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Portal:Ethnology

Welcome to the School of Ethnology!

The goal of ethnology is to document, preserve and compare diverse cultures from around the world, especially indigenous ones. Emphasis is placed in this school on how these cultures have evolved over time and how they might evolve in the future. It is especially important not to regard any culture as stagnant or primitive; part of the purpose of this school is to better educate the public on the things all cultures share as well as what makes them different as to promote understanding and peace between cultures.

This school is classed as an interdisciplinary study in Wikiversity, therefore many of our resources are also classed under different schools such as History and Music and Dance, depending on the resource. Our departments are forums for the creation of resources pertaining to different cultures, but do not forget to link to your resources in other areas of Wikiversity where they may be relevant.

We ask that you do not found your own department without discussing the matter on our discussion page first, as we are trying to avoid duplicate or empty departments. Look for a department where your resource may be relevant first and create it there. For a basic overview of formatting, templates and categorization standards in this school, please see our editing guidelines.

Divisions
The school is divided by continent, listed alphabetically below. Each division will contain a list of departments. Major subjects considered subdivisions of ethnology but not continent-specific (such as history of ethnology) may be listed below as well.

 * African division
 * Asian division
 * Australia and South Pacific division
 * European division
 * North American division
 * South American division

 * Ethnologies division a place for disciplines such as ethnobotany and ethnomusicology that span multiple continents
 * History of ethnology

School programs and reference

 * Streams sort of like school clubs to coordinate learning
 * School of Ethnology library an organization of relevant resources on the WikiProjects and beyond
 * Course plans suggested course sequences for certain studies

Bulletin board
Keep posts relevant to our school and to-the-point. Dated posts will be deleted after a few months.

Learning project news

 * May 5th 2009 - School founded!
 * August 18th 2009 - Our school is finally "open for business"! While we ask that you do not create your own departments just yet, please feel free to create learning resources and explore our school. However, please make sure that all resources are properly categorized within the category tree. See the category taskforce for help with this.

School layout news

 * May 5th 2009 - School founded!
 * May 6th 2009 - check out our cool division headers - visit any of the divisions to see! This should make navigation of our school much easier for novice Wiki users.
 * June 2 2009 - see the Anishinabe department for a model department set-up. You can always use the Commons Wiki project for photos.

Task list
We are always looking for help answering questions at the various reference desks of the school.

 * For a full user-friendly listing of these reference desks please see the Reference desks.
 * To see all the resources we have so far please see the Directory

Now hiring
In addition to users creating their own learning content, the School of Ethnology would like to have "staff" members of various divisions and departments.

 * All of the divisions need maintenance crew members. Please sign your name on their staff bulletin boards on the respective division pages if you are interested.

Navigation
A collection of pages that will allow you to better navigate the school:

 * Complete page directory of school
 * Resources by level
 * Resources by type

title: Portal:Ethnology


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Category:Ethnology

All pages pertaining to the School of Ethnology.

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

title: Category:Ethnology


text: Category:Survey research and design in psychology/Readings/Textbooks/Francis


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Survey research and design in psychology/Readings/Textbooks/Francis/2007

Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with notes for studentware (5th ed.). Sydney: Pearson Education. ISBN 9780733989384 | Publisher site | Co-op


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Portal:Ethnology/Ethnologies

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

Ethnologies division
Hello, and welcome to the Ethnologies division of the School of Ethnology! Ethnologies are specialized studies of how fields such as medicine and music relate to cultures all around the world. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news

 * May 5 2009 - division founded!

Division staff
Maintenance crew
 * Trinity507
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Departments

 * Ethnobotany department
 * Topic:Ethnomusicology
 * Ethnolinguistics department
 * Ethnomusicology department

title: Portal:Ethnology/Ethnologies


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User:Graeme E. Smith/Multi-Phase Attention

Multi-Phase Attention Some phases of attention and how they might work  Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith_Institute   http://en.wikiversity.org/wiki/User:GraySmith_Institute  grysmith#telus.net

David LaBerge has been roundly criticized for the lack of depth to his triangular theory of attention, Care should be taken not to throw out the importance of his contributions, in the zeal to capture more of the attention system than his work could possibly achieve. His work is limited only because he attempts too hard to force it to account for awareness. Attention is not primarily about awareness, although it contributes to it, and so by focussing his interests so tightly, he ignores significant contributions by others. This work is based heavily on my own unique interpretation of what is happening in the memory system, and so it combines many different models of attention into a single attention system having multiple phases.

When David LaBerge, designed the theory of the Triangular Circuit of Attention, his concern was how attention affected awareness. While this is no doubt important, Attention is by no means all about awareness, in fact awareness is merely a side-effect of attention. Attentions main purpose is to direct information between different areas of the brain so that it can be properly managed. In this article I will introduce a Snail Model of Orienting, the Functional Cluster model of Implicit Attention, three different forms of Dr. LaBerges Triangular Attention for different phases of explicit memory, an inductive attention system for skill memory, a parallel system for the meta-index that looks like LaBerges Triangular circuit but involves different organs, and a multi-pass and sleep mode model for implicit loading of the meta-index, and for consolidation of the meta-index back into the cerebral cortex. All in all this model suggests that there may be as many as nine separate attention phases in the brain, or possibly more that I don't know about yet.

The Snail Model of Orienting
In Memories Voice: Deciphering the Mind/Brain code Daniel L. Arkon made some staggering assumptions. First he assumed that he could learn from snails lessons about how humans thought, and secondly, he assumed that by deciphering the biological chemistry of the neuron, he could learn more about how it worked. Both worked out, and he was able to show parallels between cells in the snail ganglia and cells in the rabbit hippocampus. As well, he was able to show conditioned responses to stimuli that showed that snails learned to associate cross modal stimuli through activation of ganglionic neurons. It might be pushing things to assume that the ganglia in a human do a similar job to those in the snail, but one way of looking at evolution is that evolution conserves patterns that work well, and builds on them, while suppressing other patterns that don't work as well. If so, it might be possible to trace the evolution of the brain from the basic snail brain to human brains even if the original branch that connects them has long since become extinct. Because I haven't been trained to do that work, I will take it as sufficient that the human brain might have evolved from something a lot like a snail brain. With this in mind, I see the modern brain as simply being a system that added sophistication in areas where it was warranted, and did not affect the operation of the brain negatively. Now that I have gone that far, let me go even further. The snail brain consists of essentially three types of cells, the input or sensory cells, the output or motor cells, and the processing or ganglionic cells. Dr. Alkon's research showed how the snail could associate bright light, with a tilting of the table it was on, causing it to reflexively increase the suction to its foot, in order to hold on tighter. This effect called focusing, makes the foot smaller a visible reaction. By shining a bright light, when the table tilted, the snail was conditioned to expect that the table would tilt when the light went on. As a result the conditioned response was to focus it's foot when the light went on. Other similar experiments with snails cause them to retract their syphons, or their gills when some other conditioning stimulus is triggered. Since all these conditioned responses seem to be triggered by cells in the ganglia, it is reasonable to assume that the ganglia are where the conditioned responses meet the reflexive responses, and where sensory data of different types are combined. Since snail brains don't include much more than these three types of cells, we can say that the ganglia is where the response to stimuli is first to be found. In other words, it can be said that the ganglia is the conditioned and reflexive first response mechanism, at least in snail brains. So let us look at a specific brand of Attention, called orienting. Orienting is the tendency for an organism to turn it's sensory systems to point towards a salient stimulus. We see this effect when a sound of broken glass is heard at a party. Almost everyone turns towards the sound. This is like the snail turning it's head toward a flash of bright light. If the snail can do it with only the ganglia, perhaps humans can do it as well using primarily their ganglia. One way of looking at this, is the narrowing of information concept suggested by Dr. Igor Aleksander. In his work on Machine Consciousness he has implied that attention is a search required whenever the datapath between the environment and the processing system narrows or widens. Essentially a way of remapping a limited channel. A similar concept is explored in more depth by Naotsugu Tsuchiya and Christopher Koch in Attention and Consciousness If we think about it, the sensory system is a narrowing of possible data. If our body was made up completely of light sensors, then we wouldn't need an attention system to focus on light stimuli. However we get our knowledge from a maximum of two eyes, and so we have a narrowing of the data channel between the Universe of light stimuli, and the brain that must somehow make sense of the light stimuli. So our attention system is designed to do a search for the most salient visual sensory data, and focus our eyes on that source. Because orienting is cross modal, we focus our eyes on the source of the broken glass sound, as well as on flashing lights. While this movement is instinctive, it can however be suppressed by higher attention levels. I call this the "Snail Model" of Orienting.

Functional Cluster Model of Implicit Attention
In The Remebered Present: A Biological Theory of Consciousness Gerald M. Edelman a leading researcher in Phenomenal Artificial Consciousness noted that the concept of a Functional Cluster bound neurons from across the cerebral cortex together and that we could detect this because the clusters resonated at the same frequency. Later research indicated that the signals involved were Gamma range (40 hertz) synchronous Oscillations (GSOs). Later research indicated that GSOs were implicated in long-term implicit memory, and that they did not act like a radio frequency band, nor did they represent the difference between foreground and background elements. These later discoveries seem to fly in the face of the idea that GSOs are used by the Prefrontal cortex, in order to select memories from the implicit memory. Yet there is also clear evidence of the involvement of the Anterior Cingulate Cortex (ACC) in the selection from among different GSOs. So why is the GSO a factor in the selection, but not a frequency band, and what is it selecting, if not foreground and background? To answer this question I need to go back to Jerry Fodor's book The Mind doesn't Work That Way!: The Scope and Limits of Computational Psychology in this book, Fodor makes the point that Phenomenal Memory can't be isolated into distinct memory references. If this is true, and I maintain that it is, at least until some conditioning is done to the network, then, we shouldn't expect implicit memory to pick out foreground elements anyway. What I think is happening instead, is that the implicit attention system is isolating zones of salience, which harks back to my snail model, and suggests involvement by the basal ganglia, in determining the zones of salience from which to select. If this interpretation is true, what a functional cluster is, is an area in the environment that has salience that is isolated from other areas of salience by the particular frequency of the GSO. The role of the ACC becomes merely filtering the output probably by suppressing everything that is not tagged with a specific GSO associated with a specific salience value. In other words not only does the snail brain orient the body towards salient stimuli, but it tags the environmental zones of our perception with a tag associated with a salience value, that allows us to prioritize our attention to the areas of greatest salience. This is all we can expect from implicit attention. To get further meaning out of the data we would have to break down the information in that zone into sub-elements and analyze the sub-elements, which Fodor assures us can't be done in a phenomenal system. In Annette Karmilloff-Smith's book Beyond Modularity: A developmental perspective on Cognitive Science she notes that a process called Representational Redescription seems to happen between implicit and explicit memory.

The Bottleneck and mapping clusters to chunks
In my article The Dual Mode Cortex, I note a method of addressing that allows demand type memory to access phenomenally implicit memory. In my article The Bottleneck: a New Perspective I explore how top-down attention selects via GSOs for individual Functional Clusters and converts them to Chunks which are lists of mini-column addresses a la 5th Layer Apical Dendrite Connections to the Thalamus as suggested in Attentional Control: Brief and Prolonged by David LaBerge. The basic concept here, is that the Chunk, is a demand type memory address that defines a Functional Cluster previously selected by implicit attention. To retrieve the data field that the functional cluster represents, you simply present the chunk array to the thalamus, and trigger the output of a similar data-field. I have chosen to call this data-field a Quale, since it answers the questions that are asked about Qualia, by creating an opportunity for a single Chunk to access a broad rich data source. In fact the main problem with this Quale definition is that there is a need for it to be broken down, but because it is produced in a phenomenal mechanism and forms an unstructured cloud of data, it cannot be broken down AFTER rehearsal.

Sub-Qualia by Sub-Chunk Arrangements
Dr. LaBerge noted a connection between the PFC and the Thalamus in his Triangular Circuit Theory. Later researchers noted that the connection passed through the Nucleus Accumbens and the Nucleus Reticularis Thalami, a sort of inhibitive layer that surround the thalamus. What I have interpreted this to mean, is that the PFC can choose to rearrange the Chunk addresses, by suppression of specific mini-column activations that would normally be part of the Chunk. This would be relatively useless, if the resulting functional cluster were not analyzed for salience and given its own unique GSO. However by doing so, the brain assures that such sub-chunk arrangements can be evaluated for whether they increase the salience of their new functional clusters over the original chunk or not. The Quales they produce are therefore already tagged for greater or lesser attention. this ability to isolate sub-quales that have more salience from their larger salient zones, is critical for picking out foreground from background and associating specific memories with specific objects. It is only once that we can do this, that our perception becomes specific enough to pick out individuals, or individual objects. It is partly because of this secondary perceptual analysis, that I have suggested there must be more than one phase of modularity in the brain. The secondary perceptual analysis field must only be practical after sub-chunks have formed sub-qualar data elements. Since this is dependent on the suppression of mini-column addresses done by the attention system, secondary perception must be passively guided by attention.

Complicit Attention, Access and Recruitment
Up until this point in the memory system we really haven't been able to process the information so much as analyze it, and lump all the analysis steps together into a Quale. Ideally at this point, we would want to segregate out specific analysis results and direct them into specific responses or functions that might further process them. or make our body move in a some manner. For instance, secondary perception areas might be capable of detecting the likely presence of a face. this works so well that we even can detect analogous relationships between windows and doors so that houses look like faces. If so, experiments have shown that there is an area of the brain called the fusiform facial area, that actually goes the next step and tries to recognize the face. This space does not light up, except when the brain might be looking at a face. It is therefore Recruited or accessed in a content dependent manner. This step can't be done until the face can be detected which means that the memory has to have already gone through the step that breaks down into sub-qualia, the functional clusters quale. To make this work, first we must rehearse the sub-quale, we want, and then we must somehow direct it's content to a particular module such as the fusiform facial area, that specializes for that particular type of data. To achieve this we need two registers, one for the address of the data to be analyzed, and one for the address of the function to be used for further analysis. This forms something I call a value-function tuple, which is equivalent to a command. The collection of all such functions and actions that might be triggered, would define a language. One way of doing this, is to put the data into a short term memory element, and then feed that short term memory element through some sort of network to the function we want. A possible location for such a network might be the corpus collossum which is associated with the Prefrontal cortex, where we think short-term working memory might reside. I have determined that processing in a neural network is actually automatic, given data, it will be processed, and an output will be formed. However the pre-activation of an area makes it more likely that the data will be given a high priority when it is added to the inputs of the area, and therefore that the outputs will be significant. Thus the Thalamic connections actually act to allow a range of processes to be activated with a single data quale. The Qualar output of these connections is again tested for salience by the basal ganglia, and because it allows GSOs to be attached to each area and supplies a salience value, it can guide the further processing of the outputs to favor the most salient responses.

Inductive Skill Memory Attention
In order to understand this attention system, we have to start with a tautology, that the brain sees no difference between triggering a motor neuron, and triggering a function as described in the previous section. In both cases it triggers a data rehearsal, and then triggers a specific pattern of mini-column addresses to pre-activate either a motor neuron, or a function. This in turn, triggers a connection to the cerebellum, where the context of the choice is fed into the mossy fibers of the cerebellar cortex, and signals from the inferior olive are used to trigger Purkinje cells via the climbing fibers, thus causing them to connect the context to the action chosen. At some point, merely the presence of the context will cause the action sequence to be triggered. Another circuit creates a learned-conditioned response that allows maintenance reflexes such as dynamic balancing. One of the interesting things about the cerebellar cortex, is that the same purkinje cells can absorb a number of contexts allowing them to release different sequences when they detect different contexts. this means that similar contexts might trigger multiple action sequences that if they all were expressed at the same time would cause confusion instead of skill. This is where Top down Attention needs to be applied. If each different sequence is given it's own GSO, then perhaps selection from among the sequences could be achieved by simply using the ACC to suppress all the GSOs that were not selected. There is a role here for the Ventro Lateral PFC that has been traced to connect to the Secondary Memory Area, an area that consists of two sections, one that detects new sequences being produced by the cerebellum, and symbolizes them, and one that models the likely effects of allowing the individual sequences to complete. the result is likely a regulatory impulse that prioritizes the choices for the ACC. It is thought however that sometimes this regulatory impulse does not trigger an obvious favoring of one sequence over another, and in those cases, further processing is required. It is thought that in some cases resolution can be automated, and in those cases the context of having two sequences deadlocked, triggers the automation sequence that determines which sequence will run, we call this concept intention, because it does not involve conscious selection even though selection is done. If there is no automated process control sequence that will resolve the problem, it is thought, consciousness is engaged in order to create one, and the result is an effect we call volition. the end result of this effect, is the eventual release of one of the sequences, or a change in the context that causes a new range of sequences to come to bear. A side effect of the way the cerebellar cortex works is that the brain learns macros or sequences of commands in its base language, and since it can associate symbols with sequences of commands, such a construct is called a Macro in computer langauges. The brain can essentially trigger them at will creating something called a Macro-Language. The Macro-Language can be integrated into sequences of elemental commands causing more sophisticated sequences to be implemented simply by expanding sequences of Macros out into the elemental language through a process called an interpreter. Thus the brain is capable of higher order processing as if it had at least a medium level language.

Declarative Memory and the Meta-index
There are three things needed for Declarative memory, (Memory we know, we know)

 * There must be a demand memory system so that we can demand a memory.
 * There must be an index that we can use to find the memory
 * There must be a signal that the memory has been found in the index.

The Demand Memory System
There is no doubt that there is a need for a demand memory system, and although there is still some room for doubt as to how that system is implemented, I hope I have shown that the dual mode cortex, the bottleneck, and the early attention systems discussed so far, are enough to implement such a demand memory.

The Meta Index
When it comes to the existence of a Meta-index, or index of indexes, the candidate area of the brain is the hippocampus area, in which 4 separate pyramidal memory systems CA3, CA2, the Entorhinal Cortex, and the parahippocampus, seem to be integrated by an organ called the subiculum. All these areas, the subiculum, and the thalamus all project into the striate cortex, suggesting that the striate cortex is a memory area that remembers bottom-up addressing templates. However it is the organs in the hippocampal areas that are associated with specific types of data, such as the so called place cells in CA3 that seem to map location onto the environment. These can be contrasted with place cells in the parietal lobe that seem to map location onto the stage in the path the animal takes. It is important to note that the environmental mapping has to be derived from the parietal sequencing and some orienting sense as to what direction the organism was facing at the time it experienced the stimuli associated with a particular environmental area. The hippocampus is definitely implicated in the orienting sense since animals with reduced hippocampal function also seem to have a reduced sense of location within the environment and thus spend more time searching for landmarks than do animals with an intact hippocampus.

Metacognition and the Feeling of Knowing
Something that might be as simple as a success indicator for a search of the meta-index, the Feeling of knowing or FOK as it is affectionately called, is an indication that the mind contains memories about a particular subject. False positives, suggest that in fact it is only an indication, and that effects like Tip of the Tongue (TOT) might be required for cases where FOK is positive, but no valid memory can be found where the Meta-index suggests it should be. This might be possible for two reasons,

 * 1) The memory may resemble another memory but may never have been laid down. In this case instead of a feeling of knowing we would expect to get a feeling of familiarity. Which might simply be an indication that the area the memory is in, has been primed recently. When we get both a feeling of knowing and a feeling of familiarity we will be convinced we know the subject of the search.
 * 2) The memory may have been indexed, but then moved within the cerebral cortex so that when it is retrieved a different memory is found. This implies that there is some search parameter that must be met in order for the memory to be acknowledged, and if it has moved an error mechanism must set a meta-cognitive signal saying it has not been acknowledged. If the entry is positive this might indicate a loss of synchronization between the index entry and the memory, which a search of surrounding memory areas might alleviate. The tip of the tongue feeling might be a report on the success of the peripheral search and any changes in strategy used to narrow the search and find the data.    The important thing to know about declarative memory is that you can't know you know something until you have told yourself that you know it.

Slow Wave Patterns and Slow Wave Sleep Stages
Research into the activations within the hippocampus area, have noted that certain slow wave patterns noted during the daytime, are repeated during slow wave sleep stages. While it is too early for scientists to be sure, one possible interpretation is that these slow waves are associated with the passing of signals from the parietal lobes through the hippocampus area, as the meta-index attempts to map signals from the experiential parietal lobe place cells, onto the episodal memory. One interpretation of this, is that the repeating of the mapping signals might indicate that the same signal needs to pass through the meta-index a number of times in order to be fully indexed. Obviously we need some method to select which sequence we are passing through the meta-index, so I call this the Slow-Wave Attention System.

The Meta-index Image in the Cerebral Cortex
Since the days of H.M. we have known that it takes nearly 2.5 years for the complete set of knowledge of an experience to be written to a Cerebral Cortex index image, and out of the hippocampus area. If the hippocampus is removed, or silenced in that time, some aspects of the long-term memory are lost. This is called a retrograde amnesia. The fact that it is limited to 2.5 years, suggests that there is some process that scientists have learned to call consolidation that moves the meta-index information out of the hippocampus area. It has been proposed that this movement happens during REM sleep. That it takes so long, is an indication that it is a housekeeping task that is low priority, and that it probably includes a serial dependency similar to the bottleneck that slows it's processing down. Evidence seems to indicate that memories that are referenced more often tend to be transferred first, and other content filled in as necessary. This suggests another form of attention that keeps track of what has been written to the cortex, so that the data eventually gets there in one piece.

Conclusion
Although, this discussion has not been as Academically Rigorous as some would like, I believe that I have shown at least a rationale based on my current understanding of memory for a 9 phase attention system. There is reason to believe that in fact the attention system is more complex yet, since I haven't attempted to deal with Awareness, Intentionality, or Volition in any depth. This multi-phase attention model is not a complete model of attention but includes known attentional effects and parallels known neural correlates according to my admittedly naive viewpoint. Dr. LaBerge himself has expressed some disquiet with the portions of this that I have sent to him, so I know it will not receive complete acceptance, but I hope it will at least open some questions that have heretofore been left closed.


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User talk:Hisham El Safti

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 18:04, 6 May 2009 (UTC)

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

title: User talk:Hisham El Safti


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User talk:Missfliss

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 18:04, 6 May 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Missfliss


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User talk:TimStandridge

Hello Former Student!

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

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

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

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

 * Tim,
 * I like what's here so far! Good choice for memorization--I've always enjoyed Robert Service. In fact, my parents bought me a book of his work when I graduated high school. On a sidenote: If you want poetry to appear on the page without the boxes around it, you can use the tag.
 * Best! Stevenarntson

Bold text

title: User talk:TimStandridge


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American Revolution

Introduction
Welcome to Wikiversity's course on the American Revolution (HIST-AM-203). This course follows the content timeline of most college-level United States history courses on this topic. We will begin with the social and political state of the American colonies in the two decades prior to the American Revolution and end with the foundations of the modern federal government. This is a self-study course; the student is expected to progress through the material at their own pace, testing themselves as necessary. This course is, as well, part of the Topic:North American History.

This course will draw heavily on material contained within Wikipedia. Whenever appropriate, the instructor has provided links for additional reading. The instructor will also recommend readings for enrichment outside of the wikipedia domain. ''Please be patient with the addition of material. While I enjoy this topic, I have a full-time job that keeps me very busy, even when not at work.''

Note on Sources

This Wikicourse draws information from three types of sources. Primary sources are those written by someone during the time of the historical event. A letter from Abigail Adams to her husband, John, is an example. Secondary sources are those written by a later scholar using primary sources as their reference points. A contemporary analysis of colonists' opinions regarding the Stamp Act taken from Boston newspapers is an example. The third type of reading in this course is a narrative, the instructor's commentary on historical events.:)))

When source information is available, it will be provided. :)))

Table of Contents
/Chapter 1: The English Colonies in 1750/

/Chapter 2: The Colonists in 1750/

/Chapter 3: French and Indian War/

/Chapter 4: British Imperialism/

/Chapter 5: Growing Unrest/

/Chapter 6: War in the Northern and Middle Colonies/

/Chapter 7: War in the Southern Colonies/

/Chapter 8: The End of the Revolution/

/Chapter 9: Articles of Confederation/

/Chapter 10: Constitutional Convention/

title: American Revolution


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American Revolution/Chapter 1: The English Colonies in 1750

Learning Objectives

 * /Lesson 1/: Outline the seminal points in English colonial history, including the founding of each colony.
 * /Lesson 2/: Discuss the political, religious, and social activities of western Europe during the 1700s.
 * /Lesson 3/: Describe the political and geographical organization of the North American continent in 1750.


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American Revolution/Chapter 2: The Colonists in 1750

Learning Objectives

 * /Lesson 1/: Describe the cultural and racial background of the English colonies.
 * /Lesson 2/: Describe the religious traditions/beliefs of the various racial and ethnic groups.
 * /Lesson 3/: List the prominent cultural motifs of the English colonies, including art, literature, and drama.


text: American Revolution/Chapter 3: French and Indian War


text:
Portal:Ethnology/Asia

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

Asian division
Hello, and welcome to the Asian division of the School of Ethnology! This is a center for the study of the traditional cultures of the indigenous peoples of Asia. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news
non-relevant posts will be deleted after a few months
 * October 23 2009 - division founded!

Division staff
Maintenance crew
 * Since 8 September 2011 with Dominant group/Ethnicity. --Marshallsumter (discuss • contribs) 01:46, 25 April 2018 (UTC)
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Inactive staff

 * Trinity507

Departments
Departments organized alphabetically.

Reference
Asian division library

title: Portal:Ethnology/Asia


text:
Portal:Ethnology/Australia and South Pacific

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

Australia and South Pacific division
Hello, and welcome to the Australia and South Pacific division of the School of Ethnology! This is a center for the study of the traditional cultures of the indigenous peoples of Australia and the South Pacific. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news
non-relevant posts will be deleted after a few months
 * October 23 2009 - division founded!

Division staff
Maintenance crew
 * Since 9 September 2011 with Dominant group/Anthropology. --Marshallsumter (discuss • contribs) 02:09, 25 April 2018 (UTC).
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Inactive staff

 * Trinity507

Departments
Departments organized alphabetically.

Reference
Australia and South Pacific division library


text:
Portal:Ethnology/Europe

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

European division
Hello, and welcome to the European division of the School of Ethnology! This is a center for the study of the traditional cultures of the indigenous peoples of Europe. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news
non-relevant posts will be deleted after a few months
 * October 23 2009 - division founded!

Division staff
Maintenance crew
 * Since 9 September 2011 with Dominant group/Anthropology. --Marshallsumter (discuss • contribs) 02:05, 25 April 2018 (UTC)
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Inactive staff

 * Trinity507

Departments
Departments organized alphabetically.

Reference
European division library

title: Portal:Ethnology/Europe


text:
Portal:Ethnology/North America

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

North American division
Hello, and welcome to the North American division of the School of Ethnology! This is a center for the study of the traditional cultures of the indigenous peoples of North America. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news
non-relevant posts will be deleted after a few months
 * May 27 2009 - division founded!
 * August 18 2009 - North American division library founded!
 * September 5 2009 - Native American literature department founded!

Division staff
Maintenance crew
 * Since 9 September 2011 with Dominant group/Anthropology. --Marshallsumter (discuss • contribs) 02:15, 25 April 2018 (UTC).
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Inactive staff

 * Trinity507

Departments
Departments organized alphabetically.

 * Abenaki department
 * Anishinabe department
 * Hopi department
 * Kiowa department
 * Native American literature department

Reference
North American division library

title: Portal:Ethnology/North America


text:
Portal:Ethnology/South America

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

South American division
Hello, and welcome to the South American division of the School of Ethnology! This is a center for the study of the traditional cultures of the indigenous peoples of South America. The division itself is not a forum for creating learning resources; rather, each department has its own learning resources pertaining to their specific specialty.

Division news
non-relevant posts will be deleted after a few months

 * October 23 2009 - division founded!

Division staff
Maintenance crew
 * 1) Portal:Ethnology, South American division, since 9 September 2011 with Dominant group/Anthropology. --Marshallsumter (discuss • contribs) 02:17, 25 April 2018 (UTC).
 * your name here! The maintenance crew ensures that all pages are categorized and namespaced correctly within our division and also does basic cleanup to make sure pages look nice. Please help us out!

Inactive staff

 * Trinity507

Departments
Departments organized alphabetically.

 * Native American literature department

Reference
South American division library

title: Portal:Ethnology/South America


text:
Portal:Ethnology/Streams

Africa · Asia · Australia and South Pacific · Europe · North America · South America · Ethnologies · History of ethnology · Streams · Library

Streams
In the School of Ethnology, a stream is a place where people studying the same subject can coordinate learning resources and ideas; essentially a Wikiversity "club". Feel free to create your own streams, but please try to avoid duplicate streams or streams studying similar subjects. Try to link your streams as well to the relevant division, e.g. Africa or history of ethnology.

 * Anishinabe stream - learning coordination for the Anishinabe department (of the North American division)
 * Ethnobotany stream - learning coordination for the Ethnobotany department (of the Ethnologies division)
 * Hopi stream - learning coordination for the Hopi department (of the North American division)
 * Kiowa stream - learning coordination for the Kiowa department (of the North American division)
 * your stream here!

title: Portal:Ethnology/Streams


text:
User:Jawe86

 CONTENT

PERSONAL INFO
NAME : SAIFUDIN MAHMUD

STATION : SHAH ALAM, SELANGOR

RESIDE : PUCHONG, SELANGOR

E-MAIL : jawe86@yahoo.com.my

PAST TRACK

A firstimer as a monthly paid labour at a broadcasting media company. Not suitable to be permanent in a challenging and fierce media environment. Move to a tiny enterprise involve in supply garments in MAS Boutique. Stay put as a hermit until decided to move on searching for opportunity. Later, experiencing as an accounts executive in a government agency subsidiary. Had a very good training and experience in the organisation. After 5 years, made another move, to a small scale enterprise and has been 13years enslave to the enterprise.

title: User:Jawe86


text:
User talk:B agius

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:13, 7 May 2009 (UTC)

title: User talk:B agius


text:
User:Evalgene

I'm Gene Shackman Applied Sociologist

I created and manage these two projects

Understanding the World Today http://gsociology.icaap.org/ Reports about global social, political, economic change, and links to other resources.

Free Resources for Program Evaluation and Social Research Methods http://gsociology.icaap.org/methods/ Handouts about program evaluation and links to lots of resources

Also recently published a chapter: Gene Shackman, Xun Wang and Ya-Lin Liu. Doing Sociology Around the World. In Doing Sociology. Jammie Price, Jeff Breese, and Roger Straus. Rowman & Littlefield, Lexington Books, Lanham, MD. July 2009. http://www.rowmanlittlefield.com/Catalog/SingleBook.shtml?command=Search&db=^DB/CATALOG.db&eqSKUdata=0739133942

more info about me here http://gsociology.icaap.org/report/whoare.html

and mostly for entertainment, see this page of free pictures, videos, music, etc http://earth.prohosting.com/elecon/kidpage/ and this for electrical connections http://earth.prohosting.com/elecon/

I'm also an enthusiast of PSPP http://www.gnu.org/software/pspp/pspp.html

interested in http://en.wikiversity.org/wiki/Sociology

title: User:Evalgene


text:
User talk:Evalgene

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:15, 7 May 2009 (UTC)

title: User talk:Evalgene


text:
Draft:Archive/2024/Wikitext 101

WikiText 101 Is A Course Taught By Charles Keisler

It Is Held On The Wikiversity Moodle Server And Is A Work At Your Own Pace Class

Students Will Learn How To:
 * Edit A Wiki Article
 * Create A Wiki User space
 * Create Redirects & Links
 * Properly Upload Media, Such As Images, Sounds and videos
 * Insert and manage templates and tables
 * Revert Changes
 * Flag for
 * and more basic Wikipedia editing skills...

title: Draft:Archive/2024/Wikitext 101


text:
User:Pmbellis

Name:                    Peter Bellis

Gender:                  Male

Age:                     43

Residence:               Pretoria, South Africa

Profession:              Systems/Business Analyst | Developer

Religion:                Christian - Seventh-Day Adventist

Interests - Professional: MS Software (MS SQL Server 2005 & associated, MS Excel 2003/7, MS Windows XP,7); Coding(T-SQL, C#, VBA); Business Systems / Process Flow

Interests - Personal:    God, Jesus Christ; Reading; Chess; Jogging

Hobbies:                 Learning for the fun of it!

title: User:Pmbellis


text: File:SRP.jpg

title: File:SRP.jpg


text: File:Diagram of biochemical tests for protein translation.jpg


text: File:Genetic technique for protein translation.jpg


text: File:Transfection technique to define signal sequences.jpg


text:
BCP/Floerkea proserpinacoides

Floerkea proserpinacoides

title: BCP/Floerkea proserpinacoides


text:
BCP/Floerkea proserpinacoides/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:09, 9 May 2008 (UTC)
 * --SB_Johnny talk 11:51, 7 May 2009 (UTC)

title: BCP/Floerkea proserpinacoides/Logs


text:
User talk:Raymanaryani

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 14:25, 7 May 2009 (UTC)

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

title: User talk:Raymanaryani


text:
User talk:Jawe86

 Hello Jawe86, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 14:33, 7 May 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Jawe86


text:
User talk:Helgus

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 14:34, 7 May 2009 (UTC)

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

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 Helgus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Helgus~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 23:38, 17 March 2015 (UTC)

title: User talk:Helgus


text:
User talk:Mandar

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 14:34, 7 May 2009 (UTC)

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

title: User talk:Mandar


text:
User talk:Wadalamin

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 15:31, 7 May 2009 (UTC) Victuallers 15:31, 7 May 2009 (UTC)

title: User talk:Wadalamin


text:
User:Tommygonzales

Bio
So here's a general view of my life so far.

My name is Tommy Gonzales and I'm a native Californian who moved to Washington about 7 or 8 years ago. I am currently going to the Art Institute of Seattle for graphic design. Moving to Washington was diffidently a culture shock! This place was slow paced, too green, and seemed like the sun didn’t come out but 2 days a year. After getting settled in, I soon realized that’s what makes this place great. The people are super laid back, I can actually breath OXYGEN when I step outside in the morning, and having seasons through out the year makes for good snowboarding and beautiful sunsets. Looking back now, I wouldn’t trade this place for anywhere. I am anxious and curious to see how things fall into place for me at school and in life...

Always Wanted To Schedule

 * Topic

Filming a skateboarding video

 * Research Component

 * week 1

Gather resource for filming and figure out what shots i need. Then start getting footage.
 * week 2

Film
 * week 3

Film
 * week 4

Film
 * week 5

 * week 6

serparate shots and gather video shots.
 * week 7

Edit and gather all footage and extras.
 * week 8

finish editing and put video on dvd.

title: User:Tommygonzales


text:
Linear algebra/Determinant quiz

{ The determinant of $$\left[\begin{array}{c c}3 & 4 \\2 & 1\end{array} \right]$$ is { -5 _3 }.
 * type="{}"}

{ The determinant of $$\left[\begin{array}{c c}0 & -2 \\6 & 2\end{array} \right]$$ is { 12 _3 }.
 * type="{}"}

{ The determinant of $$\left[\begin{array}{c c c}3 & -2 & -1 \\1 & 1 & -2 \\8 & -5 & 3\end{array} \right]$$ is { 30 _3 }.
 * type="{}"}

title: Linear algebra/Determinant quiz


text:
Novial/Li Verdi Kordie/Lektione 3

Back to the Novial front page

Back to Li Verdi Kordie Contents

VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 3


text:
Novial/Li Verdi Kordie/Lektione 4

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 4


text:
Novial/Li Verdi Kordie/Lektione 5

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 5


text:
Novial/Li Verdi Kordie/Lektione 6

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 6


text:
Novial/Li Verdi Kordie/Lektione 7

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 7


text:
Novial/Li Verdi Kordie/Lektione 9

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 9


text:
Novial/Li Verdi Kordie/Lektione 8

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 8


text:
Novial/Li Verdi Kordie/Lektione 10

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title: Novial/Li Verdi Kordie/Lektione 10


text:
Novial/Li Verdi Kordie/Lektione 11

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title: Novial/Li Verdi Kordie/Lektione 11


text:
User:D3m

Hello everyone.D3m 20:21, 7 May 2009 (UTC)

title: User:D3m


text:
User talk:Abiodun bb

our right 2 take decisions lays in our mindset,which give human beings the right to meditate & act on it.

Abiodun bb 20:58, 7 May 2009 (UTC)abiodun olofin

title: User talk:Abiodun bb


text:
User:Manishthapa~enwikiversity

South Asian Regional Cooperation Academic Network (SARCAN)

The eight nations of South Asia (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka) have come a long way in forging regional cooperation. Yet numerous conflicts and challenges impede full cooperation and economic development among them. The academic community interested on South Asian cooperation issues needs a portal to realize what is going on in different countries and research institution globally. Keeping this in view the McGill University--Université de Montreal Research Group in International Security (REGIS) (http://www.gersi.umontreal.ca/defaulten.aspx) in collaboration with the Asian Study Center for Political & Conflict Transformation (ASPECT), Kathmandu, Nepal, has created this online searchable database. We hope that scholars, students, policy makers, NGOs and all others interested in the region would find this free portal useful.

The project is called South Asian Regional Cooperation Academic Network (SARCAN), and it is coordinated by Dr. T.V. Paul, McGill Director of REGIS. Manish Thapa of ASPECT is the Regional Coordinator of the network, working from Nepal. It is sponsored by the projects on “Globalization and the National Security State,” and “When Regions Transform: From Conflict to Cooperation,” both funded by the Fonds québécois de recherche sur la société et la culture (FQRSC) Quebec. http://gnss.mcgill.ca/).

The project comprises:

 * Online database of academics, research institutions, university centers, governmental and non-governmental organisations and practitioners working around the issue of South Asian regional cooperation across the world.

 * Online showcase of the most relevant publications related to South Asia.

 * Online sharing of information of conferences, seminars, workshops on various issues of South Asia.

 * Online information on fellowships, grants and other awards that scholars can avail of South Asian regional research topics.

 * Participating academics, organizations and practitioners will benefit from:

 * Increased visibility of their activities around the world;

 * Increased opportunities for networking and information-sharing;

 * Increased opportunities for building stronger relationships with scholars and institutions dealing with South Asia world-wide

If you, your organisation, or any other organisations you know would be interested in:

Joining the free online database of South Asian Regional Cooperation Community,

Circulating information about conferences, seminars workshops, publications, research grants, fellowships etc., or

Simply learning more about the South Asian Regional Cooperation Academic Network project...

Please send information to:

Manish Thapa Asian Study Center for Political & Conflict Transformation - ASPECT P.O Box: 4610 Naxal – 4, Kathmandu, Nepal Email: manish@sarcan.info

title: User:Manishthapa~enwikiversity


text: User:Otourly

title: User:Otourly


text:
User:Vikaskt

HOME

title: User:Vikaskt


text:
Talk:Wikimedian Demographics/Malawi

--212.219.249.6 13:24, 8 May 2009 (UTC)hi ia james

title: Talk:Wikimedian Demographics/Malawi


text:
User:Stevenarntson/humanitiesii/monsters

Reading Assignment

 * Bluebeard
 * Pages 70-72 of Through the Looking-Glass: And What Alice Found There.
 * Pages 64-66 of Euripides' The Bacchae.
 * Pages 152-156 of Mary Shelly's Frankenstein.

Media

 * The Wolf Man
 * Joseph Merrick AKA the Elephant Man

Discussion

 * Brainstorm a list of monsters, from movies, literature, etc.
 * Having looked at some different kinds of monsters, what sorts of categories emerge?
 * Discuss the theme or cultural significance of a monster, as we did in class with The Wolf Man.

Homework Assignment
Design a monster of your own, and include the following:

 * 1) A picture.
 * 2) The story of its origin.
 * 3) A short interview with the monster to be presented in class, featuring Steve as the interviewer and you as the monster.
 * 4) An explanation of your monster's cultural significance—its theme.

Consider some of the facets of what makes a monster that we discussed today. Is the monster ugly or beautiful? Evil, good, or neither? What created this monster (if anything)? How does the tale you tell about your monster illustrate some fact of human existence?


text:
User:Jpaagt

Hello Everyone. I'm a System's Engineer from Colombia. I'm planning on moving to Switzerland this year and I'm looking for resources to learn french. Found this comunity today (08/05/2009) and decided to try it out. See you all out there.

title: User:Jpaagt


text:
Novial/La Chanson de Roland

Back to the Novial front page The Old French text is found here:

title: Novial/La Chanson de Roland


text:
Boundary Value Problems/Lesson 5.1

Click here to return to BVPs Boundary Value Problems

Lesson Plan
Requirements of student preparation: The student needs to have worked with vectors. If not the student should obtain suitable instruction in vector calculus.
 * Subject Area: A review of vectors, vector operations, the gradient, scalar fields ,vector fields, curl, and divergence.
 * Objectives: The learner needs to understand the conceptual and procedural knowledge associated with each of the following
 * Vectors,
 * Definition of vectors in $$ \mathcal{R}^n $$ for $$ n=1,2,3 $$
 * Vector Operations
 * Scalar and vector fields
 * Gradient $$ \nabla $$, divergence $$ \nabla \circ $$, curl $$ \nabla \times $$ and covariant derivatives on fields
 * Composite operators such as $$ \nabla \circ \nabla \mathbf{v} $$

 *  Activities: These structures are to help you understand and aid long-term retention of the material.
 * Lesson on Vectors, their associated properties and operations that use vectors.
 * Lesson on Scalar and Vector fields
 * Lesson on Operations on scalar and vector fields
 * Assessment: These items are to determine the effectiveness of the learning activities in achieving the lesson objectives.
 * Worksheets
 * Quizzes
 * Challenging extended problems.
 * Student survey/feedback
 * Web analytics

Lesson on Vectors
We will be using only real numbers in this course. The set of all real numbers will be represented by $$ \mathcal{R} $$.

Definition of a scalar:
A scalar is a single real number, $$ \displaystyle a \in \mathcal{R} $$. For example $$ 3 $$ is a scalar.

Definition of a real vector:
A real vector, $$\displaystyle v $$ is an ordered set of two or more real numbers.

For example: $$ \displaystyle v = (1,2) $$, $$ \displaystyle w = (5,0,50,-1.25) $$ are both vectors. We will use the notation of $$ \displaystyle v_i $$ where the lower index $$ \displaystyle i = 1..n $$  represents the individual elements of a vector in the appropropriate order.

Ex: The vector $$ \displaystyle v=(3,-7) $$ has two elements, the first element is designated $$ \displaystyle v_1=3 $$ and the second is $$ \displaystyle v_2=-7 $$

Dimension of a vector:
The dimension of a vector is the number of elements in the vector.

Ex: Dimension of $$ \displaystyle v = (-1.25, 0,-2,-2) $$ is $$ n=4 $$

Vector Operations:
To refresh your memory, for vectors of the same dimension the following are valid operations: Let $$ v = (a,b) $$ and $$ u=(c,d) $$ for each of the following statements. Ex: $$ v = (2,5) $$ and $$ u=(6,1) $$ then $$ v + w = (8,6) $$ Ex: $$ k =2 $$ and $$ k (-2,4)=2(-2,4)=(-4,8) $$ Let $$ \mathbf{u = (2,3,4) \mbox{ and } v = (-1,4,-3)} $$ then $$ \mathbf{u} \times \mathbf{v} =\left [ \begin{array}{ccc} i&j&k\\ 2&3&4 \\ -1&4&-3 \end{array} \right ] = \mathbf{i}(3 (-3)- 4^2) - \mathbf{j} (2 (-3) -4 (-1)) + \mathbf{k} (2(4)- 3(-1)$$ $$ \mathbf{u} \times \mathbf{v} = -25 \mathbf{i} + \mathbf{j} + 11 \mathbf{k} $$
 * Addition: $$ \mathbf{v + w} = (a,b)+(c,d)=(a+c)+(b+d) $$
 * Multiplication by a scalar, $$ \displaystyle k $$: $$ k ( v ) = k(a,b)=(ka,kb) $$
 * Cross Product $$ \mathbf{u} \times \mathbf{v} = \mathbf{w} $$

Lesson on Solving Boundary Value Problems with Nonhomogeneous BCs

 * Watch [[File:Temp.ogg]].

title: Boundary Value Problems/Lesson 5.1


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User talk:Dmulhall

Studying Tips

Studying can often be a struggle for many students. Students may find it difficult to concentrate for long periods of time, or may not have enough time to study in general. When studying, it is important to follow the guide to improve grades and reduce stress.

Step #1: Make a list of things you need to study. Check off the things you know very well, and highlight the things you need to work on. Step #2: Make a schedule to stay organized. Step #3: Read notes over several times. Step #4: Get someone to quiz you on the information. Step #5: Eat well and get good rest.

This will work.

title: User talk:Dmulhall


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User:Rbg1961

About me: Extramural business studies student at Massey University, New Zealand completing double major in Business Information Systems and Financial Economics. 2009 semester 1 papers: Advanced Business Finance (Corporate Finance) and Econometrics

title: User:Rbg1961


text:
User:Tigey

See my main User page at Tigey! =Common.css Additions =

=Common.js Additions=

title: User:Tigey


text:
Introduction to Visual Studio 2008

Pulled verbatim from Microsoft Visual Studio

Microsoft Visual Studio is an Integrated Development Environment (IDE) from Microsoft. It can be used to develop console and graphical user interface applications along with Windows Forms applications, web sites, web applications, and web services in both native code together with managed code for all platforms supported by Microsoft Windows, Windows Mobile, Windows CE, .NET Framework, .NET Compact Framework and Microsoft Silverlight.

Visual Studio includes a code editor supporting IntelliSense as well as code refactoring. The integrated debugger works both as a source-level debugger and a machine-level debugger. Other built-in tools include a forms designer for building GUI applications, web designer, class designer, and database schema designer. It allows plug-ins to be added that enhance the functionality at almost every level - including adding support for source control systems (like Subversion and Visual SourceSafe) to adding new toolsets like editors and visual designers for domain-specific languages or toolsets for other aspects of the software development lifecycle (like the Team Foundation Server client: Team Explorer).

Introduction
Visual Studio functions as the code editing area, form designer, code validator, compiler and library browser for a software development project. It supports languages by means of language services, which allow any programming language to be supported (to varying degrees) by the code editor and debugger, provided a language-specific service has been authored.

In this course we will be exploring installation, initialization, and basic use of the IDE for the purpose of writing VB.NET software.

Download
If you have not already, download the 90 day trial of Visual Studio 2008 Professional and .NT Framework 3.5 SP1. As with most development related software installation of these packages (and depending on your system/domain security policy, downloading too) requires at least Local Administrator privileges. Keep in mind that Visual Studio 2008 Professional is about 3.4 GB, so it would be best to start the download and then go off to do something else for a while. Additionally, installing .NET 3.5 and Visual Studio both require a lot of time (Will update this when I do fresh installs).

Install
It really does not matter what order you install these packages in. As .NET framework is used by many programs today, I typically install it well before ever installing Visual Studio.

It is recommended that the MSDN documentation (2nd selection in the screenshot to the right) be installed along with Visual Studio.

If you intend to use the SQL Server 2008 180 Day Trial linked from the course description page, do not install SQL Server 2005 Express. Additionally for the scope of this course, you do not need to install the language runtimes for C++, C# or J#.

Other than the above considerations, there is very little to installing the software. On to the initialization.

Initialize
The first time Visual Studio is run it asks for the user to define the default environment settings. For the purposes of this course, please choose the Visual Basic Development Settings selection and press Start Visual Studio. Note that there is also a check box for viewing RSS material. While this is not important for this course, the news that is downloaded (depending on the default settings you selected) will give information on language specific news (How-tos, tutorials, etc.) or Visual Studio specific news.

Basic Use
There are several levels of hierarchy in the Visual Studio file saving scheme.
 * Solutions : Comprised of one or more projects. Typically most solutions start with one project and incorporate more as the application progresses and becomes more sophisticated.
 * Project : Incorporates one or more Items that all describe actions for a certain operation (i.e. GUI and related logic in one project, SQL server project to handle data interchange, and custom class project from another language to handle ImageList population).
 * Item : (include but not limited to the following)[[Image:VS2008 New Project.png|thumb|150px|New project]]
 * Form : A window with any number of controls (such as text boxes buttons, list boxes, etc.)
 * Class : Used to describe a custom class of objects and the properties, methods and events that make them up.
 * Resource : A file that incorporates any data that the project might need (Often things like images, icons, settings, etc)

Open the IDE and select Create: Project... or File>New Project from the menu. In the New Project Dialog Select Windows Forms Applications and change the name to Hello_World.

Form1.vb is the first Windows Form created by the IDE. On the right side of the screen is the Properties window with all of the Form properties displayed in alphabetical format. On the left side of the screen are two pop out tabs, Server Explorer and Toolbox. Server Explorer allows you to view services, event logs performance counters (most useful with software that writes values to the event log or require services to run.

The toolbox contains controls and structure that will be used to populate forms. Probably 90% of the time you will be using controls in the Common Controls section of the toolbox. These include buttons, check boxes, list boxes, combo boxes, labels, etc. Any one of these items may be drug onto the blank form and dropped there, and then customized (mostly appearance) from the properties window, and have logic code written in the code window to support it's operation.

Example
Lets start with something simple:
 * 1) Drag a button onto the form.
 * 2) In the properties window
 * 3) Change the Text to "Hello World" (do not enter quotes)
 * 4) Change the Name to "btnHelloWorld"
 * 5) Double Click on the button
 * 6) In the code window that opens, type the following code between the Private Sub and End Sub lines

Assuming you typed the code instead of copy/pasted it, you should have seen a small window pop up as you were typing with suggestions of items you might want to put in. This is Intellisense. It contains the classes, namespaces, methods (functions), properties, events, variables, constants and arguments that are currently accessible. vbNewLine is a constant which equals two characters (Carriage Return and Line Feed) MsgBox pops up a simple Windows dialog box with the text in the parentheses in it and an OK button (more than this, but we will get to that later).

Now, click the green triangular play button or Build>Start Debugging...

The form will load and it will have the button you created in it. Click the button and the message box will pop up with the message in it.

In the next lessons we will look at some of the basics of the Visual Basic language and then create a form that uses some of that information.

title: Introduction to Visual Studio 2008


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User:AllPurposeScientist

See: Wikipedia:User:Mod.torrentrealm

title: User:AllPurposeScientist


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Visual Basic .NET/Introduction

This lesson will describe the fundamental ideas behind Visual Basic .NET. This will include Data Types, Code Blocks, and Definitions of some key words as well as a project to implement this information.

Data Types
One important distinction between Visual Basic prior to .NET and VB.NET is that data types were initially very flat. A variable that was a string was just a pointer to a memory address that held a series of characters in it. VB.NET changed this (actually the .NET Common Language Runtime did) so that a string variable is actually an object with its own methods, properties and so on (more on this later). Really you need to be aware of the most common data types and how they work.

Try This
Type the following into the code window within a subroutine (Between Sub and End Sub) Assuming you typed that rather than copy/pasted it you should see an Intellisense box with several entries in it. These are functions and properties of that instance of the String class. In Previous incarnations of VB, to get the length of a string (the number of characters in it) you would invoke a function called Strings.Len to get the length, something like

Now each string is an object that has all of the functions that you would use to get information about it or modify it right there in it. So you will now have something like so:

This does not really save a whole lot of space, but it does make it easier to read.

Code Blocks
There are several different code blocks that you must be comfortable with before we start coding. These are the following:
 * Subroutine - One or more lines of code that may or may not take an argument (a value passed from another code block) that does not return a value.
 * Function - One or more lines of code that may or may not take an argument that returns a value.
 * Enum - A code block that sets up an enumerated value list. Enums allow you to create listed items of a type so that you can keep track of them much easier when you code.

Scope
You probably noticed in the examples above the words Public and Private. These two, along with others determines scope of the Sub, Function or whatever. An item that is public may be seen from other Classes (each form is a class separated from other forms) and other projects. Private items may only be called from the class that it is in. If Private Function TimesTwo is in the Form1 class, and I have code that I want to be able to call it from the Form2 class, I will have to do one of two things, I can make a public sub in Form1 that calls the function for Form2 or I can use the Friend Scope to friend Form2. All other classes will still be unable to call the function, but Form2 will be able to. The IDE automatically sets event handlers (like the btnHelloWorld_Click procedure above) as Private. These procedures are the code that should be executed when a specific even happens to a control. All controls have them, and the Form itself does too. Click, DragDrop, KeyPress, etc, all help define how the control works. Since you typically do not want anyone's code directly executing one of these procedures from outside, they are set to Private.

Definitions
Example: The above car class has a means by which you can describe it, as well as a function to let you add mileage to it other than by saying MyCar.Mileage += 15. Instead you can say MyCar.Drive(15) and 15 will be added to the mileage.
 * Class - A definition or template for an object. In this case think of a class as a list of properties that make the object up, and functions that allow the object to do something.

Exercise
Lets start a new Windows Forms Application project.
 * 1) Add the following controls to the form and position them as you see fit.  Additionally use the Properties box to assign them the appropriate properties.
 * 2) Textbox
 * 3) Name = txtMyText
 * 4) BackColor = Light Red (Left Tab, Top Red Color)
 * 5) Button
 * 6) Name = btnCommit
 * 7) Text = OK!
 * 8) Double Click on the button, and the IDE will create the appropriate even handler for the Click event.
 * 9) Add the following inside.

The above code demonstrates a topic in the next lesson (logical control structures), as well as a few of the ideas from this lesson.

The Dim statement at the top declares (Dimensions) a new variable named strText and sets it equal to the text property of the txtMyText control on the form. The Dim statement doesn't have to assign a value (Or object reference). You can do that on a separate line, but I typically do so on the dimension line. Next you have the If...Else... statement which tests the value of the text property. If it is empty, then it tells you so with the MsgBox. If there is text in the textbox (after the Else statement) it sets all of the characters to their uppercase versions (using the string objects .ToUpper method), and sets the background color to forest green.

While this code is not terribly useful, similar code is used to show users that the value that they have typed does not match what the textbox is expecting. For instance, what if the textbox is for an IP address, and the user enters a MAC address instead. You could write code that would recognize that the value in the text box is not an IP and turn the background red and disable the commit button.

One last thought
I have not yet commented any code, but I will soon when the code starts gtting more complicated. Un-commented code will take extra time to decipher when you have come back to it several months down the road. "Why did I do it that way? What is this variable for? Why did I blah blah blah when I could have blah blah blehed?"

Comments can be any sized and are denoted by a preceeding apostrophe (single quote if you like). I often block off areas of code that take care of a specific set of property assignents or something.

There are some third party programs that can help make nice looking comments, but the first step is to resolve to comment the code well. Additionally, the next version of VB.NET will have a feature to allow for XML based commenting with some automated IDE entered XML tagging and whatnot. Read about it here.

title: Visual Basic .NET/Introduction