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Open Educational Resources/Historical

Open Educational Resources (OER) are documents, media, software and processes that are useful to teaching, learning, education and assessment, and that are made openly accessible and reusable by anyone for any purpose, free of barriers or restrictions.

To achieve this, OER is typically (but not only) published and distributed through the Internet, in a format that can be freely used and modified, carrying a copyright license that permits free and unrestricted reuse – provided the original author is attributed, and sometimes provided derivatives are republished with the same reusable copyright.

This resource aims to bring some clarity to what OERs are, and how people can use them.

Who
OER has a number of interests, from international agencies like the United Nations, through to individual practitioners who share many of the principles and values. This section highlights some of these interests.

Wikimedia Foundation
By far the largest and most flexible platform for OER is the Wikimedia Foundation, hosting and administering multi lingual and open source sites like Wikipedia, Wikimedia Commons, Wikibooks, Wikiversity and many others. Wikipedia alone is now the world's 6th most visited website, and the other projects are linked to that in various ways.

UNESCO
UNESCO is a very early proponent of OERs and they are accredited with establishing the phrase OER.

OECD
The OECD published a 147 page report in 2007 called, ''Giving Knowledge for Free. The emergence of open educational resources.''

William and Flora Hewlett Foundation
The Hewlett Foundation has granted hundreds of millions of dollars to open educational development, in California and Internationally, for over 10 years.

OER Foundation
Funded by the Hewlett Foundation and supported by the Commonwealth of Learning, Otago Polytechnic, and Athabasca University, the OER Foundation administers the Wikieducator project and the Open Education Resources University.

Free Software Foundation
The Free Software Foundation supports the use of free software in schools and universities.

Others

 * Peer to Peer University (P2PU)
 * Eliademy offers teachers to crowdsource their online courses.

What
OER has a number of characteristics, benefits, challenges, limitations and opportunities.

Characteristics
OER derives its name from the free software movement – often conflated with the open source software movement. Since 1986 free software has operated around 4 key principles of freedom/openness and in many respects these principles can and do transfer to OER:

 * 1) The freedom to run the program for any purpose.
 * 2) The freedom to study how the program works, and change it to make it do what you wish.
 * 3) The freedom to redistribute copies so you can help your neighbor.
 * 4) The freedom to improve the program, and release your improvements (and modified versions in general) to the public, so that the whole community benefits.

Practically speaking though, OER has the following characteristics:
 * Freely accessible content, media and resources
 * Freely reusable copyrights and formats
 * Design is considerate of bandwidth and accessibility
 * Freedom and openness as principles in their production and use

Benefits

 * /Accessible/ – in terms of being free of restriction, password access, fee for access, or format limitations, but also in terms of bandwidth minimization, and usable for people with disabilities.
 * Minimal cost – Not only are resources cost-free wherever possible, the medium of their distribution should not presuppose expense in hardware, software or resources. For example, media which requires high bandwidth and large data costs for both the user and provider. Media in formats that require proprietary software or specialist skills to edit and modify, may present software licensing and expertise costs.
 * Reusable and adaptable – The copyright explicitly permits reuse (including republishing, modification, and commercial uses), the format doesn't restrict access or reuse, and very often the resource is editable in-situ – such as a Wikipedia page.

Challenges

 * /Cost-shifting/ – costs are shifted away from the end-consumer, borne by others instead.
 * Consumer relationship – Where openness extends to production process, 'consumers' may become 'producers' and vice-versa.
 * /Copyright/ – Copyright licenses that permit or restrict reuse, derivative productions, or commercial use create a range of challenges for libraries, repositories, producers and consumers.
 * Skills – many aspects of OER demand new and alternative perspectives to 'mainstream' views on content ownership and value, copyright, format and publishing venue. These can become significant challenges to professional development and simply learning about OER.
 * Cultural dominance and globalisation – where OER is primarily produced by educational institutions within industrialised economies, and ones with the most resources for that production. This risks the relegation of people from non-industrialised economies, minor educational institutions, and alternative approaches to education, to the consumption of information less than the production.

Limitations

 * Quality assurance – if anyone can create, adapt and republish an OER, how can we be sure of its quality?
 * Adaptability – as is often the case with teaching, context is a major consideration, and it may often be that a resource isn't immediately suitable, and requires adaptation. This is called a reusablity paradox.
 * Legalities – Many educational institutions claim ownership of the intellectual property created by staff. This can limit the ability of staff to engage if that institution's policy is to also limit publication on outside websites, and with copyrights other than All Rights Reserved. Such a policy can also limit the reuse of OER that requires a Share Alike copyright license be applied.

Opportunities

 * Quality can be improved and costs can be reduced by sharing resources in copy editing, copyright control, media repositories and publishing platforms
 * Increase rapid development of new learning resources and improve development practices locally
 * Publish accessible and adaptable information
 * Expand access to learning and educational services, and achieve wider participation in education
 * Promote fee-based services such as tuition, formal assessment and accreditation
 * Obtain publicity and develop public relations
 * Reduce the costs of maintaining closed, exclusive and restricted access and reuse of resources

History

 * Free and open software
 * Share-able learning object theory
 * Open and Distance Learning meets Free and Open Source Software
 * MIT's Open Courseware Initiative 2001
 * UNESCO coins the phrase 'OER' in 2002
 * The Capetown Declaration 2007
 * More info on Wikipedia article for OER, in the History section

Now

 * The Wikimedia Foundation projects
 * Massive Open Online Courses (MOOCs)
 * Open access to research
 * Legislation, policies and funding

Future

 * Open educational resources and globalization – a panel discussion problematising OER as being global in outlook, where cultural difference is not yet considered
 * Napster, Udacity and the Academy – Clay Shirky offers an opinion that MOOCs disrupt education in the same way that MP3 disrupted the music industry
 * How 'open' are MOOCs – Clay Shirky questioning the trend to close up MOOCs

How
Because OER is poorly defined to date, there are some traps and pitfalls to watch out for when using OER. Primarily copyright, publishing platform and format are the 3 areas to watch. Many publishers of "OER" restrict reuse via these three areas. They often apply copyrights that restrict to Non-commercial or Non-derivative uses, or they publish on platforms that either technically restrict use (such as Youtube not offering file download features), or they use formats that require proprietary software to access and modify the resource. There are ways around all these issues of course, but they can be time consuming, require skill and software, and ultimately amount to barriers and costs.

If you start with the projects under the Wikimedia Foundation however, this includes Wikipedia, Wikibooks, Wikiversity and Wikimedia Commons (as well as several other project spaces), their operating principles require the use of free copyrights, free formats, and obviously using platforms that make it simple to copy and modify works. These project spaces are user generated however, so some caution still needs to be observed in the use of resources found there. In some instances, 3rd party copyrights may not have been properly observed for example. The larger projects like Wikipedia and Wikimedia Commons however, have a very large user base and these oversights are usually dealt with quickly. The smaller projects however, have less users participating, and so errors can exist for longer.

How to find and identify OER

 * Wikimedia Commons – User generated images, video, audio, diagrams, graphics and illustrations, in multiple languages, all free for reuse.
 * Wikipedia – User generated encyclopedia reference texts, in multiple languages, including discussion forums on every entry, project portals for subject ranges, and all edit history recorded.
 * Simple English Wikipedia – Similar to Wikipedia, but that articles are written in plain English

 * OER Knowledge Cloud, a UNESCO/COL project. Includes a list of journal articles
 * OER Portals and Gateways
 * OER Repositories
 * OER Commons is one of the largest guides to OER, with over 10,000 resources cataloged, drawn from many other OER sites.
 * Wikiversity's list of open educational resources at other sites

How to contribute OER

 * Directory of Open Access Journals (DOAJ): Free, full-text, quality-controlled scientific and scholarly journals
 * OER development and publishing initiatives
 * OER Tools

What to look out for

 * Evidence Hub for Open Education at OLnet

How to reuse OER

 * Organizations advocating for open educational practices can provide valuable sources for citation, like this one: http://www.psychologicalscience.org/index.php/members/aps-wikipedia-initiative

Policy for OER

 * OER Policy Registry from Creative Commons
 * Giving Knowledge for Free: The Emergence of Open Educational Resources, 2007. ISBN 9789264032125
 * JISC OER impact report – UK-focused qualitative view of the impact of OER on academic staff

 * Blog posts like this one document a variety of open educational practices. We should consider the best way to capture the knowledge expressed in such posts, while keeping in mind that blogs run by individuals are not particularly high quality sources (per WP:RS).

title: Open Educational Resources/Historical


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Talk:Open Educational Resources/Historical

This page is just a start. The savanna is vast. This is just one blade of grass, called green. --Rogerhc 01:41, 30 December 2006 (UTC)

Comments

 * I've started to add in 3rd party definitions from respectable sources. The definition of OER is a rather dangerous topic, as the movement is split.
 * The Hewlett foundation definition makes it clear that public domain licences are OK, contrary to the previous wording of this article.
 * The most famous OER's are MIT OpenCourseware, which use CC-BY-SA-NC, and this licence was previously also omitted.
 * The previous wording of the article also suggested that the SA clause must be used, but this is not correct - e.g. CC-BY is also fine. OER permits a wide range of licences.
 * McCormack 14:44, 22 April 2007 (UTC)

 * Thanks. I'm not sure that the OER movement is really "split" - I rather perceive a range of understandings and misunderstandings about individual licences and what they mean. "NC" (along with "ND") materials are recognised as overly restrictive by many movements (including Wikimedia), but they still fit within the broad spectrum of "Open Education Resources", in my opinion. I think a pragmatic approach to take would be to define broadly initially and then to discuss the debate (here or in related subpages) in terms of specific freedoms or lack of freedoms. (It might be good to use the Definition of "Free Cultural Works", which is becoming an influential document, or at least which I find useful.) You're absolutely right about SA - and I hadn't spotted the PD reference. I'll pitch in with this as soon as I have the time - it's an extremely timely subject to be dealing with in Wikiversity. :-) Cormaggio talk 15:02, 22 April 2007 (UTC)

 * Well, by split perhaps I should mean that one can get one's head split if one doesn't walk carefully among these definitions. As you say, OER is usually recognized as broad, but there are those who campaign vigorously to narrow the definition to something like Free Cultural Works. I agree absolutely with you that a pragmatic approach is the start. For example, like Atwell, one could give a list of some of the most famous OER collections. Possibly one should keep away from the specifics of the debate and simply refer to external sources. If this page is allowed to become a stamping ground for campaigners, I can see some edit wars looming (and I definitely won't be going near them!). I think the page needs to steer a very wide course around these things. McCormack 15:24, 22 April 2007 (UTC)

Reworking
I'm working at La Trobe University, where there is an emerging interest in OER. Our brief is to prepare a simple but extendable handout as an introduction to OER. I see that this page has had limited activity on it, and may benefit from our involvement. We aim to complete our edits by December. Leighblackall (talk) 06:04, 14 November 2012 (UTC)

spurious closing square bracket.
The article has a spurious closing square bracket before the beginning of the fist paragraph. I tried a few things to remove it, but was unsuccessful. If someone can take a look and fix this it will be good. Thanks! --Lbeaumont (discuss • contribs) 20:11, 19 May 2016 (UTC)

 * ✅ -- Dave Braunschweig (discuss • contribs) 20:56, 19 May 2016 (UTC)

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


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Portal:Novial

 Novial Language

Welcome to the Novial Language Department of the Schools of Language and Literature and Linguistics.

This section provides resources for learning the international auxiliary language Novial.

 Courses Novial as a Gateway to Language Learning

List of Interested Students - Register your interest here.

 Translation Projects

Translation Projects:

The Wonderful Wizard of Oz

Novial/La Verda Koro

Parallel Esperanto and Novial texts of this Esperanto beginner's course. Chapter vocabularies are in Esperanto, Novial and English.

Novial/La Chanson de Roland

Comparison of the parallel Old French and Novial texts of this famous poem (written in 1090) illustrates some similarities between Novial and Old French. Novial/The Little Prince

Resources The Novial classes presently offered are operated through the use of various Wikimedia materials. A list of the materials may be viewed below:

Wikipedia
 * Chefi pagine

Wikibooks
 * Novial Wikibook

Dictionary
 * Novial Lexike

Wikiversity Novial Dictionaries (under construction)
 * Novial Lexike 1930

Templates
 * Template:Novial Lexike

Novial/Sandbox

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User talk:Lealeven~enwikiversity

Welcome to wikiversity, there's so much to do. Let's hope you enjoy it. Student Galaxy 17:46, 30 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

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User talk:Fbkook

Welcome to wikiversity, there's so much to do. Let's hope you enjoy it.--Student Galaxy 17:47, 30 December 2006 (UTC)

title: User talk:Fbkook


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Learning the basics of French/Introducing Yourself/Exercises

[[Media:Fr-bonjour-2.ogg|Bonjour]] et adieux!
What greeting would you use... { greeting at 3:00pm? { bon après-midi (i) | bonjour (i) }
 * type="{}"}

{ greeting at 10:00am? { bonjour (i) }
 * type="{}"}

{ greeting at 9:00pm? { bonsoir (i) }
 * type="{}"}

{ Saying goodbye at 10:30 am? { Bonne journée (i) }
 * type="{}"}

{ Saying goodbye at 8:00 pm { Bonne soirée (i) }
 * type="{}"}

{ When you're going to bed? { Bonne nuit (i) }
 * type="{}"}

Comment vous appelez-vous?
Translate the following phrases.
 * 1) [[Media:Fr-Je m' appelle.oga|Je m'appelle]] Sofía. My name is Sofia
 * 2) Comment t'appelles-tu? What is your name?
 * 3) Comment vous appelez-vous? What is your name

 * 1) Her name is Sally. elle s'appelle Sally
 * 2) What are you called? Quel est ton nom
 * 3) His name is Raúl. il s'appelle Raul
 * 4) My name is Michel. Je m'appelle Michel

Comment allez-vous? (How are you going?)
Rank the following words from one to six (one being the best condition, six being the worst).
 * Bien =Well
 * Très bien =Very Well
 * Pas très bien =Not very well
 * Mal =Bad
 * Comme ci, Comme ça =Like this, like that
 * [[Media:Ça va.oga|Ça va]] = Good

1)Very well=Très bien 2)Well =Bien 3)Good =ça va 4)like this like that=Comme ci, Comme ça 5)Not very well =Pas très bien 6) Bad=Mal

Parlez
Record an introduction of yourself and send it to your instructor.

Bonjour, je m'appelle Elizabeth Taza, j'apprends le français. J'ai commencé les premieres leçons avec wikiversity. J'ai soixante-deux ans. J'habite en France dans le Charente, en campangne. D'accord mon numéro de téléphone est le 05 45 24 08 59 et mon email est : elizabeth.taza@gmail.com


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Ancient Greek philosophy

Welcome to the Ancient Greek Philosophy learning project, part of the School of Philosophy.

Description
I will illustrate my meaning, Theodorus, by the jest which the clever witty Thracian handmaid is said to have made about Thales, when he fell into a well as he was looking up at the stars. She said, that he was so eager to know what was going on in heaven, that he could not see what was before his feet. This is a jest which is equally applicable to all philosophers. For the philosopher is wholly unacquainted with his next-door neighbour; he is ignorant, not only of what he is doing, but he hardly knows whether he is a man or an animal; he is searching into the essence of man, and busy in enquiring what belongs to such a nature to do or suffer different from any other. (Plato: Theatetus, 174 A, translated by Benjamin Jowett)

Philosophy may be seen as one of the products of a vital human impulse that has probably given rise to religion and science as well. From as far back as history can take us, we have strived for ultimate truths about life and existence.

Philosophy is usually described vaguely as the study of fundamental questions. Therefore, other great general fields of inquiry, like Science ("How did that happen? Can we change it?") and Theology ("What is God like? How can we change His mind?") can be seen as offshoots of the same source.

In Western culture (Occidental, as opposed to Oriental) we generally study the history of Western philosophy, which we trace back to the Greeks, who first used the word philosophy, and who first began to organize such an inquiry in a systematic way in our culture. One of the problems with this method is that it tends to minimize the effects of other ancient civilizations on Western thought, which was greatly influenced by the cultures in Egypt and Mesopotamia. It also walls off an entire parallel development of Eastern philosophy which, though dealing with similar questions, made use of profoundly different methods. Ironically, the civilizations of Egypt and Mesopotamia can probably be considered closer to Eastern than to Western thought.

But we have to start somewhere, and that will be the traditional approach. The reader can find an overview of Eastern thought in the Eastern Philosophy course.

Resources

 * The origins of philosophy
 * The Presocratic philosophers
 * Socrates, Plato and Aristotle

title: Ancient Greek philosophy


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The origins of philosophy

< Back to Ancient Greek Philosophy

"In all history, nothing is so surprising or difficult to account for as the sudden rise of civilization in Greece. (Bertrand Russell History of Western Philosophy and its Connection with Political and Social Circumstances from Earliest Times to the Present Day Second edition, 1961)

Ancient Greece
Our story begins in the sixth century B.C., at the time of a profound change in the heart of Greek society. Traditional wisdom, all the knowledge handed down through generations in the form of myths, was no longer seen as certain and it was subjected to a severe critique. Cosmology, moral values, sociology and theology were all challenged by a diverse range of thinkers, who no longer took what had gone before as certain. The range and extent of these challenges vary, each retaining different portions of the pre-philosophical culture and criticizing others. ``In africa,OBANOR OSAYANDE ,for instance,argues that,"philosophy,like other discipline was not exempt in having its origin in africa" and G.M.james in his book stolen legacies posits that ``the Greeks were not the author of Greek philosophy,but the people of North Africa,commonly called the Egyptians." The Greeks were a loose collection of city states and territories bound together by a common language and cultural ties. They distinguished themselves from non-Greeks, or barbarians, whose speech to them sounded like 'barbarbarbar', hence the name. Although many different forms of government existed across Greece, aristocracy was prominent everywhere. The nobles, who would lead the people in times of war, were conceived as the only possessors of virtue. The Greek word for virtue (Αρετή) is often translated as excellence in an attempt to escape some of its connotations in English, many of which were introduced by Christian thought at a later stage. A man was considered especially virtuous if he possessed fame, noble ancestry and success. Failure was punished and considered shameful.

Bertrand Russell argued in his History of Western Philosophy that the greatness of the Greeks came both from their passion and their intellect. "They had a maxim 'nothing too much', but they were in fact excessive in everything--in pure thought, in poetry, in religion, and in sin. It was the combination of passion and intellect that made them great, while they were great. Neither alone would have transformed the world for all future time as they transformed it. Their prototype in mythology is not Olympian Zeus, but Prometheus, who brought fire from heaven and was rewarded with eternal torment.(Bertrand Russell: History of Western Philosophy and its Connection with Political and Social Circumstances from Earliest Times to the Present Day. Second edition, 1961. p. 41)"

Essential Reading

 * Ancient Greece
 * Αρετή
 * The myth of Prometheus in Hesiod's Theogony (507-616). A summary can be found in the Wikipedia entry for Prometheus.

Myth
F. M. Cornford's book From Religion to Philosophy begins with the following lines: "The words, Religion and Philosophy, perhaps suggest to most people two distinct provinces of thought, between which, if (like the Greeks) we include Science under Philosophy, there is commonly held to be some sort of border warfare. It is, however, also possible to think of them as two successive phases or modes, of the expression of man's feelings and beliefs about the world; and the title of this book implies that our attention will be fixed on that period, in the history of the western mind, which marks the passage from the one to the other. It is generally agreed that the decisive step was taken by the Greeks about six centuries before our era. At that moment, a new spirit of rational inquiry asserted its claim to pronounce upon ultimate things which had hitherto been objects of traditional belief. What I wish to prove, however, is that the advent of this spirit did not mean a sudden and complete breach with the older ways of thought." < Back to Ancient Greek Philosophy

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Talk:The origins of philosophy

Here is the plan for the origins of philosophy: Firstly, there will be a relatively short introduction (Ancient Greece) which deals with the historical situation of Greece at the time of the birth of philosophy, and how this situation contributed to a radical criticism of traditional wisdom and values. This section is not yet finished. The section on myth will deal with how philosophical thought was conditioned by the traditional mythical conceptions. Next, I would like to write a section on the word "logos", as the origins of philosophy have been traditionally described as the transition from mythos to logos.

Anyone willing to contribute to this topic should understand the first couple of chapters in Cornford's From Religion to Philosophy (F. M. Cornford. From Religion to Philosophy. A Study in the Origins of Western Speculation. Princeton University Press, 1991.) or The Presocratic Philosophers (by G. S. Kirk, J. E. Raven, M. Schofield).

Rewrite/restart of project
I will be beginning a major rewrite of this project, probably moving it to an actual title page of 'History of Western Philosophy'. Feel free to discuss possible collaborations on this project. --Nyotii 11:18, 11 October 2010 (UTC)

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Novial/Novial as a gateway to language learning

To learn a foreign language to a fair degree of fluency typically takes several or many years and requires a high degree of motivation (or compulsion). Educational studies have shown that previous foreign language study makes it easier to learn second and subsequent foreign languages. However, language study proceeds slowly because of several factors:

1)	 learning new words takes a lot of time unless they are similar to words we already know

2)	 unfamiliar grammatical constructions must be thoroughly assimilated

3)	 numerous irregularities in word formation take up much of the learning time

The end result is that many students rapidly become disheartened and may learn to hate studying foreign languages. Novial provides an excellent first foreign language of study for the following reasons:

1)	 most of the vocabulary is similar to English words (70% plus)

2)	 those words which are not familiar are from Romance languages or German which broadens general knowledge of West European languages

3)	 most Novial grammar is similar to English

4)	 word formation is kept regular

5)	 for students new to language study, grammatical concepts are most easily learned thanks to points (1), (3) and (4) above.

Novial can be learned several times more quickly than Romance languages or German. For the newcomer to foreign language study this means that a good knowledge of a foreign language and the educational benefits derived from that study can be obtained in dozens of hours rather than many hundreds or the over 1000 hours of study typically required to gain real fluency in Romance languages or German.

Although Novial is much easier than other languages it is a genuinely foreign language. This gives the student of the language the educational benefits of first foreign language study very quickly.

Novial was designed by one of the most prominent linguists of the early 20th century, Professor Otto Jespersen. His expertise and aesthetic sense created a language at once elegant in form and sound and potent in its expessiveness and simplicity.

Welcome to the Novial language experience!


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User:EVula

Hi, I'm EVula and you're not.

de:Benutzer:EVula es:Usuario:EVula fr:Utilisateur:EVula it:Utente:EVula

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User:Kudoma/myskin.css

/* */ @import url("http://www.bleb.org/software/770/wikipedia/myskin.css"); /* */

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Mad Max:Sound Of Fear:Symphony Orchestra:Pop Quiz 1

{| cellpadding="10" 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" | [[Image:Crystal Clear action apply.png|32px]] If you have GarageBand with Apple's Jam Pack: Symphony Orchestra, please take this pop quiz! [[Image:Crystal Clear app clock.svg|32px]]

 * style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
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Which trill is the scariest? - 2 points
Listen to all the trill sounds from the symphony orchestra (either from Jam Pack: Symphony Orchestra or from MUTO's Symphony Instrument or from Reason Symphony Orchestra.)

The goal of the lesson is create a scary sound. Therefore, you need to discover the sound which is scariest of all.

Which pitch is the scariest? - 2 points
Once you have decided which trill to use, you must decide which pitch to use. Some pitches are scarier than others. Which is the scariest? Email me with your answers!.

 * style="width: 45%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Jam Pack has Trills
Once you install Jam Pack: Symphony Orchestra in GarageBand, you can select from many different trills:
 * Xtra Violin Sect 1 Trill 1
 * Xtra Violin Sect 1 Trill 2
 * Xtra Violin Sect 2 Trill 1
 * Xtra Violin Sect 2 Trill 2
 * Xtra Bass Sect Trill 1
 * Xtra Bass Sect Trill 2
 * Xtra String Ens Trill 1
 * Xtra String Ens Trill 2
 * Xtra Viola Sect Trill 1
 * Xtra Viola Sect Trill 2
 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; -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

 * Continue this lesson for creating the sound of fear using symphony orchestra sounds

 * }


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El Salón de Clase quizl

Wrong.

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User:Rogerhc/nav idea

Custom per user navigation portlet
Anyone done this?

Any ideas how to simply do it?

Purpose
To allow users to bookmark site pages they often visit. So they can create quick and deep navigation for their specific topic of interest within a wide but deep focus wiki such as Wikiversity.org.

Description

 * Custom nav to appear in left sidebar below the Search box but above the Toolbox.
 * Customized per logged-in user, such as how only user Foo can edit User:Foo/monobook.css, maybe at User:Foo/nav.
 * Parsed like a normal wiki page instead of like MediaWiki:Sidebar because normal users don't want to learn non-standard markup.
 * Other users could use Foo's custom nav portlet by transcluding it into their own User:Name/nav by typing there.
 * Interest groups could collaboratively create and maintain group specific custom nav portlets, eg Template:nav_English_as_a_second_language, to transclude into their interest group pages and or individual User:Name/nav with.

Current alternatives
Currently in standard MediaWiki a user Foo can put "bookmarks" in
 * 1) browser bookmarks
 * 2) Links in User:Foo page or subpages thereof
 * 3) Links in page Whatever for benefit of everyone
 * 4) Category:Whatever page by labeling the page
 * 5) Links in Template:Whatever

However, standard browser bookmarks are too messy as we all know and 2, 3, 4 and 5 are not as convenient to click as left sidebar would be.

Deep wide wiki's such as Wikiversity.org and other deep wide Open Educational Resources wiki's are a nuisance to navigate.

A *custom per user navigation portlet* could be an enormous practical benefit to wiki's that have not just wide but also *deep* topics, such as Wikiversity. Wikipedia only goes wide, not deep, and is manageable because each encyclopedia page has a unique, language defined, term or phrase that defines it as encyclopedic -- going deeper is not an encyclopedia's mission but is the mission of many other wikis.

Has anyone tried this?

Ideas how to simply write it in PHP as a MediaWiki extension?

title: User:Rogerhc/nav idea


text:
User talk:Rogerhc/nav idea

Custom per user navigation portlet
Anyone done this?

Any ideas how to simply do it?
 * I think it might be done through editing monobook, but I don't know how that works.--Rayc 06:36, 31 December 2006 (UTC)

title: User talk:Rogerhc/nav idea


text:
Arabic/Alphabets

Arabic 101: An Introduction to Arabic

Unit: The Arabic Alphabet

Goal
By the end of this unit, the student should be able to read,  comprehend, and be able to transliterate any/all letters of the known Arabic alphabet in all forms of each letter, whether they are isolated or within larger groups of letters i.e. words and phrases.

Following along in the textbook
Part 1: Reading and Writing
 * Basics of Reading and Writing

For many who are taking this course, the thought of learning a new alphabet other than the roman alphabet (the one that we are using now) is very intimidating. Not only that, but writing from right to left does not sound too exciting either. Don't worry, because it's not quite so scary. While some say to be wary of using a system called transliteration ,writing letters from other alphabets into another i.e. Arabic-English, there are just as many to say that it can be a valid way to learn the Arabic language such as myself.
 * A note for those following in the book, we are going to be following transliteration using another system, called Qalam.  We are going to do this for the purpose of simplicity and ease of learning.

Letters
Starting off, we are going to look at the base of the Arabic language; its main letters. We are going to look first off at the isolated forms of each letter. In Arabic, each letter has 4 forms;  primary, secondary, final, and isolated. So, like I said, here we go with the isolated forms to make things easy.

This chart is already in your text book at the link above, I am simply putting it into table form for use with the absence of the book.

title: Arabic/Alphabets


text:
Talk:Learn Arabic (Language Of Quran)

Any suggestions/comments please leave them, they will be greatly appreciated! Istheway2 07:53, 31 December 2006 (UTC)

Fonts
Do you know of any good FREE Arabic fonts?

The standard Unicode fonts that come with modern versions of Windows (XP & Later) have decent Arabic fonts characters, though to make them readable you have to enlarge the font size to at least 16pt. Josterhage 15:48, 28 July 2008 (UTC)

Deleting external links
An anonymous user removed the link to Madinah Arabic, claiming it was not "free". While it is true that the external resource was not licenced under CC/GFDL, it was free of charge, and a quick examination suggested it was also useful and valuable. I don't think the external link should be removed, at least not without (a) discussion and (b) replacement with a better link. --McCormack 12:40, 16 May 2008 (UTC)

 * I agree with you the teachings are free and there is no reason to use it as a compliment to this subject area. Enlil Ninlil 10:23, 17 May 2008 (UTC)

Original Content
Is it possible to integrate the original content with the new sequence? It seems unnecessary to wipe everything out and reinvent the wheel from scratch. -- Dave Braunschweig (discuss • contribs) 20:24, 22 March 2015 (UTC)

Yes .. i'm doing the same, but sometimes i have to do some necessary changes :( --Ruaa Elias (discuss • contribs) 14:28, 24 March 2015 (UTC)

There may be some confusion here. Arabic is indeed the language of the Qur'an, but the Qur'an is written in Classical Arabic, which is somewhat different from Modern Arabic.

If the Qur'an is important to the study, perhaps the reader wants to be able to
 * 1) Recite the Qur'an, pronouncing it correctly. Strictly speaking, there are various schools of recitation, one would be specified. Qira'at. Qur'ans are produced and marked according to the readings. The most common today is Hafs, so common that many Muslims don't know there are other readings. (And sometimes get upset about it! -- but any serious Muslim scholar knows about this.)
 * 2) Understand the Qur'an.

If the goal is to learn modern Arabic, to read Arabic newspapers and other documents, and perhaps to speak Arabic, it's a very different goal and regional variations will become very important.

From personal experience, if the goal is to understand the Qur'an, I highly recommend learning to recite it correctly, and memorizing much of it. Starting from the beginning, not just focusing on the short suras at the end, which are often highly poetic. Baqara, the second chapter, is clear and relatively simple Arabic, and covers all the basics of Islam. In learning it, one can use an interlinear Qur'an, with English translation easily seen. With some memorized Arabic, it starts to become easy to use dictionaries and grammars. Arabic is famously difficult or impossible to learn if one doesn't know any Arabic! When I started out, I'd read a grammar and would retain almost none of it. Later, it got much easier, because I had something to hang the grammatical rules on. Oh! That explains why it is
 * in:a |ll:Aha ^ala| kul:i $ayi~ qadiyr, but
 * wa |ll:Ahu ^ala| kul:i $ayi~ qadiyr.
 * (the a at the end of the name of God instead of a u!) (to use my old ASCII transliteration scheme).

So what is the goal here? Reading the Qur'an, or modern Arabic? If modern Arabic, "Qur'an" should not be in the page name. --Abd (discuss • contribs) 20:37, 7 May 2015 (UTC)

There is no modern, classical Arabic for Quran .. it's one Arabic(Fusha) .. we as Arabs refer to the Quranic language as Fusha .. i learned Quran by reading what i've learned in the school( arabic letters and sentences) only! i didn't have to enter islamic school to know how to read Quran. it's Easy :). here i'm trying to explain every thing about Arabic, people will be able to read Quran as well as understand what they are reading, and that's the goal of this project .. UNDERSTAND the Meanings of the holy Quran . ALLAH Says In Quran إنا أنزلناه قرآنا عربيا لعلكم تعقلون Verily, We have sent it down as an Arabic Qur'an in order that you may understand. so for learning Quran u must learn the spoken Arabic and understand it .. what's the benefit of just reading characters ?? Thanx --Ruaa Elias (discuss • contribs) 08:22, 8 May 2015 (UTC)

 * Thanks, Ruaa. The issue is one of approach. First of all, Qur'an, when fully marked, is written phonetically. If one learns the script and marks, one can read it. Reading it well takes study and time and practice, but ... it is approachable. Remember, I'm not an Arab. I have studied Arabic. One of the best books on learning Arabic said, in the introduction, that Arabic was famously difficult, for non-Arabs. One could take several years of Arabic at a university and still be unable to read a newspaper. Yet children learn Arabic. How do they learn?

 * Children learn through exposure without rejection. When adults are speaking, children do not have the idea that "I don't understand this." That comes much later, after they have been punished, shamed, humiliated for not understanding something. Children just hear it, and they hear it in context. So they learn, this is very natural for human beings.

 * I knew all this when I started to approach the Qur'an, over forty years ago. So what I did was expose myself to the language, and since what I wanted to do was to read the Qur'an, I read the Qur'an! I first learned the letters and markings, and that is fairly simple, for the first level of approach. I remember my first attempt to read aloud. I was sitting at a kitchen table in Taos, New Mexico, and there was a Hopi Indian elder sitting across the table, Tell Us Good Morning. My reading was what I'd call "painful," like the reading of a child. Most adults would avoid this, not wanting to be a child, not wanting to be embarrassed. I just did it. He fell asleep, and then woke up saying, "I thought I was home."

 * Writing this, I decided to Google him. . May he rest in peace.

 * Anyway, this is the problem, Ruaa. Language shifts with time. Root meanings, earlier meanings, are buried by centuries of interpretation and explanation and application. When the Qur'an was revealed, the words had meanings that were recognizable to the people of revelation, indeed, the Arabs, and specifically the Arabs of Makka and Madina. You may recall the hadith that the Qur'am was revealed in seven dialects and each one had seven meanings. What does that mean? 49 meanings? No. "Seven" is used to mean "many."

 * With time and what I'll call social pressure, the available meanings were narrowed.

 * There is a caution here: searching for "hidden meanings" is very dangerous. However, that's not what I was looking for. I was, in fact, looking for plain meanings, that would appear to an innocent Arab hearing the words. And it starts with the actual sounds, which is what we can easily learn to read.

 * By learning to read the sounds, we create, for ourselves, that original experience. However, we don't start out by knowing meanings. That takes context.

 * So what I did was to use an interlinear translation. I knew that no translation is reliable. So what a translation was telling me was what *one person* thought the text meant. At least one meaning of the text. Some translators are careful and use parenthesis to show words they have inserted that are not there in the original, as interpretations. Others are completely incautious about this.

 * I would commonly consult many other translations, dictionaries, I eventually bought Lane's Lexicon, etc. I'd look at whatever tafaasir were available to me. What does one get when one looks at something from more than one point of view?

 * Depth perception.

 * I was travelling when I started to read the Qur'an straight through. I decided that I would read for fifteen minutes a day, at least one "section" as the translation I was using had divided the text. Ruku'.

 * Very quickly I would become absorbed and keep reading. It took me about three months to read the whole book through. And then I started again from the beginning. And I found that I was now understanding much of it. And then I kept doing this.

 * At some point, years later, I started to memorize the Book. Enter houses by their doors. I started at the beginning. Obviously, I already knew the Fatiha, but, then, Alif, Laam, Miym.... dhAlika l-kitAb, right? laa rayba fihi, huda~ lil-mutaqiyn.

 * Isn't that what we want?

 * I have never learned to read Arabic, as such. Obviously, I can read much.

 * The book is clear. When we read it with filters, it can get murky. Our filters make it so. The filters are what we *already think it means.*

 * You mentioned Arabic as the language of revelation. The language of revelation of the Torah is Hebrew. So do those who have Hebrew as children have a superior understanding of the Torah? In some ways, obviously. In others, no.

 * So ... if the goal here is to learn Arabic, to be able to speak Arabic and read modern text, that's one goal, and surely a useful one. But if the goal is to approach the Qur'an, in the language of revelation, a different approach is suggested, learning the Qur'an by the Qur'an. --Abd (discuss • contribs) 14:52, 10 May 2015 (UTC)

May he rest in peace.

i still think that learning Arabic is the best way for understanding Quran, as you mentioned .. one Arabic word in Quran might contain alot of meanings. sometimes even the translators will not give the whole meanings. you r right, language has changed a little bit, but still we can find the old meanings .. every time i read QURAN believe me, every time i discover new meaning for the same verse! that's the benefit of reading Quran in Arabic when you will learn Arabic Insha' ALLAH, you will know what i mean :) --Ruaa Elias (discuss • contribs) 19:28, 10 May 2015 (UTC)
 * I already know what you mean. No translator gives anything but a shadow of the meaning, a glimpse. However, if we look at all translations, we may see more. There are also tafaasir (the commentaries), likewise. However, the best guide to understanding the Qur'an is a knowledge of life, because, after all, the Qur'an is a dhikr, a reminder. Reminder of what? Of what we already know, obviously, we cannot be reminded if we don't already know. But perhaps we have forgotten or become confused.

 * Meanwhile, I write on Quora a lot, and a user there pointed me to the videos of Nouman Ali Khan. Amazing speaker. I don't normally watch videos. I made an exception for him. I'm not likely to learn a whole lot more Arabic at this time, I'm 71 this month, and it is not my major focus. Thanks. --Abd (discuss • contribs) 01:22, 11 May 2015 (UTC)

Masha' ALLAH ,may ALLAH give you a very long and happy life. You may not like the purpose of this project but, i will be happy if you keep giving me suggestions to improve it :), too many thanks for you --Ruaa Elias (discuss • contribs) 08:59, 11 May 2015 (UTC)

title: Talk:Learn Arabic (Language Of Quran)


text:
User talk:Sandra~enwikiversity

Headline text
'Sandra.' I am a ten yr old girl.studying in 5th std.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Sandra~enwikiversity


text:
Template:Mad Max:Table of contents:Orchestra Sounds:Pop Quiz

 * Which trill is the scariest?
 * Which pitch is the scariest?

 * }


text: Template:Mad Max:Sound of Fear:Pop Quiz:Answers


text:
User talk:Student Galaxy/Archive 1

Archived content, donks old.

Note to Custodians: If the archives are vandalised, only use rollback if the page is blanked, because obvious vandalism is sometimes not effected.

Response
Do people vandalise like Wikipedia?
 * Yes, but since this wiki is small, it shows up easier on the recent changes and is corrected quicker, and happens less.

How do I contribute to learning?
 * We are in the beta phase, so there isn't much here yet, but if you know something you can start creating material (lectures/tests/assignments) in a certain area. You can also sign up to be a student or a participant in one of the learning projects.

How do I get in with the community?
 * The community is scattered all over the place, on the Colloquium and the talk pages, on the email list and the IRC chat. Normally we have a user give out these welcome templates, which give a good introduction, here:

Message 2 Received...
Yes, there is lots of room for improvement here. Note: Lecture just means a classroom lesson where the teacher talks and the students listen (as compared to a lab class where students get to actually do something.) Robert Elliott 11:28, 26 November 2006 (UTC)

100
Remarkable. What position in the field do you play? I am not very good at controlling the ball, but last time I effectively froze the best player of the opposite team; he couldn't get his foot on the ball until the end of the match. Are you going to host football research here? Hillgentleman|User talk 12:44, 26 November 2006 (UTC)

Custodianship
I'm very excited about your eagerness to be part of Wikiversity. However, in regards to your candidacy for custodianship, I've noticed that you've been active for just one day. Are you sure that after this short period of time you know for sure you'll stay and continue contributing to the project? sebmol ? 17:21, 26 November 2006 (UTC)
 * (moved from my talk page)
 * i'll be fine as a higher part of Wikiversity. I have an account on Wikipedia, which I've had for two months, and I can manage everything quite well. I'm good at catching vandals creating articles, and uploading files. I can manage being a higher authority, but its the vote that depends. Student Galaxy 17:24, 26 November 2006 (UTC)
 * Please take a moment to read Custodianship to see how custodians are selected at Wikiversity. There's actually not a vote in this process.
 * P.S. Please respond here so discussion is not split apart. sebmol ? 17:29, 26 November 2006 (UTC)

I' am strong willed. I do not leave what I begin. I want to stay with Wikiversity for around a year. Then I'll see what happens. I' am a good strong leader. I would do well as a Custodian.
 * I'm looking forward to your contributions. sebmol ? 17:34, 26 November 2006 (UTC)

So what do you think of my articles. I haven't finished them yet. But I will be improving them. Student Galaxy 17:35, 26 November 2006 (UTC)

My list of created articles

 * Football (soccer)

 * UFO research

 * Digestive system

Leaving?
Are you leaving already? sebmol ? 19:25, 26 November 2006 (UTC)
 * I' am entitled to a break you know. I don't spend my whole life here. I went away for a 20 minute break. But now I'm back. It seems that two users are making all the edits. Me and this other guy. What are the rest doing then??
 * Student Galaxy 19:34, 26 November 2006 (UTC)
 * Relax, it wasn't meant as an attack. I just saw that you wrote not to bother leaving any messages which seemed to imply you wouldn't return. As to where all the other users are: it's Sunday. They're around but please remember that this project isn't nearly as active as most others. Take a look at the recent changes of the last week or so to get an idea of the level of activity we have. sebmol ? 19:37, 26 November 2006 (UTC)

Ok then, its fine. I have a times policy on my user page. It shows all the estimated times I should be around. I'll hardlys be around on weekdays. Just the evenings. Student Galaxy 19:38, 26 November 2006 (UTC)

Custodianship
(reply to his comment on my talk page) Well, my bigest reccomendation is wait a while. There is pretty much noting you can do, you've got on the rollarcoster, so now you just have to follow the ride. Good luck tho. Heltec talk

Thanksgiving Holiday

 * Reminder - Today is a holiday
 * Thanksgiving holiday in the USA was last Thursday through today. That is probably why no one in the USA is on line today.

 * Format
 * I have reformatted your page on Football (soccer). You can change it back if you do not like it.  Robert Elliott 27 November 2006 (UTC)

Templates
Hello,

I see you have uploaded two files to Wikiversity. You have added a free license, that's good. Could you please also use the description template to give all the information? I'm talking about Image:Soccer ball.JPG and Image:UFO.JPG. Please add the Template:Information to give some additional info such as the software you've used to create them, etc. As you have created them, could you please also import them again under the same name but with a larger resolution? They are hardly useful at the current size.

Thanks a lot. guillom 16:01, 27 November 2006 (UTC)
 * Hello. I don't intend to delete them at all (unless you tell me you are not the author). guillom 13:10, 29 November 2006 (UTC)

UFO
"Thank you for commenting to my UFO research page, that is exactly what we need on wikiversity, the people's views on the research." <-- I hope to eventually create a Wikiversity page about directed panspermia. --JWSchmidt 23:22, 4 December 2006 (UTC)

Hello
Greetings, Student Galaxy. Looking at the two topics you have been working on (UFO's and Football (soccer), they have been done quite well. I added some redirects so that when "UFO" or "UFOs" is typed in the seach field here on Wikiversity, it will come directly to your page on UFO research. JBogdan 17:31, 10 December 2006 (UTC)

Thanks for the warm welcome, Student Galaxy. I think we'll have to collab. on a few space research topics in the future! NehpestTheFirst 16:36, 14 December 2006 (UTC)

nomination
Please sign your nomination at Candidates for Custodianship. --JWSchmidt 14:52, 16 December 2006 (UTC)

weekly newsletter
I think a weekly newsletter for Wikiversity is a good idea. What do you think about making it part of this project? --JWSchmidt 17:55, 17 December 2006 (UTC)

sockpuppets
It is not too unusual for users to register several usernames. The multiple user accounts section of the Wikiversity username policy needs some work. --JWSchmidt 13:18, 24 December 2006 (UTC)

Nitrobot
User:Sebmol has been taking care of bot requests. --JWSchmidt 13:31, 24 December 2006 (UTC)

= Post your messages under here = Notice The comments on this page may at times, contain abusive comments, spamming and trolling by any particular user. If you see this please revert it.

Note: Dicussions on this page which are over a month old are Archived. Please see these archives for past dicussions.

User talk: Student Galaxy/Archive 1

vandals
"you let the user do 20 harmful edits before blocking them" <-- The goal is to eventually have enough Wikiversity custodians so that someone is always "on duty" to block vandals. In an emergency, you can try going to IRC channel #wikimedia-stewards. Stewards can do blocks of vandals on all the projects. If you are still interested is being a Wikiversity custodian, I suggest leaving your name at Candidates for Custodianship. I do not see the point of an arbitrary one week deadline for removal to Candidates for Custodianship/Archived. --JWSchmidt 20:24, 28 December 2006 (UTC)

What should we do? Elatanatari 21:53, 28 December 2006 (UTC)

 * "perform a checkuser" <-- I'm not sure what good this would do. For now we can block any IP address that this vandal uses. Potentially, if the problem continues, we could get more serious. --JWSchmidt 17:31, 29 December 2006 (UTC)

Your barnstar question...
It is difficult to say if the picture of the "Barn Star" can be used legally. In the history of the barn star artwork, there is no mention of the source of the original photograph.

 * Note, the picture that you are using is of a "timber washer" in the shape of a star, not a decorative barn star. I saw (and fixed) an error in the history of the use of barn star timber washers so I know that the author claiming to have created the artwork is not familiar with original purpose and use of timber washers which is why I doubt that he is source of the original photograph.  Robert Elliott 12:18, 31 December 2006 (UTC)

Thanks
Thanks for the barnstar! --JWSchmidt 14:55, 31 December 2006 (UTC)

comments
Back in August when Wikiversity was started, Cormaggio was made the first bureaucrat and he quickly nominated several other people for bureaucratship. Wikiversity now has two bureaucrats and not much work for them to do....there really is not a need to make me a bureaucrat. I've been working on this project for a long time, so many people know me. Since that nomination has been up so long, many people have left comments. For custodian candidates, a history of good editing at Wikiversity is the best way to attract a custodian mentor. In your case, there was some previous discussion which was erased. --JWSchmidt 20:49, 31 December 2006 (UTC)

Appeal board
There have been questions about the need this page is intended to serve. Could you please shed some light on your thoughts about this on the talk page? sebmol ? 21:45, 31 December 2006 (UTC)

problems at wikiversity
"interaction with other editors" <-- I'd be happy to help you develop UFO research and related pages at Wikiversity. I think it would be useful to start by creating a bibliography of relevant sources, starting with some Wikipedia articles. I think a reasonable strategy for attracting a community of collaborators is to make a good start on a few webpages for a topic and then create links to those pages from other websites. For example, if we made a Wikiversity article that was about people who are famous for their interest in UFOs (for example, Carl Sagan) then we could make links to Wikiversity from high-traffic pages like Carl Sagan and start to attract other editors who are interested in UFOs.

"I am often the ONLY wikiversity editor online" <-- It takes a certain vision and dedication to edit a new wiki. Editors who need instant gratification gravitate to Wikipedia where there are many editors. In my case, I feel restricted by Wikipedia's narrow focus. I think Wikiversity will eventually become a much more interesting wiki than Wikipedia.

"NOBODY has left a comment on my custodianship election page" <-- Many people edit wikis for years before they become sysops. New editors who show a lot of interest in being a sysop are often looked upon with suspicion. My advice is that you concentrate on good editing. If you show devotion to a wiki then people develop a trust in you and will ask you the be a custodian.

"watch vandals in horror....they destroy the project....there's nobody to stop them" <-- I know that can be frustrating, but you can always help by reverting vandalism and going to IRC chat channels to get help from sysops. Showing a willingness to pitch-in and help in that way also builds trust and increases your chances of eventually being a custodian. --JWSchmidt 17:23, 6 January 2007 (UTC)

 * Yes, I fully endorse John's comment above. I hope you stick around, Tom - have patience, and see what we can all turn Wikiversity into! :-) Cormaggio talk 17:30, 6 January 2007 (UTC)

 * Wikiversity is a growing project, and we need your help! The project takes time to grow and expand, and it is not that you are the only editor, it is that the edit input is smaller than other Wikimedia projects. Vandalism is an issue on every project, not just Wikiversity, and you can always prevent vandalism by contacting a custodian. I suggest that you devote more time to Wikiversity, and you too will see what a marvelous project this is! -- J.Steinbock 22:03, 6 January 2007 (UTC)

Changing username?
I'm not sure if John is around, but I may as well give you a speedy response. The account was renamed by Sebmol after I requested some username changes in order to help keep the user list in good check. (so that offensive usernames don't build up like they have on other projects and pollute the user list) Cheers. --Michael Billington (talk • contribs) 11:32, 13 January 2007 (UTC)

 * Hi student galaxy,

I noticed your interest in UFOs and specifically the great UFO image on your user page. We need some good alien spacecraft wandering through our cisLunarFreighter game occasionally taking potshots or capturing and running off with cargo. I am going to use your image for storyboarding purposes for now. If this is a problem or you prefer that we use or find other images please let me know. If you have other GFDL'ed images we could use for variety it would be great of you could upload and link to them for us so our storyboarders, artists and prototype programmers can find them easily. Please drop me a message regarding your decision or preference. Thanks! Mirwin 03:51, 18 January 2007 (UTC)

title: User talk:Student Galaxy/Archive 1


text:
User talk:Student Galaxy/Archive 2

This is an archive of past dicussions. Content from November the 26th December to the 26th January 2007 will stored here when the content reaches 30 days old. Student Galaxy 12:54, 31 December 2006 (UTC)

NOTICE

Only I' am allowed to edit this page, it will make me very angry if the content of the dicussions on this page is altered or removed. So this page is read only.

Note to Custodians: If the archives are vandalised, only use rollback if the page is blanked, because obvious vandalism is sometimes not effected.

title: User talk:Student Galaxy/Archive 2


text:
User talk:Ionesco~enwikiversity

Welcome to wikiversity. I hope you enjoy it. --Student Galaxy 13:28, 31 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Ionesco~enwikiversity


text:
User talk:Sreekanth.venugopal

Welcome to wikiversity, thank you for uploading your picture. Just, what is it for? Student Galaxy 13:59, 31 December 2006 (UTC)

Image copyright problem with Image:OPians.JPG
Thanks for uploading Image:OPians.JPG. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:53, 28 September 2007 (UTC)

title: User talk:Sreekanth.venugopal


text:
Portal:Novial/Participants

Sign your username on this page if you are interested in studying Novial.

 * Hamaryns 16:09, 3 February 2007 (UTC)
 * evansmj90 08:23, 20 September 2008 (EST)

title: Portal:Novial/Participants


text:
Template:Film School:Storyboarding:Reference Materials

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #e0e0ff; 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" |

Reference materials

 * Reference materials for Seduced by the Dark Side! that you might need.
 * All the Lesson 4 Storyboard Frames. This sheet will give you ideas for your storyboards.
 * The storyboard outline. Print this script outline and use the numbers on this script for your thumbnail storyboards.
 * The original story.  To get additional information for your storyboards, look at the original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * A possible floor plan for the movie set. This will help you plan your shots.

 * }


text:
Test and Quiz/Sandbox/Timedredirect1

{ '''2un autre texte { fdgdfg } et et un lien interne

intitulé''' + choix3 - choix4
 * type="[]" }
 * réponse 3 avec lien interne
 * réponse 4

Et puis je peux rajouter plein de texte entre deux question. voilà et youpla puis zob & é ~ # ' \{ ( [ - | è ` _ \ ç ^ @ ) ] } % $ ¤ < > §
 * celui-ci sera
 * interprété comme du wikitext. Mais cela pose le problème du "mélange".

{du texte sur la ligne 1 et un lien interne une correction de l'intitulé
 * du texte sur la ligne 2
 * du texte sur la ligne 3

sur plusieurs lignes Un autre paragraphe une liste zob et un poem zob + choix1 zob -
 * type="" coef="2" }
 * réponse 1 avec lien interne
 * réponse 2

{du texte sur la ligne 1 et un lien interne + choix1 zob - choix2
 * du texte sur la ligne 2
 * du texte sur la ligne 3
 * une correction de l'intitulé
 * type="" coef="2" }
 * réponse 1 avec lien interne
 * réponse 2

{ Cette fois-ci je tente une question sur plusieurs lignes +--- truc -+-- machin
 * avec une correction
 * type="" }
 * vrai | faux | jnsp | zob
 * bidule
 * zob

{ Cette fois-ci je tente une question sur plusieurs lignes + truc - + machin
 * avec une correction
 * type="[]" }
 * vrai | faux | jnsp
 * bidule
 * zob

{ Une question à choix unique + un proposition juste + une autre proposition juste - une proposition fausse
 * type="" }

{ + un proposition juste - une autre proposition juste - une proposition fausse
 * type="" }

title: Test and Quiz/Sandbox/Timedredirect1


text:
Portal talk:Christianity

Christianity Wikia
A wikicity is established at wikia.com. This group may wish to interact at Wikiversity in some way through this learning project. The main page is here. Please join us. CQ 20:12, 31 December 2006 (UTC)

=A new look for the Christianity Portial= I'm going to start a page off the current Christianity page. But I've now redone the front page so I guess no one noticed it... I guess you like it. Please comment if you have any questions. The G 03:56, 8 May 2007 (UTC)

Hey, why doesnt it talk about methodists or baptisists etc.. just catholics????
 * Those would fall under the "Protestantism" category—which, as you can see, is on the page. Any other questions?  The Jade Knight (d'viser) 06:59, 23 November 2008 (UTC)

Eschatology
Eschatology article and category are here. • CQ 17:02, 9 July 2009 (UTC)

title: Portal talk:Christianity


text:
User talk:Chaitanyabhansali

Welcome to Wikiversity. There's so much to do. I hope you have a happy new year. Student Galaxy 20:38, 31 December 2006 (UTC)

title: User talk:Chaitanyabhansali


text:
Talk:WikiU Film School Point System

Whats the Star Movie Workshop? --Elatanatari 20:38, 31 December 2006 (UTC)

title: Talk:WikiU Film School Point System


text:
Wikiversity:Candidates for Custodianship/Student Galaxy

Student Galaxy
Student Galaxy 13:06, 31 December 2006 (UTC)
 * I' am nominating myself for Custodianship, as I have in my views, been a very fair editor and contributor to Wikiversity, I have been with the project for just over a month, and I have made 280 edits altogether. Which is fair for a small project like this. I created a project page, the Wikiversity appeal board which is a notice board for custodians where vandals and sockpuppets are noted. I created a fantastic page on Soccer, plus a page on UFO research and have uploaded 4 new barnstars for the project. I worked well with other users, and expanded the content of exsisting pages. On wikipedia, I' am a frequent user who has created lots of useful articles with a few hundred edits. As a custodian, I would crack down on vandalism, protect frequently vandalised pages, and give new users as much help and advice as I can. I have a strong sense of seriousness and I' am very good at dealing with trolls.

Comments
❌ No discussion for 8 years. And I am pretty sure Student Galaxy is not interested in custodianship anymore. Thanks for volunteering, but sadly, the community has not taken interest in this custodianship request. --Goldenburg111 22:08, 30 March 2014 (UTC)


text:
User:Exorcist bob

Chad "Exorcist bob" Seibert is a freshman at University of Minnesota, Morris. He is interested in mathematics, chemistry, foreign language, and information technology.

Qualifications

 * Native speaker of American English
 * Moderate fluency and proficiency in translation of German
 * Comprehensive understanding of some topics in mathematics

title: User:Exorcist bob


text:
German vocabulary/Greetings and Phrases

(inf) = informal (for) = formal Lit. = Literally
 * Key

Greetings used throughout Germany
 * Guten Morgen - Good Morning
 * Guten Tag - Good Day, Good Afternoon (Note: Germans don't normally say Good Afternoon).
 * Guten Mittag - Good noon. (very rare)
 * Guten Abend - Good Evening ~ After Work; regional? past 17:00 or 18:00
 * Gute Nacht - Good Night ~ reserved for right before bedtime

 * Hallo - Hello (Note: Informal: used when speaking to people with whom you are on familiar terms).

Greetings specific to southern Germany
 * Grüss Gott (God's greetings -- used predominantly in the South of Germany such as Bavaria and also in Austria)
 * Grützi! (used in German speaking Switzerland)

Greetings specific to Austria
 * Servus - Hello, Good Day, Good bye (used predominantly in Austria/Vienna and Bavaria, colloquial, informal only)

Informal and Formal
Germans, to those that are of higher authority or people that they do not know, use formal phrases--such as Guten Morgen and Guten Tag. Informal phrases, such as Tschüss, are used with friends/people you know well. If you were to meet with your teacher (Der Lehrer), you would use formal phrases such as Guten Morgen instead of Hallo, and likewise: Auf Wiedersehen instead of Tschüss.

title: German vocabulary/Greetings and Phrases


text:
German vocabulary/Numbers

Cardinal Numbers

 * Eleven and twelve are irregular:

First digit number + 'zehn' Note: The "-s" in "Sechs" and the "-en" in "Sieben" are dropped in the combination.
 * Numbers 13 through 19 are created as follows:

Double Digits
adding the suffix "-zig." (similar to English "-ty").
 * In German, two digit numbers are created by:

Note: The spellings of zwanzig (20), dreißig (30), sechzig (60), and siebzig (70) are irregular.

 * Two digit numbers that do not end with zero are made as follows: second digit + und + the number as it would be said if it ended in zero (English Example: 42 / Two and Forty / two and forty / Zwei und vierzig / zweiundvierzig)

Examples: Note: Periods (.) are used to divide large numbers into groups of three, as opposed to commas. 1.001 = "one thousand and one" 1,001 = "one point zero zero one"
 * Large numbers use the long scale:
 * Commas are used as decimal points:

Numbers

 * zero - null
 * one - eins
 * two - zwei
 * three - drei
 * four - vier
 * five - fünf
 * six - sechs
 * seven - sieben
 * eight - acht
 * nine - neun
 * ten - zehn
 * eleven - elf
 * twelve - zwölf
 * thirteen - dreizehn
 * fourteen - vierzehn
 * fifteen - fünfzehn
 * sixteen - sechzehn
 * seventeen - siebzehn
 * eighteen - achtzehn
 * nineteen - neunzehn
 * twenty - zwanzig
 * twenty one - einundzwanzig
 * thirty - dreißig
 * forty - vierzig
 * hundred - hundert
 * one hundred - einhundert

title: German vocabulary/Numbers


text:
Introduction to German/Input

Windows
(for these characters ensure that the num lock is on)
 * For ä, hold down Alt, and press the numbers 1, 3, 2 on the keypad. Then release the Alt button.
 * For Ä, hold down Alt, and press the numbers 1, 4, 2 on the keypad. Then release the Alt button.
 * For ö, hold down Alt, and press the numbers 1, 4, 8 on the keypad. Then release the Alt button.
 * For Ö, hold down Alt, and press the numbers 1, 5, 3 on the keypad. Then release the Alt button.
 * For ü, hold down Alt, and press the numbers 1, 2, 9 on the keypad. Then release the Alt button.
 * For Ü, hold down Alt, and press the numbers 1, 5, 4 on the keypad. Then release the Alt button.
 * For ß, hold down Alt, and press the numbers 2, 2, 5 on the keypad. Then release the Alt button.

Alternatively you can use the US-International keyboard layout.
 * For ä, hold down AltGr, and press Q.
 * For Ä, hold down AltGr+Shift, and press Q.
 * For ö, hold down AltGr, and press P.
 * For Ö, hold down AltGr+Shift, and press P.
 * For ü, hold down AltGr, and press Y.
 * For Ü, hold down AltGr+Shift, and press Y.
 * For ß, hold down AltGr, and press s

Mac

 * For ü, ö, and ä, hold down option-u, release, and type u, o, or a.
 * For ß type option-s.

GNU / Linux
Set up a key on the keyboard as the compose key. In GNOME this can be found in via the System -> Preferences -> Keyboard utility, on the Layout Options tab. To type an a letter with an umlaut, press the compose key followed by " and then the desired letter. To type the letter ß, press the compose key followed by the s key twice.

title: Introduction to German/Input


text:
Talk:Learning the Basics of French/Lesson:Introducing Yourself

Do you think this should be split up into seperate lessons? --Elatanatari 00:42, 1 January 2007 (UTC)
 * Not until we have material to split up. Keep it consolidated until there's a need for things to be otherwise.  However, please try to make sure that these lessons do not repeat Wikibooks—if there's a Wikibook that covers the material, link to it instead!  The goal on Wikiversity is to have materials that are not suitable for Wikibooks, such as quizzes, interactive learning materials, class-style environments, and other such things.  The Jade Knight 08:11, 14 January 2007 (UTC)

I dont like the way the wikibook is structured.--Elatanatari 20:20, 15 January 2007 (UTC)
 * Have you tried discussing that with others? If you're going to cover the same material, it will largely be a waste of effort…  The Jade Knight 03:38, 12 February 2007 (UTC)


text:
Arabic/Roster

Class Roster

 * Please sign your name on the list
 * The number beside your name will be your assigned student number
 * To complete registration email me, the instructor, with the following form to

Name (Nickname/Pseudonym if preferred) : Email Address : Location : Interest in this Course: Requests/Feedback: Tell me a few things about yourself:

''While I am still working on the course and reworking some aspects, I will email students with updates and also I would be glad to assist the students or anyone interested with help on the course, Arabic in general, or just any questions/comments in general. Email me at the email provided above and I will return correspondence promptly.''

Register: (Use Four Tildes)
 * 1) Elatanatari
 * 2) Mondomunchies 21:49, 2 January 2007 (UTC)
 * 3) Roytales 05:12, 4 January 2007 (UTC)#
 * 4) CSM11:36, 19 January 2007
 * 5) 64.193.75.224 16:32, 21 January 2007 (UTC)JMcCharen
 * 6) Joshuacharles 13:16, 22 January 2007
 * 7) aom 25 February 2007
 * 8) tsekachun 21 October 2007 (UTC+3)

title: Arabic/Roster


text:
Learning the Basics of French/Lesson:Introducing Yourself/2

Vocabulary
Audio : [[media:French-Vacances2.ogg|French native speaker]]

Grammar
French has six different types of pronouns: the 1st, 2nd, and 3rd person singular and the 1st, 2nd, and 3rd person plural.

Être translates as to be in English. It is an irregular verb, and is not conjugated like any other verb. Its important to learn all these conjugations. Continuons!


text:
Category:Film School Templates

This includes the templates for Wikiversity Film School.

title: Category:Film School Templates


text:
Arabic/Numbers

 Arabic 101: An Introduction to Arabic

Unit: Arabic Numbers

Goal
By the end of this unit, the student should be able to read,  comprehend, and be able to transliterate any/all numbers of the known Arabic alphabet in all forms of each number, whether they are isolated or within larger numbers.

Following along in the textbook

 * Sorry, nothing in the book yet. Maybe some soul would love to add something in there about numbers. Well, if I can get through this course in one piece, then I will myself I suppose. In the meantime, this will serve all the facets of this area. Not too much studying necessary when all the numbers are here.

Numbers

 * 0 — sifr
 * 1 — wāhid
 * 2 — ithnān
 * 3 — thalātha
 * 4 — 'arbaca
 * 5 — khamsa
 * 6 — sitta
 * 7 — sabca
 * 8 — thamāniya
 * 9 — tisca
 * 10 — cashra
 * 11 — 'ahada cashra
 * 12 — ithnā cashra
 * 13 — thalātha cashra
 * 14 — 'arbaca cashra
 * 15 — khamsa cashra
 * 16 — sitta cashra
 * 17 — sabca cashra
 * 18 — thamāniya cashra
 * 19 — tisca cashra
 * 20 — cishrūn
 * 21 — 'ahad wa-cishrūn
 * 22 — ithnān wa-cishrūn
 * 23 — thalātha wa-cishrūn
 * 24 — 'arbaca wa-cishrūn
 * 25 — khamsa wa-cishrūn
 * 26 — sitta wa-cishrūn
 * 27 — sabca wa-cishrūn
 * 28 — thamāniya wa-cishrūn
 * 29 — tisca wa-cishrūn
 * 30 — thalāthūn
 * 35 — khamsa wa-thalāthūn
 * 40 — 'arbacūn
 * 42 — 'ithnān wa-'arbacūn
 * 50 — khamsūn
 * 59 — tisca wa-khamsūn
 * 60 — sittūn
 * 66 — sitta wa-sittūn
 * 70 — sabcūn
 * 73 — thalātha wa-sabcūn
 * 80 — thamānūn
 * 84 — 'arbaca wa-thamānūn
 * 90 — tiscūn
 * 91 — 'ahad wa-tiscūn
 * 100 — mi'a
 * 102 — mi'a wa-ithnān
 * 153 — mi'a thalātha wa-khamsūn
 * 1000 — 'alf
 * 1111 — 'alf mi'a 'ahada cashra
 * 1603 — 'alf sitt mi'a wa-thalātha

Grammar: Use of numbers

Numbers in Arabic are quite complicated, there are different rules for the numbers, numbers are declined according to gender. Getting the grip on numbers in order to make practical use of them (few Arabs used numbers correctly), is however reasonably easy. From 21 to 99 you count like this: (example) 24: Four wa-twenty.From 12 to 19 you count like this (example) 15: Five Ten. 11 is slightly slightly diverging. When putting numbers together with nouns you do like this:

1: (example) 1 book is said as simply as "book", "kitâb", you leave 1 out, unless it is very important to emphasise that it is one book. 2: (example) 2 books is a special case, as Arabic not only has singular and plural, but also dual. The rules here are straight, but often omitted by students, who wind up saying "2 books",

ithnân kutub.

That is not correct, and the correct dual for 2 books is

kitâbâni.

3 and up: You place the full form of the number first, immediately followed by the noun: 42 books:

ithnân wa-'arbacûn kutub.

While this is not the correct form, it is OK to say it this way at the present level. If you're curious, this is the correct way for saying 42 books:

ithnân wa-'arbacûn kitâbân.

title: Arabic/Numbers


text:
Help:Color schemes 2

Go to Sample Header

Go to Sample Body

Go to Another Sample Body

Go to Sample Assignments

Go to Sample Reference

Go to Sample Pop Quiz Header

Go to Sample Pop Quiz Answers

Go to Software Review - New Format

Go to Sample Footer Template

Sample Header

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Introduction - Creating the Thumbnail Storyboards
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |What are thumbnail storyboards?
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Example storyboards for our movie.
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |What software do I need for thumbnail storyboards?.
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Pre-Visualization for thumbnail storyboards.
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |How to draw thumbnail storyboards with ArtRage 2.
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |How to draw thumbnail storyboards with Photoshop.
 * }

 * {| cellpadding="3" cellspacing="0" width="390px"

The Storyboard Worksheet • The Original Story · The Script Outline · All the Storyboard Frames · [[Media:SBTDS Script Ciprian2.pdf|The Formatted Script]] · The Floor Plan.
 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Using the library of storyboard frames.
 * }
 * }

Sample Body
{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | [[Image:Crystal Clear app kfm home.png|50px]] Color Scheme #1: This color is #FFFFA0

 * 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;" |
 * 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;" |

Left Column is #FFFFE0

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Fourth title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * style="width: 40%; background-color: cornsilk; 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: 400px;" |

Right Column is Cornsilk

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: BlanchedAlmond; 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;" |

Left is BlanchedAlmond

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Fourth title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * style="width: 40%; background-color: Lavender; 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: 400px;" |

Right is Lavender

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * }

{| 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 tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - This background color is LemonChiffon [[Image:Crystal Clear action forward.png|24px]]

 * }

Short Sample Body
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" |

Left Title
Left text

 * 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;" |

Right top
Right top text.
 * style="background-color: #fff8f8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |
 * style="background-color: #fff8f8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Right bottom
Right bottom text.

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; 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;" |

Bottom

 * }

Another Sample Body
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" |

Analyze the story to format the movie script
For the first lesson of this course, you are given a short story and you are told to format the story into the proper format for a motion picture script.

 * A golden opportunity:Now is an excellent time to learn script formatting. This is a task that people do every day in Hollywood so this lesson give you excellent practice.

 * A wonderful tool:To help you, you can download a free yet working demo version of Final Draft which is a script typing and script formatting program. This is the ideal program for learning script formatting.  There are versions for both the Macintosh and Windows.

Why such a simple story?

 * This is an extremely simple story. It seems trivial.  You say, "I want something more challenging!"

 * I have heard this a thousand times from beginning filmmakers. Filmmaking looks so easy.

 * Wrong! This movie will be anything but easy. By the time we turn this simple script into a motion picture, this tiny movie will require a huge amount of effort.  Filmmaking is never as simple as it looks.  With this very simple scene, you will have the opportunity to do it all.

The steps of this lesson

 * 1. Look at the story
 * To the right, you see the story for "Seduced by the Dark Side!". Even though this is a very short story, it still needs proper formatting because this movie will be worked on by hundreds of people.  Everyone in Hollywood expects to see your script typed in the proper format.

 * 2. Identify the elements
 * On page 2, you see how the story is broken down into the different elements such as CHARACTER and DIALOG. Before you turn to this page, think about what elements of the story are needed for the script.

 * 3. Download and learn to use Final Draft demo version
 * On page 3, you get a brief introduction to Final Draft. Final Draft is both a very professional program with lots of features and a simple typing program.  First, you need to learn all the elements of a formatted script.  Your second step is to learn how to navigate inside of Final Draft.

 * Important: Even though Final Draft has a tutorial, you will learn navigation mostly by trial and error using the TAB and the RETURN keys.

 * 4. Typing the script - Line by Line
 * On page 4, you as shown all the steps of typing this script using Final Draft. Try doing this without looking.  If you have studied the script and learned how to format using Final Draft, you should not need to read this page… but I include it just in case.

Your Assignment

 * Submit a PDF file with the completed script formatted in proper format for a motion picture. (With the Macintosh OS X, you simply as to print the page using the PDF option.)

 * The title page will print automatically when you print your script so don't forget to select the Title under the Document menu and fill in all the info for the title page.

 * 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;" |

 * style="background-color: #fff8f8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |
 * style="background-color: #fff8f8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

The Tutorial

 * Skim the tutorial for Final Draft which is located in the Final Draft folder. Most of the content is for advanced users so you will not need this.

Optional Readings

 * Script Formatting
 * Script Formating Specs.

Optional References

 * Screenplay
 * Script Formatting Example (pdf)
 * Formatting tutorial
 * Article on Script Formating
 * Final Draft Demo Download

Want more?
There is another course which teaches how high school drama departments can create motion pictures as part of their class. See Course #03 :Basic Filmmaking for High School Drama Departments. Please write a movie script and, of course, format the script just as you did in this lesson.
 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; 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;" |

The Next Page

 * Continue this lesson on Page 2 - Analyze the story

 * }

Sample Reference
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #e0e0ff; 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" |

Reference materials

 * Reference materials for Seduced by the Dark Side! that you might need.
 * All the Lesson 4 Storyboard Frames. This sheet will give you ideas for your storyboards.
 * The storyboard outline. Print this script outline and use the numbers on this script for your thumbnail storyboards.
 * The original story.  To get additional information for your storyboards, look at the original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * A possible floor plan for the movie set. This will help you plan your shots.

 * }

Software Review
{| 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;" |

Notation's Protégé - demo version

 * A fun and useful demo program for film scoring with full symphony orchestra sounds. Works for 30 days.

 * }

{| 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="2"|

Notation's Protégé - demo version

 * This is a unique musical notation program for people who want to learn film scoring. The quality of the symphony orchestra sounds if great.

 * Notation has two programs. This is the smaller version with fewer voices yet all the voices are from the London Symphony Orchestra at full quality.

 * To use this program, you must know musical notation or you must be very eager to learn musical notation. There is a useful reference card with the program and a good, but short, tutorial.  However, there is no help in learning notation.  Fortunately, there are many free tutorials on the Internet.

 * This fully working demo version can only be used for 30 days and has other minor limitations. However, that is enough for you to learn a tremendous amount about film scoring with the sounds of a symphony orchestra.  This is version 1.0 so it is still a bit rough.

 * Anyone interested in filmmaking should immediately request a free copy of the program. It is fun!

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

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Film scoring
 * Learning musical notation
 * Having fun!!!
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 * 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 but this version is 1.0 so some things are still a bit rough.

 * }

Sample Footer Template
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title: Help:Color schemes 2