC)

 * Update: I've started Algorithm implementation as a book to contain such code. ~ Booya Bazooka 02:36, 27 May 2006 (UTC)


text:
User:J.Steinbock~enwikiversity/Miscellaneous

 The Spanish Language Spanish or Castilian is an Iberian Romance language. It was spoken by roughly 364 million people in the year 2000. Current estimation accounts up to 400 million, making Spanish the second language in the world in number of speakers (after Mandarin Chinese) and the most widely spoken and the most widely studied Romance language. It is arguably the most widely studied foreign language for native speakers of English due to its perceived sense of practicality in a largely globalized Twenty-first Century, as both languages have similar numbers of native speakers, are very widely dispersed on a global scale, and are spoken in many countries. For similar reasons, it is also the most widely studied foreign language in Brazil, which is almost entirely surrounded by Spanish-speaking nations.

Spanish originated as a Latin dialect along a remote crossroads strip among the Cantabria, Burgos and La Rioja provinces of Northern Spain. From there, its use gradually spread inside the Kingdom of Castile, where it eventually became the principal language of government and trade. It was later brought to America and other parts of the world in the last five centuries by Spanish explorers, colonists and empire-builders. Spanish is one of six official working languages of the United Nations and one of the most used global languages, along with English. It is spoken most extensively in North and South America, Europe, and certain parts of Africa, Asia and Oceania. Within the globalized market, there is currently an international expansion and recognition of the Spanish language in literature, the film industry, television (notably telenovelas) and mostly music.


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Spanish/Home

 * Spanish One
 * Spanish Two

title: Spanish/Home


text: File:BrowseSize.png

title: File:BrowseSize.png


title: File:Wikiv3D.jpg


text:
User:Chrismo/Blog

=My Wikiversity Blog - Be bold= Copy this link and paste it into your aggregator.

Add entry | Update Feed | Leave a comment

Rssbot
Testing rssbot by MichaelBillington. Chrismo 00:15, 10 February 2007 (UTC)

General news
I've updated the Blog howto and added to a couple pages, last night on irc Poningru was keen to get something happening with the Linux Desktop topic so hopefully we can get some activity happening. I think we need to get people to update their userpages and tell us what their learning goals are and generally encourage participation rather then focus on filling up the pages. One of the problems is that most Universities have policies that restrict their students from sharing their research and they're not allowed to collaborate. Their research has to be original and has to be their own. I think this is a horrible problem but thankfully we have some brilliant scientists that have no problem with that.Chrismo 02:40, 16 January 2007 (UTC)

Blogging on Wikiversity
Well I'm muddling through setting up my blog on Wikiversity. I haven't contributed anything in a while, I've been trying to learn to improve my writing skills and found a lot of really useful information on Wikiversity and Wikibooks, perhaps I should start trying to write stories and/or poetry and find someone willing to help assess my ability every now and again.Chrismo 23:36, 13 January 2007 (UTC)

First post
This is an entry so that I have at least 2 entries for my expirements with the web feed. The other "course" I really like is the course on Software Freedom.Chrismo 23:36, 13 January 2007 (UTC)

title: User:Chrismo/Blog


text:
User:Chrismo/Blog/rss

   Chrismo's Wikiversity Blog http://en.wikiversity.org/wiki/User:Chrismo/Blog My Wikiversity Blog - Be bold en        Michael Billington's RSS feed generator Rssbot http://en.wikiversity.org/wiki/User:Chrismo/Blog#Rssbot http://en.wikiversity.org/wiki/User:Chrismo/Blog#Rssbot
Testing rssbot by MichaelBillington. Chrismo 00:15, 10 February 2007 (UTC)
 General news http://en.wikiversity.org/wiki/User:Chrismo/Blog#General_news http://en.wikiversity.org/wiki/User:Chrismo/Blog#General_news
I've updated the Blog howto and added to a couple pages, last night on irc Poningru was keen to get something happening with the Linux Desktop topic so hopefully we can get some activity happening. I think we need to get people to update their userpages and tell us what their learning goals are and generally encourage participation rather then focus on filling up the pages. One of the problems is that most Universities have policies that restrict their students from sharing their research and they're not allowed to collaborate. Their research has to be original and has to be their own. I think this is a horrible problem but thankfully we have some brilliant scientists that have no problem with that.Chrismo 02:40, 16 January 2007 (UTC)
 Blogging on Wikiversity http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity
Well I'm muddling through setting up my blog on Wikiversity. I haven't contributed anything in a while, I've been trying to learn to improve my writing skills and found a lot of really useful information on Wikiversity and Wikibooks, perhaps I should start trying to write stories and/or poetry and find someone willing to help assess my ability every now and again.Chrismo 23:36, 13 January 2007 (UTC)
 First post http://en.wikiversity.org/wiki/User:Chrismo/Blog#First_post http://en.wikiversity.org/wiki/User:Chrismo/Blog#First_post
This is an entry so that I have at least 2 entries for my expirements with the web feed. The other "course" I really like is the course on Software Freedom.Chrismo 23:36, 13 January 2007 (UTC)

title: User:Chrismo/Blog/rss


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User:Nonion

Here's my Wikiversity page.

--Steve D. 23:57, 13 January 2007 (UTC)

title: User:Nonion


text:
User talk:Nonion

Yee haw.

title: User talk:Nonion


text:
Template:JapaneseChar

'''The following use Japanese characters. Please check your computer's capabilites here.'''

title: Template:JapaneseChar


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Japanese Language/Requests

Sound Request
These words:
 * Create an example for pitch accent for Pronunciation of Japanese
 * Nihongo
 * Kanji
 * Hiragana
 * Katakana
 * Romaji
 * Okurigana
 * Joshi
 * Jodōshi
 * Furigana
 * Jouyou Kanji
 * Kana
 * Gojūon
 * Mora
 * Morae
 * On'yomi
 * Kun'yomi
 * ohasan
 * ohaasan

Proofread Request

 * All lessons in Introduction to Japanese

kanji stroke order requests
(From, created by User:Balloonguy)

The following are a list of kanji that need a stroke order diagram. Be sure to follow the protocol and use Jim Breen's WWWJDIC Server or another resource to figure out what the stroke order is. Be sure to use the -jbw.png suffix when saving the diagrams.
 * 椅
 * 鉛
 * 筆
 * 紙
 * 徒
 * 供
 * 猫

It is possible these diagrams are to be found at c:Commons:Stroke Order Project.

title: Japanese Language/Requests