text:
User:Bryansanders

Bio
My name is Bryan Sanders, I'm 25, and I just moved to the city of Seattle from my hometown of Kalispell, MT. I came in the hopes of obtaining a BFA in Media Arts and Animation from the Art Institute. After graduating high school in 2002, I enlisted in the U.S. Navy. After several years of training, I was stationed in Pearl Harbor, HI, aboard the USS Greeneville (a fast-attack submarine). My job consisted of sitting at the control panel of the nuclear reactor that powered the sub. Kind of like Homer Simpson's job, only less donuts/fresh air/sunlight. After being discharged from active duty, I studied art at Flathead Valley Community College in Kalispell. I got my AA degree in May. After I leave this school I hope to get a job in film or video games...or possibly do freelance work.

I enjoy snowboarding, camping, playing guitar, photography, and lots of other stuff...

Always Wanted To Schedule

 * Topic

I always wanted to learn how to make a homebrewed beer!

 * Research Component

Research the history of beer! What ingredients/methods are used to develop different flavors/classes of beer? What kind of beer do I like the best? What materials do I need to make my own special brew?

 * week 1

Work out details of what I want to do for this project.

week 2

Sample a wide variety of beers (in moderation, of course) from local breweries in order to pin down a favorite flavor. (I want to be able to enjoy my final creation to the fullest!)

week 3

Get to the library to research beer recipes and try to develop something unique.

week 4

Purchase materials necessary to construct beer-making machine! (Want to try to make one from scratch, but if that doesn't work out, buy a kit!)

Assemble and start brewing "Bryan's Brew" - I know, Lame name. I'll think of something better.

week 5

Continue research. What kind of foods could I make with my beer as an ingredient? Look into possible homebrew competitions that I could enter.

week 6

Design labels/packaging for my beer. See how I could get some of my beer into bottles. Recycle empties from prior research? Make an outline for final presentation.

week 7

Develop final presentation. Check on brew's progress. It should be pretty close to finished by now.

week 8

Finish brew and bring in samples for the class to try during final presentation.

Midterm Assignment 1: Taste & Aesthetics
While I liked most of the sculptures at SAM Olympic Sculpture Park, I did manage to find one that I more or less hated. Beverly Pepper’s “Persephone Unbound” did absolutely nothing for me. It basically looked like a tall, skinny, ugly rock that somebody dragged in and stood up in the park. I almost walked by it without looking thinking that it was a part of the landscaping, but then I saw the plaque and realized that no landscaper in his right mind would want this nasty looking rock in his garden. I looked at another one of her sculptures that happened to be just a few feet away, “Perre’s Ventaglio III,” and decided that I liked that one, as it bore no resemblance whatsoever to her other piece. I checked the dates and realized that she had completed the ugly rock statue over 30 years after completing the one that I liked. Maybe she had gone a little nuts in her old age… or maybe just ran out of good ideas. I did a little more research and found that she likes to convey themes of nature, spirituality, and fluctuation of space in her art. I had also recently been on a trip to Hawaii, where I got to go on a special tour of some sacred grounds. There, people worship nature, and believe that spirits inhabit the trees and rocks and water. Some rocks would even have offerings placed before them and you could almost feel a sort of energy emanating from those rocks.

When I went back for round two, I decided I was going to be as open-minded as possible and try to see if I could feel any of that rock-energy or vibrations of Persephone’s tortured soul. I stood there for a good 30 minutes before deciding that there was nothing too special about this rock, other than it having a slightly interesting shape. I could maybe draw some comparisons between this rock and the underworld and bondage vs. freedom, but overall, I still hated it. I don’t think I’m going to change my mind on this one, and I don’t feel like that’s a bad thing. Some times it’s good to know what you like and don’t like. It gives a sense of comfort… certainty in an uncertain world. I did my best to change my mind, but I guess, deep down I didn’t want to like the sculpture, so I wasn’t going to like it… ever.

Self-Assessment
This class has been one of my most rewarding of the quarter. I initially was dreading it, thinking I would never benefit from taking a general education class entitled “freshman seminar,” but I was pleasantly surprised. The “Always wanted to” project made me realize that those things that I’ve always wanted to do have taken a back seat to the more mundane day-to-day tasks. They seem unachievable most of the time, and really all you need to do is break it down into small chunks that are more manageable to take on. 8 weeks was a good time span to work with so that the goals didn’t keep getting pushed back. There was a deadline to keep and it really helped to maintain the focus. The idea of setting many small goals to achieve one big goal is not a new idea for me, but this is the first time that I’ve actually used the technique and it does work quite well. One of my worst habits is putting stuff off to the last minute. I think that I can take what I’ve learned in this class and apply it to my life. There will probably be many more weekly schedules in my future. Thanks, Steven!

title: User:Bryansanders


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Cyberculture/Social Media/Twitter

 * Twitter is an American online microblogging and social networking service on which users post and interact with messages known as “tweets”.

 * CEO: Jack Dorsey
 * Most active audience on Twitter is between age 18 to 29.
 * Minimum age to be on Twitter: 13
 * 126 million daily users
 * Originally a microblogging site, Twitter is now popularly known as a social networking site.
 * Twitter is available in 61 languages.
 * 80% of 193 UN member countries have a Twitter presence.
 * It has a unique interface that allows open access, which enables a faster and more efficient way to spread information.
 * Hybrid media source: forum, news outlet, personal communication portal, concise information, can post pictures and videos, etc.
 * Hashtag culture: first social media platform where hashtags were popularised.

Twitter can be utilised for learning, research, and teaching, if one desires. Learning on Twitter is quite possible if one has the intention to do so.

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

title: Cyberculture/Social Media/Twitter


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User:Marwaal-mtowaq

Always Wanted To Schedule

 * Topic Memorize A part from the holy quran

 * Research Component: internet and the quran itself

 * week 1: I will listen to it on audio over and over to memorize it

 * week 2: I will research the arabic terms

 * week 3: Research the arabic terms translate them into english languag

 * week 4: Memorize some more

 * week 5: Write notes on the meaning of each word

 * week 6: Search the internet for some more information about it

 * week 7: Practicce

 * week 8: Put my presentation togather

Midterm Assignment 1: Taste & Aesthetics
When I walked around and I noticed the many different shapes of the sculptures I couldn’t help but notice how simple they were. Honestly I thought I would walk into a building I didn’t think they were going to be outside. I thought most of them were really weird but I didn’t like the “EAGLE” it was built in 1971 it weighs about 6 tons and it’s pretty huge. It was given as a gift of Jon and Mary Shirley in honor of the 75th anniversary of the Seattle art museum. The reason I did not like is because I honestly thought I was pretty pointless, it didn’t have no design or shape or something meaningful the color was dual and the texture was even worse. I didn’t like it because I did not understand it, I tried to look at it in many different ways from one side only. I thought from far away it was something for the lights or the power system like they would have in Europe. I never thought It was part of the sculpture gallery. So now that I have looked at It I have to find some way to like it, so I went out on the other side of the whole gallery far away from it and I noticed it did have a beautiful shape to it. From up close you see things in every detail, you can even find mistakes in it, but when you are far away and standing at a different angle you will see it differently. So I stood from the top far away and I noticed its beautiful in the way its made I just didn’t like it up close because it was so intimidating I didn’t know where to start to look at. I had lifted my head and just was starring trying to find some focal point or maybe some point to it. Then when I stood far it gave Seattle a different light showing how people are so different in the way they think and do and create things.

title: User:Marwaal-mtowaq


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User:Robbieknapic

Bio
I create, therefore I am.

Always Wanted To Schedule

 * Topic

I've always wanted to get a job but was never allowed to...

 * Research Component

 * week 1

Looked around for businesses that were hiring. Developed a resume.
 * week 2

Talked with Andy from the school, applied for a job as a Tech for the school, the job was given away before my interview came up. Looked for more businesses that were hiring.
 * week 3

Turned in applications from week 1 and 2. Looked for more businesses. Did internet research on how to look when looking for a job, how to act, and what to say.
 * week 4

Turned in more applications. Checked Craig's list, found nothing within the area that didn't require some kind of a license or years of experience. Checked up on applications from week 3.
 * week 5

More applications...Checked up on the applications from week 4 and re-checked the ones from week 3. Got yelled at for wearing jeans when asking for an application.
 * week 6

God must hate me. More applications, more checkups, no replies. Was told lpaces that previously told me they were hiring apparently never were hiring.
 * week 7

Was called in for an interview at Cost Plus World Market. Interview went well, but I was not called back.
 * week 8

Turned in a couple more applications, am still awaiting a reply.

Midterm Assignment 1: Taste & Aesthetics
Of the art from the sculpture park, there was really about only one piece that I did not like. This piece was “Bunyon's Chess” by Mark di Suvero. To me, this piece looked like a complete waste of space and materials. It is a giant metal-framed pyramid with some logs hanging from it. To me, the idea seemed to be a waste of space and an eye-sore. While I know not all art needs to be beautiful to be called art, I generally think that it needs to serve a purpose. The only purpose I could see in this piece was that it was rotting logs hanging off of a rusting metal frame.

Upon closer inspection, the piece really didn't look much better, so I took to the internet to come up with an answer for why it was made, in an attempt to understand the piece. What I found was a surprising description that still...made absolutely no sense to me. The artist was apparently trying to make the impression of large brush-strokes in the air using the logs, and used metal versus wood to create a contrast. Unfortunately, I do not think this was one of his best works. After checking some of the other sculptures that he has done, I still cannot bring myself to really...like this piece. To me, it is still logs hanging from a pyramid.

The concept is alien to me. I am trying to understand it, but it is so non-objective that it is hard for me to really wrap my mind around it. Never a fan of non-objective art, the fact that it is an eyesore and that the targeted meaning behind the piece is unclear have kind of put me off to it. Other pieces by the same artist are beautifully done even if they are not objective. They at least, use shape and curve and line to an advantage, and while not outright beautiful, at least display elements of design that I understand and can appreciate; whereas, “Bunyon's Chess” still remains to me as something that would be more appropriate inside the chimpanzee exhibit at the zoo, as one of the toys for them to climb on. Perhaps if a stuffed chimp was put on top of the sculpture, I would like it better.

title: User:Robbieknapic


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User talk:Robbieknapic

Hello Former Student!

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

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

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

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

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 06:43, 19 July 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Please post your Always Wanted To schedule. Best, Stevenarntson

title: User talk:Robbieknapic


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User talk:Bryansanders

Hello Former Student!

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

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

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

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

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 09:50, 19 July 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Bryansanders


text:
Tisha B'Av

Introduction
Tisha B'Av (Lit. 9th of Av) falls on the 9th day of the Jewish month of Av. Tisha B'Av is a fast day commemorating the destruction of the first and second Temples in Jerusalem.

On Tisha B'Av one may not eat, drink, have marital relations, wear leather shoes or bathe.

What happened on Tisha B'Av
Tisha B'Av commemorates 5 tragedies that befell the Jewish people on that date:
 * 1) It was decreed that the generation which left Egypt would remain in the desert for 40 years and not enter the land of Israel, after believing the inaccurate report of 10 of the 12 spies in the year 2449.
 * 2) The first Bet Hamikdash (Holy Temple) was destroyed on 9 B'Av in the year 3339.
 * 3) The second Bet Hamikdash (Holy Temple) was destroyed on 9 B'Av about 1948 years ago.
 * 4) The city of Betar was captured and tens of thousands of Jews were killed in the year 3893.
 * 5) The wicked Turnus Rufus plowed the site of the Bet Hamikdash and its surroundings and renamed it Aelia Capitolina, also in the year 3893.

Since these tragedies occurred on 9 B'Av, it was decreed as a day of fasting and mourning.

Other tragedies that happened on 9 B'Av:
 * 4,000 Jews were expelled from England by King Edward I in the year 5050 (18 July 1290)
 * 300,000 Jews were expelled from Spain by Isabella of Castile and Ferdinand II of Aragon in the year 5252 (2 August 1492)
 * World War 1 started in 5674 - 1 August 1914 - with Germany declaring war on Russia
 * 8.000 Jews forcibly removed from their homes in Gush Katif by the Israeli government (15 August 2005)

Fasting
On Tisha B'Av almost everybody needs to fast.

Pregnant and nursing mothers need to fast on 9 B'Av even if it causes them discomfort, unless it's dangerous to their health.

During the first 7 days after childbirth, a mother is not allowed to fast.

Anybody who isn't healthy should only fast for a few hours. This includes a mother between 7 and 30 days after childbirth unless she feels up to fasting.

Children are not allowed to fast.

Those who are not fasting should limit their food intake to the bare minimum; only bread and water if possible.

On the fast of 9 B'Av it is customary not to sit on chairs from the time the fast begins (next week, Wednesday afternoon before sunset) until noon the following day (Thursday).

Sitting low
Instead, one sits on the floor.

Anything within 3 Tefachim (about 9" - 24 cm) of the floor is considered as being on the floor.

After noon one may sit on regular chairs. However, all other restrictions of the fast apply until the fast is over at night-fall.

Work on Tisha B'Av
One may do "minor" work on 9 B'Av, such as turning on lights and driving.

Any work that takes times, as well as all business dealings, should not be done until noon, so as not to get distracted from mourning the destruction of the Bet Hamikdash - the Holy Temple in Jerusalem.

While one may go to work and open ones business on 9 B'Av afternoon, it's commendable not to.

One may have a non-Jew do ones work on 9 B'Av, and one may do any work needed to prevent a monetary loss.

Leather shoes
One does not wear leather shoes on Tisha B'Av, and therefor one must remove them before sunset.

One may wear shoes that have no leather in them; cloth, rubber and wood are OK.

Other clothing items made of leather are permitted.

Source
The laws of Tisha B'Av are documented in:
 * Shulchan Aruch, Orach Chaim 553 to 559
 * Kitzur Shulchan Aruch 122 - 124

title: Tisha B'Av


text:
User:UpperWest

Hi, I'm a technical writer in New York City, living on the upper west side of Manhattan, who has started reading the course on technical writing on Wikiversity. What I have seen is nicely done. I may have some things to add. Other topics may interest me as well...UpperWest

title: User:UpperWest


text:
User talk:UpperWest

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 12:40, 19 July 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:UpperWest


text:
User talk:Snark~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:11, 19 July 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Snark. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Snark~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 23:43, 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) 06:22, 19 April 2015 (UTC)

title: User talk:Snark~enwikiversity


text:
Sherlock Holmes Quotations

Sherlock Holmes Quotations

Sir Arthur Conan Doyle's master sleuth has inspired me to think deductively. This project endeavors to illuminate some of the Masters qoutes....with his philosophy of solving crime. In them, I believe Sir Aurthur was telling us something of life itself. With smaller steps in the right direction, we can solve some of our own internal mysteries.

Please add some of your favorites and we may unlock humanities mysteries together.

The game is afoot.

1. "You are absolute plate glass. I see to the very back of your mind." (The Mazarin Stone)

In this quote, Holmes is taunting his quarry. I know that you did it. It's just a matter of proof.

title: Sherlock Holmes Quotations


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User:Julian gregory

This is a place where I will put undergraduate essays that I am proud of. I put so much work into writing essays that delve into topics I am passionate about. For only myself and my teacher to read them is a waste. I think I do some good work, and want others who might be thinking about the same topics as me to be able to learn about things they might not have the time to look into.

My dual degree is in Women's Studies and Global Development Studies (with an 'anti-development' slant). Topics I cover are agriculture, spirit possession, eco-socialism, grassroots African movements/activism.

Julian Gregory

title: User:Julian gregory


text:
User talk:Julian gregory

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 22:45, 19 July 2009 (UTC)

title: User talk:Julian gregory


text:
User:Charliepina

Bio
Hi, Im Charlie Pina. I'm 21 years of age. Live off Dr.Pepper. I go to The Art Institute of Seattle for Audio Production. I like going to shows. Thats it.

Always Wanted To Schedule

 * Topic

To Learn About The Seattle Underground

 * Research Component

 * week 1

Pick Topic.

 * week 2

To Research the history of the Seattle Underground and discus why it is such a major attaction
 * week 3

Research
 * week 4

Research
 * week 5

Research
 * week 6

Visit the Seattle Underground and get 1st hand experience of the city.
 * week 7

Put together the pesention

 * week 8

Present

Midterm Assignment 1: Taste & Aesthetics
I chose to do my assignment on the sculptor “Persephone Unbound” by Beverly Pepper. When looking at this peace of work I found it very bland and boring. It didn’t really stand out much compared to the other work there. From my point of view it was just a rock.

When researching more into Beverly Pepper I found out she had a very long carrier. She also has more in the Olympic Sculptor Park. Which a lot of people (counting me) enjoyed, called “Perre’s Ventagilo III”. It was the sliver slinky like thing. It is by fair better then Unbound I found it more creative and original. It stood out a lot more the “Persephone Unbound.

Come to find out she has done work all over the world. She has done a lot of land art. “Gromlech Glen” located in St. Louis, Mo in the Lameier Sculpture Park. The work is pretty much cement steps. I have never seen stairs a new modern day art type thing.

I found out Beverly Pepper was born into the world on December 20th, 1922 as Beverly Stoll in New York City. She has studied in New York and over seas at Paris. Also, she lived in Rome for number of years working on art. She has done work from wood, clay, to welding, and much more. She seems to have a lot of work and wisdom of field. Not surprised by how long she has been doing it.

I still do not care for the art I chose by Beverly Pepper but, there are other pieces that I am found of. Some of her style I just don’t understand. I have not really been one that was into art so maybe I just don’t understand where she is coming from. Maybe soon one day I’ll get her work.

Midterm Assignment 2: Manipulation
Example #1

“No, I don't know that atheists should be considered as citizens, nor should they be considered as patriots. This is one nation under God.”

Quote from Geogre W. Bush on August 27th, 1987.

After skimming through the different Logical fallacies; I beilive that this is a good expample of "Proof By Example". Too me he is saying to be a "American" you need a follow God. Which doesn't really click with me.

The defnition of a "Patriot" is one who loves and loyally or zealousy supports one's own country. Im pretty sure an atheist who belives in the rights of our country, or is over sea's fighting the war that Bush Started could love there Country as much as any Right Wing Christan.

Example #2

http://www.youtube.com/watch?v=GGHEhKo5Ils

I belive that this video is a example of "Obfuscation". I doubt when someone buys any kind of bad product they go and destoy there hole entire house. The first time I ever saw this commerical i was pretty confused. Funny though. It kinda make the hole "buying a bad game" thing out if cibtrik,

Self-Assessment
When coming into this class, I really did not know what to expect from it. I went into the class with a open mind and open ears. I don’t really understand how learning about “critical thinking” will help us now. Haven’t we been taught how to think since grade school? But with some of topics the class choose I think in way maybe we had to learn new researching skills.

I did like some of the thing we discussed in the class. I enjoy the feeling that the class sits down and have real conversations that matter. Talking about some topic that some classes would not even think about talking about. I like the way you sat down and talked to us like real people rather give us the feeling that you talking down to us.

I do fell I’ve learned something from this class. But, I don’t think it nessicarly has to do with critical thinking. I think I’ve learned to take things with open mind. Doing the review a peace of art project kind of made me more into that kind of things now. Hopefully I get you again through the school. I truly enjoy your teaching styles.

Always Wanted To Project
Why I wanted to learn this? I got really into the Seattle Underground when the T.V. show Ghost Hunters (SyFy channel) looked for investigated it for paranormal activity. But, I’ve really want to take the tour for just to learn about a city that for the most part i call home. Knowing about where you live is a very good feeling and I’m sure Seattle has a very interesting history. Which would make fun to learn about.

History: In the great fire of 1889 the city of Seattle was cover with smoke and fire. Which destroyed 25 square blocks of wooden buildings in the heart of Seattle. It was cause by a cabinetmaker accidentally overturned and ignited glue pot. The fire chief was out of town durning the time. Although, the volunteer fire department responded, they made the mistake of using to many hoes. Afterwords, the city voted on that the construction of the building being repaired where to be made of stone or brick masonry. Also, there was decision to build over the ashes of the old city. That is what created what we know today as the Seattle Underground. The city built retaining walls that where at least 8 feet or higher on every side of the destroyed streets. They also paved over the old street to effectively raise the new ones; making them one story higher then the streets bellow them. The city took time to recover from the great drop in water pressure. Pioneer Square was originally built on filled tided lands as a consequence, it often flooded. The new street level also insured that the toilets that drained into Elliot Bay didn’t back up durning high tide. Many people would write letter and call the city saying how the would love to see the Seattle Underground. Finally, in May 1965 the Junior Chamber of Commerce held its “Know Your Seattle Day”. Which they charged tours at 1 dollar a person. On the first day of the tours they took at least 500 people on the tour that day. Soon after the tour was opened to the public. Soon in May 1970 the mayor was presented with 100,000 names on a petition to naming 20 blocks on of Pioneer Square “The Historic District”. Later, Pioneer Square become Seattle’s first neighborhood to be listed in National Register of Historic Places.

What could I of done differently?: I should found the time a tried to take the tour earlier. Due to the my busy schedule I had a hard time trying to set aside time to go up and take the tour. I feel i put aside the assignment off long then i should of. I probably could of had this project much prepared then it is.

What did I learn? Over all i think a lot about how the fire affected the city. How in the long run it was able to make profit of a disaster(which maybe is a good thing).

Pictures: http://www.homelessissues.com.au/images/seattle-underground-homeless1.JPG http://www.plokta.com/plokta/issue19/tour.jpg http://www.theseattletraveler.com/wp-content/uploads/2006/11/seattle-underground.jpg http://farm3.static.flickr.com/2127/1661048516_842aadd40a.jpg

title: User:Charliepina


text:
User:Heatherjadewescott

English Composition [edit]

Self Assessment
Freshman Seminar [edit]

 * Topic:      Im going to research my heritage Native American ( Puyallup ) Tribal of indians. And i will bring in my drum to show off.

 * Research Component

 * week 1 I really didn't start my researching yea because i was still thinking of something to research.

 * week 2: im researching right now about my heritage and its going really good so far.

 * week 3 I have out some really good information about my heritage by researching more information about my tribe.

 * week 4 this week I am still working on my researching, but every thing is working out the way i want it to.

 * week 5 This week I started putting every thing together, I started my power point and it is turning out really great.

 * week 6 MIdterm

 * week 7 Education

 * week 8 Self Assignment

Midterm Assignment 1: Taste & Aesthetics
At first  i  did  not  like  this  peace  of  work  because  I  thought  it  had  no  felling  or  meaning  to  this peace  of  art  I  look  at  art  as  if  it  tells  a  story,  but  after  researching  the  Alexander  Calder   I  had  come  to  my realization  that  i like  this  guys  work. The person who  made  the  EAGLE   his  name  is  Alexander  Calder. Alexander made  smiler   pieces  like  the  EAGLE  all  around  the  United  States  and  Canada. Alexanders work  really  inspired  me  because  every  one  really  loved  Alexanders  work   also  the  EAGLE  was  given  as  a  gift  to  the  Seattle  Art  Museum. Looking at  this  peace  of  work  again  says  a  lot  now  meaning  meaning  Alexander  has  been  doing  this  for  a  very  long  time. Alexander took  after  his  father. After looking  online  about  this  peace  of  work  I  looked  at  all of  his  work  and   I saw  that  his  work  looks  the  same  but  just  different. I went  back  on  monday  and  took  pictures  with  my  camera  because   im  in  photography  and  I  took  it  in  black  and  white  and  it  looked  really  beautiful  and  I loved  the  pictures  i took  of  the  EAGLE. I would  be  willing  to  show  them  to  you  if  you  would  like  Steve. I can  now  look  at  the  EAGLE  in  a  whole  different  way  now  because  i  know  the  history  behind  the  art. Some day  I  hope  to  see  more  of  his  work  around  the  United  Sates,  but  now  I  know  we  have  a  really  nice  peace  of  work  around  the  Seattle  area.

Midterm Assignment 2: Manipulation
Swiffer wetjet - not every mop sends you flowers

Tag commercial - no meaning at all

Self-Assessment
What I learned in this class, well I kind didn’t learn any thing to be honest I saw no point in this class. I learned one thing I always used to be very shy to talk in front of a class but during this I learned to be comfortable in front of people. Also I learned a lot about my tribal stuff it was nice to learn so things like I never knew. I kind of liked the class I loved it when Steve played his music thing it was to see our teachers hidden talent. If I had advise I would say Pay attention in class and take notes some times if needed. I also learned to but your work on your hard drive if some thing does not work cause I embarrassed my self. Thanks Steve

title: User:Heatherjadewescott


text: User:Remijoffray

title: User:Remijoffray


text:
User:Heatherbroadway

Bio
I am Heather Broadway. I was born in Corpus Christi, Texas. My Mom and I moved from there and went to California, when I was eight, from there Mississippi at sixteen, and at seventeen, I joined the military and have been in Washington ever since. I am at the Art Institute to study Audio Production. My choice to attend the Art Institute was based on the creative learning emphasized here. My future goals are to graduate from The Art Institute with a Bachelor's degree and to have a fulfilling career in the audio and sound industry.Heatherbroadway

Always Wanted To Schedule

 * Topic

I want to incorporate running into my morning schedule.Heatherbroadway

 * Research Component

Find the benefits to running and schedule the time to get up and just do it. --Heatherbroadway 15:58, 23 July 2009 (UTC)

 * week 1 This week was about decision making; what to do this project on. The thought of learning something new was exciting, but I am in school for that. I chose to get back into better mental and physical shape by running. Heatherbroadway

 * week 2 During this week, I spent time mapping out a schedule that would fit my running into my already active and somewhat busy routine. As I was doing this, I was listening to The John Tesh Radio Show and he mentioned running is good for the mind, body and soul, kinda erie if I do say so. Heatherbroadway

 * week 3 After talking to a friend who just a few months ago started on a healthier lifestyle about my project, we decided to run Greenlake together. It had been a while since I ran, but I made it through. Fun times! Friday second run. Ran around the lake at my house today. It took me about 19 min to get all the way around it, and I think that the distance around is about two miles. Another research thing. I ran without any music which isn't something I would normally do, I now realize why. I think a lot, about everything. Music drowns that out, and all I hear is the music and I get lost in it, and the run isn't so long. Today, I noticed a lot of things I would never before because I would be in my own little world. I noticed my atmosphere.Heatherbroadway

 * week 4 My plan is to start a Monday, Wednesday, and Friday routine. I read in a health magazine once, that you have to allow your muscles a day to relax and recover, and fits my schedule. Running hasn't been in my "morning" schedule. However, it has become part of my "when I can fit it in" schedule. I have ran around a few places, but it hasn't been a Monday, Wednesday, Friday type of deal. What I have been doing a lot of lately is walking. Since I started wanting to do more exercise a few other things have changed within me. My eating habits are improving, and I have been driving my car less, taking the bus, and walking to my destinations.Heatherbroadway

 * week 5 I am going to ask the people closest to me if they notice any changes in me physically, emotionally, and within my attitude.Heatherbroadway

 * week 6 I want to expand my running atmosphere "comfort zone" so I want to check out new areas and trails to run.Heatherbroadway

 * week 7 My hope is to by this week have my Zune back. There is a certain rhythm to running, how far you go and how fast you go depending on the music you listen to, if you chose to. I want to look up if there are any studies on this.Heatherbroadway

 * week 8 I plan on keeping journal of my scheduled run days. So this week, I want to review my personal results.Heatherbroadway

Midterm Assignment 1: Taste & Aesthetics
The sculpture that I chose was Father and Son by artist Louise Bourgeois. Upon first look at this piece, I did not care for it. I could not understand or grasp the concept of what the artist was trying to say. Why were the pieces naked? Why did it seem that the pieces were drowning? Why are they reaching out to one another? Looking around the sculpture park, I noticed the bench sculptures and I found them to be very interesting. After researching the Father Son piece, I found that the same artist did the benches. The fountain is two figures, a father and a young son. Each figure is engulfed by water one at a time. The water is on a 24-hour timer, and upon each hour change, the water levels on the figures switch. A bell placed near the sculpture marks the hours. When both figures are displayed they appear to be floating above the water. Louise Bourgeois did all of these pieces especially for the Olympic Sculpture Park in 2005. A quote associated with the sculpture states, “My childhood has never lost its magic, it has never lost its mystery, and it has never lost its drama.” Bourgeois’ work is deeply symbolic. She uses her relationship with her parents and the role sexuality played early in her family life as a way to get her message across through art. Putting together Louise Bourgeois’ history, the benches, the symbolism, and just looking at the sculpture many times, I have had a slight change of heart. I cannot say that I am totally in love with this piece now, but I don’t dislike it as much. I can appreciate what the artist has to say what she was she was trying to convey. I do however, like other works done by this artist, and can see myself looking for more of her work.Heatherbroadway

Self-Assessment
In this class, I have learned what a fallacy is. I have learned to manipulate myself to like something that at first, I couldn’t bear to look at or understand. Although I already knew not to trust every piece of information on the Internet, we discussed how to dig deep and gather more information to decide for ourselves whether something is true or not. Because of a class trip to the Seattle Public Library downtown, I learned a great walking route to The Art Institute from where I get off the bus. I use that route everyday. In my “I Always Wanted To” project I learned a little more about myself; how I can accomplish a goal if I really and truly put myself into it. Misology was a subject where I learned something new as well. Before entering the class I had never heard the word, but here I discovered the word and the meaning. I acquired the art of class discussion. Having the instructor actually sit down in a desk like the ones we were in and just talk, discuss, and teach all at the same time, in the style that he did, was a cool learning experience. What I also took away from this class was that you don’t have to have to be “traditional” to learn something. Right now, I am learning to assess myself.Heatherbroadway

title: User:Heatherbroadway


text:
User:Kimaule

Group Name
Kim-Au Le, Suzanne Zimmer, Merrisa Shepherd, Xina DeMoss

Assignment 1 Research
Topic 1: Shopping - Consumerism GETTING AND SPENDING; LUXURY CALLING Fast Fashion CONFESSIONS OF A SHOPAHOLIC

title: User:Kimaule


text:
C programming in plain view

Part I : C Language
Visit [ C language in plain view ]

 * Introduction
 * Handling Repetition
 * Handling a Big Work
 * Handling Series of Data
 * - Background
 * - Basics
 * - Applications
 * - Examples

 * Handling Various Kinds of Data
 * Handling Low Level Operations
 * Declarations
 * Class Notes

See also https://cprogramex.wordpress.com/

Part II : C Standard Library
Visit [ C standard library in plain view ]

 * Character Processing
 * String Processing
 * Memory Allocations
 * I/O Functions
 * Memory Functions (in String Processing)
 * Mathematical Functions

Part III : Compiling & Linking
Visit [ Compiling & linking in plain view ]

 * Compiling
 * Linking and Loading
 * ELF
 * Binutil
 * Make

Part IV : Workings of gcc and ld
Visit [ Workings of gcc and ld in plain view ]

 * Workings of the GNU Compiler
 * Workings of the GNU Linker
 * - Overview
 * - Linking Process
 * - Example I
 * - Examples II

Part V : Workings of ELF files
Visit [ Workings of ELF files in plain view ]

 * Executable and Linkable Format
 * - Object Files
 * - Program Loading and Dynamic Linking
 * - C Library

 * ELF Study
 * - ELF Relocations
 * - Relocation Examples

Part VI : Assembly Programming
Visit [ Assembly programming in plain view ]

 * GAS (GNU Assembler)
 * GCC Inline Assembly
 * NASM
 * ld (Gnu Linker)
 * - Linker Script

Part VII : Debugging & Profiling
Visit [ Debugging & profiling in plain view ]

 * Background
 * Gnu Debugger
 * Profiling

go to [ Electrical_%26_Computer_Engineering_Studies ]

title: C programming in plain view


title: File:Intro.1.A.pdf


text:
User:Christianstecher

Bio
Hi, I'm Chris, 22 and I'm in the Audio program. I guess my hobbies include music, playing guitar and bass (mostly bass) ,running and causing trouble. I love going to concerts and letting myself get lost in the music. I recently ran the Bloomsday 12k back in May. That was my first run and I can't wait to go back next year. I also like to dance, but not any of the modern stuff, I can't do that. I've actually gotten into Ballroom dancing and so far I can Tango, Foxtrot and Waltz. Two dances that I want to learn are Argentine Tango and Salsa. You'll pretty much find me with my girl friend at my side, since we have A LOT of the same interests we're almost always together. It also goes the same for my friends, I would not trade any of them for the world. Coming from a weird punk rock/Catholic back round I have a wide variety of friends. Each one more entertaining and/or eccentric than the last. As for trouble... ask me about my misadventures...

Always Wanted To Schedule

 * Topic

Argentine Tango

 * Research Component

I'm going to research the history of Argentine Tango and what makes it so different from traditional Tango. I will also look at the difference of ballroom and competitive Argentine.

 * week 1

I was thinking of looking at the different routines and then slowly start to learn the steps, with my girl friend of course, and also start looking at the origins. Practice maybe three nights a week.

 * week 2

Continue working on the steps and hopefully start piecing them together. Dive deeper into the influences of Tango Argentine and learn the difference between Tango and Tango Argentine.

 * week 3

Knowing me... still working on the basic steps and maybe start venturing into the more challenging movements.

 * week 4

This is just wishful thinking... start combining the steps and start working with music, maybe even set up a theme for the dance.

 * week 5

Continue working on the steps and also start to critique my partner and have her critique me. Try to start on polishing the movements.

 * week 6

Get back into the research and start to draw parallels in the movements and steps as well as music. Continue practicing and polishing dance.

 * week 7

Gather all the info together and get down to dancing until my feet bleed.

 * week 8

Do final critiques for my partner and myself, do final practice/polish and then record.

Self-Assessment
One of the things I learned in this class is how I perceive things and people at first sight. For the most part I tend to stereotype people when I first meet them. In this way I can be slow to meeting new people and making new friends, though there have been instances where when I meet someone new I feel an instant connection, which hasn't failed me yet. In the aspect of the non-human, especially in ads; with ads I know it's difficult to see through the battle tactics of ads the constantly bombard us and just what kind of power they have over our pockets. But even deeper than that is the perception of ads and how they are read through a second or third person's eyes. I learned that through an open-minded group we can see the true meaning of hard to read ads and even see just how they plan in our culture and society.

I'm not sure whether or not I was unprepared for this class or not. It's true I had no idea what the class would be like and what our homework and assignments would be like. But it's also safe for me to say that I was not prepared for the type of assignments that we would be doing. In the past few years I've spent in college, I have not had a class that pushed my true ability to look at something from a different perspective. I enjoyed it and I wish that I will have more classes like this one during my time here at AiS.

title: User:Christianstecher


text:
Talk:Forms of Short-term Financing

Hi All, I need to know the risks for a buyer who signed a bank agreement letter with a vendor for open account payment and does not pay for it? does this cause a banks black listing to this buyer ?--220.241.126.193 07:16, 20 July 2009 (UTC)

title: Talk:Forms of Short-term Financing


text:
User:BrianRees

Bio
I was born in 1899.

Midterm Research Project
I'm not turning this in.

Final Public Art Project
I'm not turning this in either.

Self-Assessment
Self assessment: I'm awesome and very sexy.

title: User:BrianRees


text:
User:Thewinster/Sandbox/20090703060238

--Dharav talk 08:43, 20 July 2009 (UTC)
 * Comment: Hello there! I just replied to a timestamp. Now let's see what stuff does it edit?
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090703060238


text:
User:Thewinster/Sandbox/20090720084345

--Dharav talk 08:47, 20 July 2009 (UTC)
 * Comment: I have just edited the subtitute tag in notepad. Let's see what difference it makes.
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090720084345


text: User talk:Philippe

title: User talk:Philippe


text:
User:Thewinster/Sandbox/20090720084729

--Dharav talk 09:45, 20 July 2009 (UTC)
 * Comment: I wanna rock!!! ROck rock rock. Just testing how basepage thing works for this whole new gimmick!
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090720084729


text:
User:Avoxado

I am wiki enthusiast and teacher.

title: User:Avoxado


text:
User talk:Avoxado

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:04, 20 July 2009 (UTC)

title: User talk:Avoxado


text:
User talk:BrianRees

Hello Former Student!

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

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

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

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

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 13:52, 20 July 2009 (UTC)

title: User talk:BrianRees


text:
User:Thewinster/20090720145115

Thread post
 * Pairs of boxes
 * I am replying to reply 46. Will see what happens after 47 and 46 are simultaneously created!--Dharav talk 14:54, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

title: User:Thewinster/20090720145115


text:
User:Thewinster/20090720150138

New beginning!

Thread post
 * Pairs of boxes
 * OK. We start off and we'll test everything!--Dharav talk 15:07, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

title: User:Thewinster/20090720150138


text:
User:Thewinster/20090720150731

Thread post
 * Pairs of boxes
 * OK. I replied to the first button. What happens next?--Dharav talk 15:08, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

Thread post
 * Pairs of boxes
 * Replied to the base page!--Dharav talk 15:23, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

title: User:Thewinster/20090720150731


text:
User:Thewinster/20090720150853

Thread post
 * Pairs of boxes
 * Reply to the second reply button!--Dharav talk 15:10, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

Thread post
 * Pairs of boxes
 * Reply to the second button.--Dharav talk 15:11, 20 July 2009 (UTC)

Additional notes

 * Some browsers will not see rounded corners. Rather the corners will appear square.

 * reply[]

title: User:Thewinster/20090720150853


text: User talk:Mvcfalcon

title: User talk:Mvcfalcon


text:
User talk:TheProf

1000 Songs
Hi. Can you explain the purpose and contents of this learning resource to me ? Thanks. --S Larctia 13:36, 5 October 2011 (UTC)
 * Please respond: there are potential issues with your mass-creation of these pages on "songs" which need to be resolved. S Larctia 13:46, 5 October 2011 (UTC)

Sure. It is a hymnology project. The plan is for it to be open content, contributed by my students (and others). Much of the content will be short explanations with wikipedia links. Other content will be student compositions in pdf and/or audio files. The "songs" are mostly public domain hymns, with student editing and tunes supplied. I'm open to advice.

I'm also not clear on whether I put it in the right place or set it up well. School of Music seemed to be the right school, but this project is specifically sacred/congregational music. It should not be the only learning project in the Sacred Music division, and it seems there should be another layer between Sacred Music, and even Hymnology, and the 1000 Songs Project.
 * You might want to consider making the pages on individual songs sub-pages of the main resource. I think it's fine to put it in the Sacred Music division as it is - there will probably be more resources in the division in the near future. Please ask for any assistance if you need it - I'm a custodian here and can delete pages etc. S Larctia 20:31, 5 October 2011 (UTC)

Why, thank you! Can you tell me how to make those song pages as sub-pages? That's what I was trying to do, but I guess they are simply links instead. You should create them at 1000 Songs/"whatever you want to call the subpage". I'll move the current ones to subpages for you. --S Larctia 15:25, 6 October 2011 (UTC)

Thanks! I appreciate your help. After I wrote back last time, I guessed about how to do it, and it seemed to work. Thanks for moving the rest for me. We're in business!

Dead links et al
The music links is dead. I do nit care about the music. I care about the translations. Looks like nobody is working in this. Since this was started and abandoned can we rework it? To give alternate English translations? DErnestWachter (discuss • contribs) 02:59, 5 October 2019 (UTC)

title: User talk:TheProf


text:
User talk:Poetlister 2BY24

Please do not place incorrect and/or misleading templates on pages as you did here. --mikeu talk 17:34, 20 July 2009 (UTC)

title: User talk:Poetlister 2BY24


text: User talk:Assembler

title: User talk:Assembler


text:
User:Snark~enwikiversity/Hunt

Pausing for some time. --Snark 09:32, 7 March 2010 (UTC)

title: User:Snark~enwikiversity/Hunt


text:
Tibetan language/Common words and phrases

Common words and phrases

 * YouTube: Common words and phrases


text:
User:Snark~enwikiversity/Darwin

Pausing for some time. --Snark 09:32, 7 March 2010 (UTC)

title: User:Snark~enwikiversity/Darwin


text: User:Bff

title: User:Bff


text:
User:Bubba hotep

Hello. I am Bubba hotep.

title: User:Bubba hotep


title: File:Intro.2.A.pdf


text:
User:MicahPhilpott

Self-Assessment
I really enjoyed learning about art through out different time periods. I knew nothing about any of the art movements that were discussed. I've took it upon myself to do some research on the artists that I have interests in. I think I have a lot more to learn about art in general and Humanities was a great start. In class I think I basically took in the information and did a lot of research on my own. I think I could of commented and been apart of class discussion more. I did like hearing from fellow classmates about what they thought about certain topics. I should of put my two cents in. On being prepared to continue my studies, I feel like I'm better prepared after this class. There were topics like public art and copywriting that will help me in the future. Some of my favorite parts of the class were the public art presentations. Also I enjoyed going on the art walk. My absolute favorite part was going to the galleries and watching Steve play in Pioneer Square.

title: User:MicahPhilpott


text:
User talk:MicahPhilpott

Hello Former Student!

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

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

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

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

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 22:38, 20 July 2009 (UTC)

title: User talk:MicahPhilpott


text:
User:Hjfrew

Bio
My name is Hutch. I'm a Graphic Design major new to Seattle. At the end of my time at the Art Institute, I hope to find a job designing websites and album art for musicians. I draw all the time and am constantly trying to improve myself in that regard as well as in any other artistic endeavor I come across (such as my goal for this quarter). Thanks for reading.

Always Wanted To Schedule

 * Topic

I've always wanted to contribute to and work in a professional art gallery. Specifically, this one: The Art/Not Terminal Gallery

I will be painting two separate pieces for the gallery. One will be under size, the other standard size. It would be fantastic if one of them sold, but that isn't necessarily what I would consider a successful run.

Update: Due to the way this class is scheduled and the way my chosen gallery operates, there was a mixup concerning submitting a piece. Therefore, I will still be able to submit within the time frame alotted, but I will not be able to report on volunteering in the gallery until the class is over. I will also be allowing the class to choose the piece I submit for the month of October.

 * Research Component

It is my aim, along with volunteering at and generating a piece for the gallery, to research the complete workings of the American art gallery. How do they operate? What is their history? These are the questions I wish to answer as well as whatever else crops up between now and Week 8.

 * week 1

Gather resources/inspiration for first piece. Visit another gallery.

 * week 2

Finish first piece. Visit more galleries.

 * week 3

Visit more galleries.

 * week 4

Visit more galleries. Work on Second piece.

 * week 5

Visit more galleries. Work on Third piece. Research.

 * week 6

Visit more galleries. Work on Fourth piece. Research.

 * week 7

Research.

 * week 8

Submit piece One. Research.

Midterm Assignment 1: Taste & Aesthetics

 * A few days ago I wandered into the Olympic Sculpture Park with my sister. We were on a mission. I was to find a sculpture that rubbed me the wrong way. Unfortunately, as I progressed through the park and paused briefly to consider each piece (all along my sister pleading with me to find something I didn't like) it became increasingly apparent that I was almost forcing myself to not like what I saw. And in the end, the truth was that I enjoyed pretty much everything in the park. Even "Bunyon's Chess." Everything, that is, until I came upon a piece by Beverly Pepper called "Persephone Unbound." At first, I wasn't sure what was wrong with it, but I knew I didn't like it.
 * Maybe it was its color or its texture. Truly, I don't really know, but it did bother me. Later in the week I sat down at a computer and attempted to force myself into enjoying "Persephone Unbound." I started with the artist herself - Beverly Pepper. What I found, other than a very poorly designed website, was a sculptor that had been working tirelessly since the 1950s producing piece after piece, touring all throughout Europe and the U.S. and not only did I have this overwheloming sense of "Who am I to criticize someone this talented?" I also began to appreciate the piece. Maybe it wasn't misplaced. It sat amidst what seemed like a very "industrial" part of the park, and had originally struck me as odd. Returning to its spot, however, and looking at it again, I didn't just see what appeared to be a randomly cut hunk of wood (it was actually bronze), but rather something entirely new. I now knew it was loaned to the park in 1965. I also knew Pepper's thoughts on the piece. Of it, she once said, "What I am concerned with is working out a passage from one place, or one situation, to another. Final, ultimate questions don't interest me." And I found that fascinating.
 * Now looking at it, I'm not sure what put me off of the piece. Maybe I didn't understand the concept or the hard work it took to complete it. But I suppose now I do understand, and because I understand, I am able to enjoy "Persephone Unbound" fully and without prejudice.

Midterm Assignment 2: Manipulation
Logical Fallacies:
 * Non Sequitur - The PS3 Sucks.
 * Truth Through Humor/Dubious Authority - Coca-Cola Is Literally The Glue That Holds The Universe Together.

Misuse of Language:
 * Weasel Words - Lunesta Ad.
 * False Dilemma - Verizon Wireless Ad.

Self-Assessment
How do you evaluate yourself in a class that seemingly has very little meaning? We talked a bit about ideas and thinking, but it is difficult to really pinpoint your progress in a class like this. I suppose the most obvious questions are “Do I think critically?” and “How has my general view on ideas changed?” And honestly, I do not know if either of these have changed from our first meeting. This is certainly less a failing in the way the class is taught and more a failing in my own capacities. I tend to ramble, however, in these sort of assignments, so let me say it as plainly as I can: I have become aware that there is such a thing as critical thinking and have more of an idea of what it is. Furthermore, I now take the time to make sure I have more thoroughly investigated something before deciding I could not achieve it or did not enjoy it. It certainly was a pleasure to take something I had initially not enjoyed and turned it into something I learned to appreciate. Somehow I ended up appreciating that thing more. So if I feel like I have gained these two things, why do I consider myself to have not truly grasped these concepts? Because I can still hate things, and I can still blindly go with something I want desperately to believe. But I'm trying to change that, and I will continue to try and change that. I now realize that in order to do anything as an adult, I need to start thinking like one.

title: User:Hjfrew


text:
User:Danajonas

Always Wanted To Schedule

 * Topic: Differences in taste, body, overall experience of a variety of beers, and also figure out my specific personal preference.

 * Research Component: Field research of different beers as well as internet research and books about beer to gather correct and appropriate information.

 * week 1: I will start by collecting overall information from the internet to get me knowledgeable on the different types of beers, different amounts of hops, how to describe it properly and different alcohol contents and so forth. This will help me when I start my field research so that I will know what I am looking at and will be well versed in the language of the beer industry. What I actually accomplished: On top of researching different types of beer on the internet, I also went to the library and checked out an awesome book and a bunch of different types of beer. Should come in handy as I start tasting the different types of beer.

 * week 2: Look up different micro-breweries of the local area and elsewhere, and also bars I can go to that may have a large variety of beers I can try. What I actually accomplished: I looked up good beer taverns and bars on the internet and I found the website Yelp gave me a lot of information on different tasting night and large selections of beer. I printed that out and mapped my route to a couple of the locations that seemed exceptionally worthwhile.

 * week 3: Start field research. Keep a running log of what I've tried: what it's called, how it tastes, it's thickness, it's alcohol content, it's amount of hops and anything else at the time that seems significant and/or important. What I actually accomplished: Turned 21 this week! And got started on research right away ;) So far I've tried Maritime Old Seattle Lager, Blue Moon, Rolling Rock, Corona, Rainier, and a couple other local beers that I can't remember the names of. One thing I know I need to improve on at this point is my running list. I will start this the next time I continue research.

 * week 4: Continue field research, start to quiz bartenders on their knowledge of the beers they serve, and try out a couple new bars. What I actually accomplished: Started my list, with sections such as: hops, aroma, my personal opinion, type of beer, origin. It's been a fun time so far!

 * week 5: Get a nice draft on the computer of my progress. Continue research. What I actually accomplished: Got my draft on the computer and continued research by going to world market and getting a bunch of single beers. I have decided to focus my large topic on a more seasonal and regional approach. I will be trying all different types of beer from lots of different countries but I hope to become most fluent in Seattle breweries. Also because so many summer beers are available, I have chosen also to focus a little more on that as well.

 * week 6: Start to narrow down my liking and potentially build a stronger repertoire in that specific area. Finish up research. What I actually accomplished: My liking has definitely narrowed and I have become much more fluent in the language of beers. I can tell I am already better at telling my customers which beers to try, which ones are the best Seattle beers, and also what I think they might like depending on what they can tell me about their taste. I have also realized that I am very partial to hefeweizen and it's compatibility with fruit flavors.

 * week 7: Finish my report of information on the beers I have tried and start to lay out my presentation.

 * week 8: Finish getting my presentation together and practice a couple times to feel comfortable with it's layout.

Midterm Assignment 1: Taste & Aesthetics
I decided to do this project on Mark di Suvero’s piece Bunyon’s Chess. When I first came upon this piece as I walked through the Seattle Art Museum’s sculpture park, I thought it was hideous. It looked like tangled wire, old rotting logs and a lot of wasted effort. I thought “what is the point of this? what is this supposed to be saying to me that I’m not getting?” I mean obviously, it’s famous for one, because it’s in the sculpture park, and two, I’m sure other people really enjoy it. I knew I was missing something. When I did some research on him as an artist, to some degree a legend in the sculpture community, and his other work, my mind did change a bit. He was one of the first to use found objects and also to display them in a way in which they are balanced with the nature that surrounds them, such as wind, rain, and sun. I like innovators. I like when people do things that not many have done before. That shows original creative thought. I think that is true artistic integrity, and it’s hard to come by since most people are bombarded with other peoples’ work. It’s really hard to step outside that box of confinement that so many of us are forced into by no single person in particular. I think it is media and maybe even education that confines us and tells us what to do and what not to do with our creative minds. I like how he stepped outside these boundaries. When I went back, I had more of an appreciation of the piece, not to say I necessarily liked it. I do like the other piece of artwork he has at the sculpture park and I like a lot of his other work from around the world, but I still genuinely don’t like Bunyon’s Chess. I don’t think this is a lack of control over my brain. I think people have opinion’s and likes and dislikes purely because they know themselves best, and they know what is aesthetically pleasing to their eye. I was able to change my opinion of the piece to some degree, but Bunyon’s Chess is just “straight-up” not appealing to me.

Self-Assessment
Before I started the Art Institute I finished 2 and a half years at a University in Northern Arizona, so I sort of felt like I was already prepared for school. Since I didn’t technically consider myself a freshman of any kind I was really not looking forward to a class titled freshman seminar. I figured it would be a lot of stuff I already knew how to do and wasn’t really interesting in learning. Although this was true to some degree, I did really enjoyed some of the topics we looked at, such as how strong personal opinions can change quickly, and I really liked the “Always wanted to..” project. It forced me to do something I had always wanted to do, but had never been able to accomplish on my own without a motivating factor. The project did exactly as I had wished and I feel a lot more confident about my subject. I feel like I could have put more effort into the class in general, not that I did poorly, but my lack of motivation definitely affected me negatively. I do feel prepared after my first quarter at the Art Institute to continue on successfully at this school.

title: User:Danajonas


text:
Introduction to psychology/Psy102/Help-Support

===Help/Support===

For learning support, contact James Neill and/or post to the unit's talk pages.


text: User talk:Caraweyn1

title: User talk:Caraweyn1


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Talk:English literary canon

Project proposal: The Hunting of the Snark
I have a project proposal, as the Snark gave me some surprises more than 130 years after his birth (Carroll got the idea in 1874). The Wikiversity would be appropriate for such a project, as I found most sources in the WP and in the internet. Topic: Henry Holiday's illustrations to the Lewis Carroll's The Hunting of the Snark. As a result a "A document showing possible sources of Holiday's ideas" has been generated, which could be used as a learning tool for arts education: Henry Holiday's illustrations are compared with etchings, engravings and paintings made by earlier artists. --Snark 05:44, 21 July 2009 (UTC)

Spelling Corrections
Might it not be a good idea to spell "Walter Scott: Waverly" correctly? WAVERLEY

Likewise William Makepeace Thackery: Vanity Fair - should be THAKERAY

(2 October 2015 by 218.186.227.22)

 * ✅ -- Dave Braunschweig (discuss • contribs) 13:45, 3 October 2015 (UTC)

is tom clancy developed author
would he be considered developed author? en.wikinews.org/wiki/US_novelist_Tom_Clancy_dies_at_age_66 181.112.205.57 (discuss) 02:17, 8 January 2020 (UTC)
 * is this an opinion?en.wikiversity.org/wiki/English_literary_canon#Developing_novels118.179.78.14 (discuss) 02:19, 8 January 2020 (UTC)
 * clancy's last book is compared to rm's 50-0 pro record book: en.wikinews.org/wiki/Comments:US_novelist_Tom_Clancy_dies_at_age_66

title: Talk:English literary canon


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User:DeanMartin

center text ==Freshman Seminar==

Bio
My name is James Dean Martin Jr. I am a 19 year old student at the Art Institute of Seattle. I live in a small town called Port Orchard across the water from Seattle. I like old cars, playing guitar, video games, and reading books. I hope to some day have the world's biggest corvette collection.

Always Wanted To Schedule

 * Topic

Learn a new song on guitar
 * Research Component

See which way is the best to learn a new song and research the song and its roots tabs by ear by teacher
 * week 1

Choose song and memorize
 * week 2

Try to learn by ear
 * week 3

Try to learn by tabs
 * week 4

Find and learn by teacher
 * week 5

Practice song
 * week 6

Research song
 * week 7

Prepare presentation
 * week 8

Present

title: User:DeanMartin


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User talk:DeanMartin

Hello Former Student!

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

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

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

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

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 06:23, 21 July 2009 (UTC)

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

title: User talk:DeanMartin


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Tibetan language/Meta-language learning and acquisition

Meta, Meta-language, Meta-language learning, Meta-language learning and acquisition, what exactly does this mean? Well, I understand it to mean Meta, a discipline regarding how we do our discipline or activity. So this lesson is about how we maximize the potential of our language learning and acquisition...and the language we employ to talk about this and discuss it. This is where we define our tools, so we know what to gather, engage and sharpen!

 * YouTube: 'An easy way to learn foreign languages' by poliglotta80
 * YouTube: 'Foreign language learning without a method' by ProfASAr


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Tibetan language/Registration and introductions

Registration
If you are interested in becoming involved in whatever capacity with this language learning initiative, please register your interest within the Tibetan section of the Participant Coordination Register, Centre for Foreign Language Learning.

Introductions
Once you have registered interest as per above, please introduce yourself by leaving a note to all other people who have listed themselves as interested parties by leaving a note on their TalkPage. If you are unsure what this is or how to do this, give it a go and just see if you can intuitively find your way to do this. If not, do not be discouraged, as you will have instructions posted on your Wikiversity TalkPage which will provide information and resources for direction and assistance. This is generally done immediatley after signing up with Wikiversity, but sometimes you may have to wait until you next log in.

Important
If any of the following syllabus or course information within this learning initiative is challenging to understand or of questionable benefit in your valuable opinion as an experienced and experiential learner and teacher, please document what it is and either inform another project participant or place an outline of the recommendation or reservation it in the Tibetan Language/Developmental initiatives.


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Tibetan language/Developmental initiatives

This section is a wish list/brainstorm section to progress this initiative. It would be of value to organize this section somehow. Any initiatives would be most welcome. Some of this fodder may be harvested into intelligible units, lessons plans, others may require different kinds of action initiatives or other activities like networking or communication or researching and documenting on our weblogs for example.
 * Please all members of the team give this a good read Tibetan script and take notes of salient points on ur weblogs.
 * has anybody in this group ever written a course outline? Here is a kickstart for that: How to write a course outline
 * jump straight in the deep end and lets decide on a Tibetan script to turn into Wylie and then to render into English as a team, something of benefit for both ourselves and other sentient beings...suggestions please.
 * we need instructions to support people to enable their operating system of choice to render and enable Tibetan script and fonts. Please document how u do this on ur weblogs so we may extract and collate information for others who follow in our wake.
 * it would be wise if one of the team would research tools to harness assisted learning and memory retention. Here is a starting point Intelligence Intensification/Memory Techniques. What we specifically need are techniques to aid in the encoding of arbitrary signs and associating them with and grafting them to knowledge and information we already have. Arbitrary signs are ones that have no inherent clues as to what they denote. For further information on this refer Course in General Linguistics.
 * I have assempled contacts of mentors and process/project partners on the TalkPage of this article please include details of others you may know, we need to invite the inclusion of others and publicize and market this resource and learning initiative, any ideas?
 * Now this is a collaborative venture which I will focalize but it is imperative that we all contribute as we each have unique giftings and propensities
 * Please start editing and contributing so we may get this initiative underway!
 * It is very important to be self-reflective and document our learning on our weblogs. These can be structured in many many different ways. Lets take note of each others weblogs to learn innovations from each other and progress this together.
 * do we feel that a number of learning objectives should be broken into individual lectures or classes or something else? Or some hybridization...
 * i recommend that each of us play the Tibetan Alphabet Game for a few minutes every day. Just try to really memorize maybe one sign/sound every day in addition to playing the game. Any other ideas? Can somebody search the Internet and see if they can source other tools? The jigtenmig.blogspot has a number of listing of tools and this is a very powerful resource I am very privileged to draw your attention to.
 * Can somebody please investigate this site A Design Portal for Cocreating a Global Wisdom Community to see if it holds anything of value for us and if so please take notes on ur weblog.
 * We may want to conference with each other through Skype? Does anybody have any other insight into technologies and tools that may be of interest.
 * Can somebody please take the initiative to contact possible points of origin of a lotsawa for mentorship? Someone who will do pro bono work for us.
 * We may need to create audiovisual resources for efficiency...can somebody investigate how to do that? There will be resources for this somewhere in the Wikipedia and sibling communities. There may be a way to capture information from Skype can somebody please investigate if that is possible or other possible tools to do this. They will be free out there somewhere.
 * ...diglossia (literary and spoken Tibetan), which does constitute an enormous barrier to the learning and spread of Tibetan. Refer register.


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User:Nsaum75

 * m:User:Nsaum75
 * w:en:User:Nsaum75

he:User:Nsaum75 es:User:Nsaum75

title: User:Nsaum75


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User:Hannusia

I am an owner of School of Polish in Wroclaw. We organize Polish language courses in Wroclaw, Polish for foreigners for companies. In the Summer you can join our Polish Summer Courses that are held in Wrocław in June, July and August. In other months you can attend intensive Polish lessons either in groups or individually.

Learning Polish become quite popular nowadays but not really many people now that there is such opportunity to learn Polish as foreign language..so I just want to give this opportunity to foreignrs who come to Wroclaw.

title: User:Hannusia


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User:Zeljka~enwikiversity

Well, I have absolutely no idea how this works. I am Zeljka Jovanovic, from ex-Yugoslavia, living in France. I have been learning and translating Tibetan for 25 years or more (I am very slow), and I would like to continue learning from more experienced translators, and do my best to help people who know less than me. So much for now, Zeljka

title: User:Zeljka~enwikiversity


text:
User:Zepelin~enwikiversity

w:user:zepelin

title: User:Zepelin~enwikiversity


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User talk:Vitold Muratov

Уважаемые господа! Идея Викиверситета весьма заманчива для каждого, кто с трудом помещается в прокрустовом ложе Википедии.

Однако неплохо бы узнать кое-что поподробнее:

Где находится резиденция русской версии.

Как организовано администрирование и контакты между авторами, занимающими разные этажи должностной иерархии (если таковая имеется).

И множество ещё других организационных вопросов, которые решены в ВП, но для перового раза задавать здесь смысла не имеет.

И ещё, пожелание:

Возможность излагать свои мысли- это шикарно. Но считаю абсолютно необходимым договориться между авторами о стилистическом, шрифтовом и т.д. выделении оригинального материала, позволяющего читателю без затруднений производить отделение ОРИССа от заимствованных из других источников сведений. Разумеется, в Викиверситете должна быть организована служба соответствующего контроля (возможно, здесь следует договориться с ВП о расширении её деятельности в этом направлении и на Викиверситет)

С уважением-- Витольд Муратов (обс, вклад) 14:42, 21 July 2009 (UTC)

title: User talk:Vitold Muratov


text:
Ejump/e-Portfolios/Pre-course materials - Choosing Tools/Weblinks

Here you can find the pre-course links and documents condensed in a single document.
 * 1) Numbered list item

Choosing tools

Available tools Tools for portfolios

WebLinks

9 Principles of Assessment List of Assessment resources Article slides E-portfolios in Health System Case studies Site of resources Definitions Comparison of e-portfolios Article 21st century University Case Study Peer assessment and eportfolio Reflection and eportfolio

Back


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User:Khorwalung

=བཀྲ་ཤིས་བདེ་ལེགས་༑=

my given name is bill, my refuge name samten choga, my handle on twitter and here, khorwalung. i have been practicing dharma in the zen and tibetan traditions for a few years and started studying spoken and written tibetan about six months ago.

i found this site after being poked, on twitter, by b9joker108. *bowing to b9*

i have been collecting tibetan learning resources -- websites, books, audio recordings, etc -- since i started my studies. i also work with a tibetan tutor once a week for a couple of hours. right now i am focusing on learning spoken tibetan so i can communicate with my tibetan teachers. eventually i hope to be able to read classical tibetan dharma texts and translate. i am a slow-but-steady kind of learner.

i would like to find a way to help develop the site here. i am new to wiki-world, though, so it may take me a while to figure out just how.

title: User:Khorwalung


text:
Ejump/e-Portfolios/Objectives

After completing this part of the course the participants should be able to:

 * Know various concepts of digital portfolios;
 * Identify, validate and implement new methods and approaches to teaching and learning using digital portfolios;
 * Acquire skills in the use of digital portfolios in the context of teaching and learning;
 * Identifying the constituent parts of the eportfolio (internal structure);
 * Building a digital portfolio;
 * Provide a eportfolio of digital hypermedia structure in the organization of information, using hyperlinks to internal or external, to resources available on the web;
 * Know free and commercial software for creating digital portfolios.

Back

title: Ejump/e-Portfolios/Objectives


text:
Ejump/e-Portfolios/Reading Materials

Concepts

Learn and teach: pedagogical principles

Implementation in classroom

Proposals for digital portfolio construction

Evaluation methods

Tools for construction of digital portfolio (free software and commercial)

Eportfolio for all Europeans in 2010 - European Consortium Europortfolio

Back

title: Ejump/e-Portfolios/Reading Materials


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Learn and teach: pedagogical principles

The use of digital portfolios presents itself as an important tool to promote the autonomy, interactivity and integration of various elements, presenting itself as a stimulus for self-evaluation, peer review and evaluation of teachers but also includes demand for continuous improvement of the quality of teaching and learning.

Following this assumption, one must take into account that by using this tool for pedagogical work with students, one presents to you a new perspective of learning, which aims at a systematic analysis of its performance and allows them to record the process of acquiring new knowledge and reflection on them.

It is a task that requires to be clarified and negotiated with students at the beginning of the school year so that all variables are discussed together, and the student knows exactly the objectives and criteria for evaluation of this work.

The portfolio articulates itself several aspects that must be considered:

 * Practice education (focusing on student and the teaching-learning process);
 * Professional development (construction of knowledge, using representations, images, beliefs);
 * Curriculum (articulation of learning and skills - both inside and outside the school).

The portfolio should seek "respect the uniqueness of each student, their contexts and conditions of life, their cultures, their knowledge and" no knowledge "and, above all, the belief and confidence (evident through encouraging feedback) on their chances to overcome, for it can count on the help of sympathetic Other. " © 2008, Idalia Sa-Chaves

In this context, the teacher has a role as facilitator, because monitors the work of the student, knows it, understands it and can intervene in time in the process of training, feedback through timely, appropriate and positive.

According to the vision presented, the portfolio is characterized by:

 * A personnel process/product
 * Authentic and natural
 * Shared (with the teacher and possibly with the group)
 * Reflect what the students already know and what we still do not know
 * Highlighting the cultures, languages, the experiences and reflections of the author
 * Is open to new doubts and questions
 * Pro-active in looking for alternatives
 * Open for processing (as a possibility for change, innovation and transformation of knowledge, people, of situations, communities).

In addition to the skills and knowledge acquired, the portfolio should also record the errors, reflecting on them and found the attempts to tackle them. Only then the student's portfolio will describe the process of awareness and, consequently, progressive development and continued through sustained learning.

Under this reflective process, the portfolio is a "product" in the form of a final document, namely "an organized collection of productions on the experiences of training and the work of forming over a certain time, which can highlight the personal process of self-reflection, learning and development (personal and professional). " © 2008, Idalia Sa-Chaves

Each portfolio is unique, because it has a unique structure, designed in the light of the objectives; notes experiences (description/argument/reflection) and the theories that justify it; draws on several sources of information, records the growth and change in knowledge and student's learning throughout life in an authentic document.

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title: Learn and teach: pedagogical principles


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Digital portfolio

The digital portfolio is a new generation of modular curriculum vitae, which allows its user to interactively sort and update of all the knowledge and skills, and to prove professional and social achievements. As one possible starting point, the use of digital portfolios in the context of the classroom can be thought of as an educational tool, which allows the use of a different methodology, diverse monitoring and evaluation of the process of teaching and learning.

The electronic portfolio, also known as e-portfolio, or digital portfolio, is a collection of electronic evidence: text, electronic files, images, multimedia elements, blogs, links and other components. It is the electronic record of the journey of learning and skills acquired, therefore, beyond the material cited above, an e-portfolio also includes comments, assessments and reflection on the author's own work done. The e-portfolio reflects well the identity of each individual in each processing in context, as builder of his personal and professional development throughout life.

In a more comprehensive way, the digital portfolio can be viewed as an instrument of validation of skills, aimed at building a digital identity of an individual, discipline, organization or institution. In this context, it is presented as a set of definitions.

Examples
The e-portfolio has been proposed by several authors in a preliminary phase of approach to this issue:

1. "The Portfolios, as documents of the custom path of learning, are naturally rich and contextualized. Contains documentation organized with specific purpose that clearly demonstrates knowledge, skills, performance and specific provisions made over a period of time. The Portfolios represent established links between actions and beliefs, thought and action, evidence and criteria. They are a way of thinking that allows the construction of meaning, makes the learning process transparent and learning visible, crystallizes prospects and anticipate future directions." © Jones & Shelton, 2006: 18-19

2. "An electronic portfolio provides an environment where students can: collect their work in the digital archive, select specific pieces of work (hyperlink to artifacts) to highlight specific achievements, reflect on the learning demonstrated in the portfolio, in either text or multimedia form; September goals for future learning (or direction) to improve; and celebrate achievement through sharing this work with an audience, whether real or virtual. When used in formative, classroom-based assessment, teachers (and peers) can review the portfolio document, and provide formative feedback to students on where they could improve. " © Helen C. Barrett, Ph.D., 2006

3. The portfolio is "a coherent set of documentation reflectively selected, commented significantly and systematically organized and contextualized in time, revealing the career path." © Tavares and Alarcão, 2003

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title: Digital portfolio