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Narrative dialog editing/Follow Dave:Learn Final Cut Pro

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Unique footage

 * Made 10 years ago
 * The Follow Dave?" Editing Workshop disk is old.

 * The footage on the "Follow Dave?" Editing Workshop is digitized using a very old but efficient codec for clips at film speed and half resolution. Back when this CD-ROM was created, this was great.  (320 by 240 pixels at 24fps compressed with the Sorenson 2 codec.)

 * Not DV or HD
 * Today, everyone is eager to edit movies in the DV format or even the HD format. Therefore, most basic editing programs now require either DV or HD content.  Only the more advanced editing programs still work in the old multimedia formats.

 * Less than ideal
 * If the footage of the "Follow Dave?" disk were of the highest quality (and not just low-quality promotional material), blowing it up to DV resolution would not look too bad.

 * Blowing up footage to the miniDV codec will increase the disk drive requirement drastically and the editing will be a bit awkward because now the footage is converted to 29.97 frames per second.

 * But this footage is not high quality. Since the footage is very low quality, this is not a good option. Blowing up the images for "Follow Dave?" to DV resolution will look absolutely horrible.

 * Therefore, it is better to use an editing program which can edit at 320 by 240 pixels at 24 pfs. That greatly limits your options.

 * Letterbox also works
 * Or you can letterbox the images.

 * Some early editing programs automatically letteboxed footage that was imported at less than the current frame size.

 * But not any more. Letterboxing clips is no longer automatic with editing programs.

 * Now you must convert each clip manually into a letterboxed clip.

 * 1. One way is to create a full size background and then import the clips and resize it to keep its original size.

 * 2. Another way is to use Adobe AfterEffects.

 * Either way, it will require a lot of disk space to letterbox these clips. But it is worth a try!

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Selecting an editing program

 * Limited selecton
 * You are limited to only a few editing programs which work with half size images at 24 fps.

 * Adobe Premiere 4.2
 * When this disk was created, there was no Final Cut Pro. There was only Adobe Premiere 4.2 which was the preferred program for editing this scene.  Older computers in school still use this program.  The smaller frame size saves disk space which most schools do not have.  Unfortunately, Adobe Premiere 4.2 was a bit unstable with the then current operating system which was also unstable.

 * Final Cut Pro
 * The successor to Adobe Premiere 4.2 is Final Cut Pro even though Premiere is from Adobe and Final Cut Pro is from Apple. When Adobe Premiere 4.2 was upgraded to Final Cut Pro, the workflow of the program was changed from film editing to corporate video editing.  Now, film editing in Final Cut Pro is actually more difficult than in Adobe Premiere 4.2.  But Final Cut Pro 3 (or later) is such as well designed program that editing anything in Final Cut Pro is a great improvement over Adobe Premiere 4.2.

 * The only problem is now Final Cut Pro does not use Sorenson 2 as a standard editing codec. Therefore, you will need to covert the footage to a new format (or do a lot of rendering.) That means you must open the clips and save them with a different codec.  If you know what you are doing, this should take less than 5 minutes.  In newer versions of Final Cut Pro,

 * Rendering is not a bad option to avoid recompressing the clips in a different format. Once you get used to it, "render" constantly in Final Cut Pro becomes automatic.  Because the clips are so small, the rendering time for each edit is very small.

 * Adobe Premiere
 * Adobe Premiere 5 is a totally new program. Version 5 was completely rewritten from scratch.

 * Version 5 was also a disaster. Later versions became better but still, it is not recommended. Eventually, Adobe Premiere 5 and 6 were replaced by a totally new program, Adobe Premiere Pro but initially this is only for Windows computers.  It will be released for the Macintosh PC computer soon.

 * Adobe Premiere Pro
 * I have been told that Adobe Premiere Pro can edit clips at 320 by 240 pixels at 24fps with no problem.

 * Linux
 * There is no editing program on Linux which can edit these clips. The problem with Linux is the lack of anything like QuickTime or Windows Media. Therefore, Linux only works with uncompressed video or perhaps DV video.

 * DV editing programs
 * All DV editing programs (such as iMovie or Final Cut Express) require that the clips be letterboxed. None of these programs currently will letterbox the footage automatically.  Therefore, it can take an hour for you to set up an editing project to letterbox the clips.  Start with a blank clip and import a clip (one of the film dailies) from "Follow Dave?" and resize it so the image is about the original size.

 * Since DV is 29.97 frames per second and the clips for "Follow Dave?" are 24 fps, you might be a bit confused when you see two frames with the same frame number. You have to ignore this.

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HyperEngine-AV

 * For kids
 * There are some unique editing programs available. One of the most unusual is HyperEngine-AV for the Macintosh.  It is designed for kids and is a "free format" editing program.  And the program is free.

 * I tested this editing program and found it a bit awkward. There is going to be an update to this which will fix at least some of the problems.  But so far, the new update has not been released.

 * }

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Using Final Cut Pro

 * The good news is Final Cut Pro can edit the dailies which are the size and frame rate of the "Follow Dave?" Editing Workshop CD-ROM.

 * The bad news is Final Cut Pro cannot edit clips in the Sorenson 2 codec format without rendering into a new codec.

 * Therefore, you have two choices. You can create a preset and convert all the clips to that preset.  (A preset can be something like Photo JPEG.)  Converting the clips to that format is not difficult but it is annoying.

 * Or you can create a preset and render your work to that preset every time you want to preview an edit. (On a fast computer, the second option is a bit awkward but works fine.)

 * Final Cut Pro Presets
 * The footage on the "Follow Dave?" Editing Workshop disk uses the Sorenson 2 codec which is an old codec but great for distributing movies for use by QuickTime 3 or later. Its variable bit rate is very efficient for storing half frame movies as you will see with the next disk called "24 Unediting Scenes".  A single DVD-Data disk can hold the raw film footage for 24 scenes.  At DV resolution, you can store up to only two scenes per DVD-Data disk.  That is a tremendous difference.

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QuickTime Movie Player
Apple's QuickTime Movie Player can convert files from one format to another. Over the years, the program has become rather large so the options for converting from one format to another can be a bit confusing for formats such as H.264. Fortuantely, it is easy for converting clips to Photo JPEG.
 * The Swiss Army Knife of digital video

QuickTime Movie Player requires QuickTime Pro or QuickTime Pro for Windows (neither of which is free) to do file conversions. If you do not have a programe which comes with a free copy of QuickTime Pro (such as Final Cut Pro), you will have to pay $30 if you want to use Movie Player to convert the clips to Photo JPEG. etc.

There are also a wide selection of utility programs which can also be used to convert the "Follow Dave?" film clips to whatever format your editing program prefers.
 * Other options
 * }

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The next page

 * The next page looks at the film dailies on the "Follow Dave?" Editing Workshop CD.
 * Page 4 - Edit the scene [[Image:Crystal Clear action forward.png|24px]]

 * }


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Nerd project

Nerds & Geeks: An Etiological History and its Psychosocial Implications

Why is this research required?
The way people construct or know their own and other's social identities affects the way people relate to each other and to their reality. By attaining a better understanding of what a nerd is, and where the spectrum of nerd identities/stereotypes came from, we may reach a better understanding of how this identity has shaped the way individuals experience and interact with society.

It is also useful, for the purpose of establishing the historical record, to examine "the nerd" at a moment in history when the work of computer nerds in particular appears to be profoundly re-shaping advanced societies. This is causing a profound shift in the social acceptance and media portrayal of nerds, yet an extensive literature search shows that there appears to be almost no current activity in academic research on nerds.

Questions involved
Please use this space to brain storm.
 * What is a nerd?
 * What is the spectrum of "nerd-ness"? What are the core nerd personality traits?
 * How did this identity originate? And where? In what culture?
 * What are the implications of being labeled a nerd?
 * Is the term generally considered to be endearing, pejorative, or merely descriptive and neutral?
 * Is the label short lived or enduring?
 * What are the implications of labeling oneself a nerd?
 * What are causal factors involved with labeling oneself a nerd?
 * What are the psychological processes involved?
 * What percentage of heavy computer users label themselves as nerds?
 * What percentage of people label themselves a nerd?
 * What percentage of nerds will report positive valance about schema surrounding their identity as a nerd?
 * What is the differences between males and females who label themselves nerds?
 * Are "nerds" a cross cultural phenomenon? Or are they specific to only a few social groups?
 * Generally, do nerds have a greater or fewer number of sexual partners than the average person?
 * Are the quality of the sexual experiences of nerds of higher or lower quality than those who are "not nerds"?
 * Are there objective criteria for what is qualitatively or quantitively a nerd?
 * Gender bias.
 * Are social groups and activities that are perceived as "nerdy" subject to sexual stereotyping about their relevance to women and men?
 * Is there wide-spread misunderstanding about the relative worth of "nerdy activities" to women and men?
 * Is there active promotion of misconceptions about the relevance of "nerdy activities" to both sexes?
 * Do social groups that self-identify as "nerdy" unfairly exclude more women than men?

Methods
It seems, thus far in the project, that the primary research tool will be research of current literature, and the qualitative study of various social facts. If it is deemed useful, then perhaps an ethnographic approach will be embraced as the study progresses.

Things to do

 * Conduct an initial literature search and review
 * Obtain and read through all the research books and papers
 * Structure the project
 * Conduct additional research
 * Find other collaborators and suitable advanced discussion forums

Abstract/Introduction/Background
Since the microcomputer revolution of the mid 1970s, a new category of identity has been formed in the English-speaking world. This identity is that of "the nerd". The mass media has played a complex role in reflecting and amplifying the nerd stereotype. This media portrayal has built upon a previous tradition of portraying eccentric and obsessed scientists and inventors.

The portrayal of the nerd stereotype has happened at a time when other male roles (e.g.: "the sports jock") have also been changing in their nature and scope. Certain male identity formations have been de-legitimised by the media. Researchers such as De Oca have published research on other social identities such as the "The male consumer as loser" and have traced the etiology of this identity to the rise of the Superbowl, Sports Illustrated, and the connected marketing campaigns of alcohol companies.

The research of de Oca & Messner (2005) begs the questions, did the media shape the social identities of the individuals who could currently be stereotyped as "the male consumer-loser" or was this social identity a natural evolution brought about by other psycho-social causal factors that the advertising simply utilized to sell a product? To discover definitively what were the causal factors that led to the social perception of the existence of "nerds" is not necessarily the scope of this project. Tentatively, the scope of this project is to discover the possible causal historical correlates that coincide with the rise of the modern "nerd" identity, and what the possible causes and implications of this identity are.

History
Nerd, as a stereotypical or archetypal designation, refers to somebody who passionately pursues intellectual or esoteric interests - such as books and video games rather than having a social life, participating in any physical activity, or having friends. The Merriam-Webster English Dictionary definition is an...

 * "unstylish, unattractive, or socially inept person; especially : one slavishly devoted to intellectual or academic pursuits"

The term "Nerd" goes back at least to 1951, when Newsweek reported the usage as relatively new in Detroit, Michigan. By the 1960s, it took on connotations of bookishness as well as social ineptitude. The word itself first appeared in Dr. Seuss's book If I Ran the Zoo, published in 1950, where it simply names one of Seuss's many comical imaginary animals. The narrator Gerald McGrew claims that he would collect "a Nerkle, a Nerd, and a Seersucker too" for his imaginary zoo.

Another theory of the word's origin sees it as a variation on Mortimer Snerd, the name of Edgar Bergen's ventriloquist dummy.

Yet another theory traces the term to Northern Electric Research and Development, suggesting images of engineers wearing pocket protectors with the acronym N.E.R.D. printed on them.

In the 1933 film Dinner at Eight, Jean Harlow's character replies to her husband's suggestion that she might enjoy mingling with Washington "cabinet members' wives" by saying, "Nerds!... A lot of sour-faced frumps with last year's clothes on, pinning medals on Girl Scouts and pouring tea for the DARs..." [Spelling is from Turner DVD subtitles and not verified by the original script.] (However, this may be an intentional softening of the expletive "Nuts!", which was considered vulgar at the time.)

Finally, oral history at Rensselaer Polytechnic Institute in Troy, New York, holds that the word was coined there, spelled as "knurd" ("drunk" spelled backwards), to describe those who studied rather than partied. (This usage predates a similar coinage of "knurd" by author Terry Pratchett.)

The term itself was used heavily in the American 1974–1984 television comedy Happy Days which was set in Milwaukee, Wisconsin in the mid-1950s.

In the 1940s, the word "weakling" or "wimp" was used before the word "nerd" was used widely. Comic book ads for Charles Atlas weights and workout books were often accompanied by a short comic strip about a skinny "weakling" and his girlfriend at the beach. In the strip, a muscular bully kicks sand on the weakling. His girlfriend leaves him for the bully. The weakling exercises (using Atlas's trademarked "Dynamic Tension" method) until he has bigger muscles than the bully. He then defeats the bully in a fist fight. The girl leaves the bully, and joins the former weakling again as his girlfriend. This simple comic strip may have shaped nerd-versus-bully storylines thereafter.

Popular culture
Dramatic media depictions of good nerds typically reveal them to be good-hearted people who wish harm on no one, but are bullied by their obvious intellectual inferiors. Many nerds in fiction play roles as supporting characters who provide valuable sources of information or useful skills for the heroes. Nerds as lead characters often have a secret identity as a superhero; in these cases, a put-upon person has a wonderful secret (examples include Peter Parker/Spider-Man and Clark Kent/Superman). Nerds in supporting roles often feature as technological geniuses who invent or repair various devices that enable the main characters to move towards a goal. They also serve as socially inept foils to much more charming main characters, and are sometimes depicted as being lovelorn and longing for attractive females who are beyond their status.

Nerds are often used for comic relief, for example by overconfidently making advances towards a woman they like but being rebuffed in a rude (but funny) manner. Sometimes they are made to be overconfident to the point of obnoxiousness, to make them seem deserving of their poor treatment.

Evil nerds, typically embittered from a lifetime as a social outcast and seeking revenge upon the world, provide a popular archetype for the supervillain, often as a mad scientist. This suggests that these characters represent the subconscious cultural fear that the highly intelligent have the ability to do great harm, and a willingness to do it. This seems to be the modern equivalent of the portrayal of scientists in the science fiction "bug movies" of the 1950s, representing societal fears about the harmful effects that nuclear power might cause.[citation needed]. A more modern example of the evil nerd is enemy computer programmer Boris Grischenko in the James Bond film GoldenEye. Grishenko also embodies the obnoxious aspect in some nerds, with his catchphrase, "Yes! I am invincible!" after having cracked a computer code.

The total opposite of a nerd is shown in Jay Ward's "Mr. Know-It-All" cartoon segments. Bullwinkle, also known as Mr. Know-It-All, thinks he can do certain things, when he cannot due to his stupidity. In the cartoons, Boris Badenov (or some other evil character) usually beats up Mr. Know-It-All. Meanwhile, the time-traveling duo from this cartoon series — Mister Peabody, a talking dog, and his boy, Sherman — are both nerds; they both sport dark-rimmed glasses, and the dog wears a bow tie.

The artist "Weird Al" Yankovic composed a song entitled White and Nerdy. In the song he lists typical characteristics of a nerd. For example, being an avid Star Trek viewer, knowing programming code, playing Dungeons and Dragons, and editing Wikipedia.

Characteristics
Non-nerds often think of nerds as intelligent yet socially awkward people. Nerds generally express an above-normal interest in a particular complex subject and often function as polymaths. Topics dealing with science, technology, comic books, complex board games (particularly chess, role-playing games, and wargames), classical music, artificial intelligence, video games and science fiction, horror and fantasy literature books, TV shows and movies have all become heavily associated with nerds, as have conventions relating to these various topics.

Despite their crucial function as a class within modern society, there has been almost no serious and methodologically-reliable academic research published on geeks/nerds, apart from a handful of studies of their consumption-based fan cultures. Some commentators have noticed similarities between pronounced nerdy behavior and the neurological disorder known as high-functioning Asperger syndrome. The lack of serious studies of nerds means that we have no basis in research for proving such a correlation, causal or other relationship between the two types.

In the practice of psychology, geeks and nerds can be said to be Myers-Briggs Type Indicator INTP, ENTP or INTJ, and, in various cases, ENTJ. However, due to speculation over the difference of nerds and geeks, the types cannot be sorted into their subsequent classifications. Also, all types have the ability to be nerds, whereas the INTJ, INTP, ENTP, and ENTJ are near definites for being nerds. The INTP is the classic programmer type, INTJ the classic scientist type. However, due to the sterotypical shyness and social ineptitude associated with nerds, the INTP and INTJ are more likely to be classified into that group than their Extroverted counterparts. These two types are the Introverted iNtuitive Thinkers. As Introverts they are stimulated by thoughts and ideas, rather than people and things. They are often quite happy spending hours absorbed in solitary activities. As iNtuitives, they are more inclined toward abstract concepts and subtle connections than in concrete examples or direct experience. As Thinkers, they are more adept in logic and reason than feelings or emotions. This combination makes INT's masters of mathematics, logic, and science, but rather oblivious to social graces. Both INTJs and INTPs tend to be outwardly nerdy and actively rebel against social rules they view as irrational and meaningless. However, INTJs tend to learn to put on a facade of surface conformism to draw less attention to themselves. For example long hair is, not surprisingly, common with INTP men, whereas INTJ men would keep their hair cut low, and dress conservatively.

In the works of Riso and Hudson, specifically Understanding the Enneagram revised edition, page 180, point 10, the term "nerd" is used as a primary reference to (and indication of being) Enneagram type 5.

Differences from Geeks
Pundits and observers dispute the relationship of the terms "nerd" and "geek" to one another, as many use the words synonymously. The two terms are commonly used incorrectly, or are misapplied, particularly by journalists.

Some view the geek as a less technically skilled nerd. Others view the exact opposite. The lines between geek and nerd are often thin and ill-defined, however a general consensus is that a "geek" is a person who obsesses in one area or another, whereas a "nerd" is a highly intelligent person who is very scholarly and does well in many domains such as math, science, computing, etc. Geeks are more associated with obsessive knowledge. For example a Star Trek geek (or Trekkie) is someone who could tell you extremely trivial details about Star Trek and may be likely to watch the show on a daily basis or go to Star Trek conventions. A person can be a nerd in almost any subject, but is usually associated with things that most people don't do or things that require an intellect, for example a person who plays a lot of video games could be called a gaming nerd, but it would be inappropriate to call an obsessive chef a cooking nerd because many people cook and it is a daily activity, whereas video games are more of a subculture. Another difference some people make between nerds and geeks are that nerds are more "bookworms" whose interests are in the fields of academia, such as mathematics and science. Geeks are interested in computers and video gaming, or movies with large fan-bases such as Star Wars. Also, many wish to differentiate between nerds who are deeply engrossed in purely entertainment oriented genres and nerds who are deeply engrossed in subjects that require serious study and committment and have real-life career potential or applications. The fanboy type nerd, while able to absorb and recall trivia about film, television, and fictional subjects in general is not the same as an independent computer hobbyist who submits original contributions (such as freeware applications) on the internet or a person who regularly uses his intellect to solve his own computer problems without outside assistance. While both are considered highly intelligent, "nerd" has become more of a term of endearment, while "geek" still carries a more negative connotation. Nerds will often refer to themselves as nerds without shame and seek friendship with other nerds. The use of the word "geek" is slowly becoming less and less. The interchangeable use of the terms "geek" and "nerd" is a main cause of the lack of distinction between the two. A good example of this is found in an episode of the television show, Married... with Children. The protagonist, Al Bundy, complains about wearing glasses, saying he will look like a nerd. His friend, Jefferson Darcy, responds, "No, Al, you won't be a nerd. You're too dumb to be a nerd."

Some regional differences may exist in the use of the words nerd and geek. Some claim that on the North American west coast the population prefers the term geek to nerd, while the North American east coast prefers the word nerd to geek, (see Ellen Spertus's web page on The Sexiest Geek Alive).

Girl nerds

 * Bucholtz, Mary. ""Why be normal?": Language and identity practices in a community of nerd girls." Language in Society (1999), 28: 203-223. Cambridge University Press.
 * Newitz, A. & Anders, C. (Eds) She's Such a Geek: Women Write About Science, Technology, and Other Nerdy Stuff. Seal Press, 2006.

In Japan

 * The Otaku Group From A Business Perspective (PDF, 366kb). Japan, 2004.
 * Okada, Toshio. Otaku Gaku Nyumon (Translated: 'Introduction to Otakuology'). Ohta Verlag. Tokyo, 1996.
 * Eng, L. "Otak-who? Technoculture, youth, consumption, and resistance. American representations of a Japanese youth subculture". 2002.

Substantial cinema-released documentaries

 * $100 & a T-Shirt (2004) (A feature-length documentary on U.S. fanzine editors).
 * Genuine Nerd (2006) (Feature-length documentary on Toby Radloff).

Background material

 * Dinh, Diana. "The Gaming Geek Culture" (2001). Part of the Silicon Valley Cultures Project.
 * Messner, M.A. & de Oca J.M. (2005) "The Male consumer as loser: Beer and liquor ads in mega sports media events." Journal of Women in Culture and Society, 30, 1879–1909.
 * Frayling, Christopher. Mad, Bad And Dangerous?: The Scientist and the Cinema. Reaktion Books, 2005.
 * Weeks, David. Eccentrics: A Study of Sanity and Strangeness. 2nd edition. Kodansha, 1997. (A sympathetic 200-sample study of English eccentrics, by a doctor in Edinburgh. He concludes that eccentrics are not mentally ill, and that many are saner than the general population)

Related Wikipedia Articles
Main:

 * Nerds
 * Geeks
 * Otaku
 * Boffins and Mad scientists
 * Asperger syndrome

Theories from psychology and sociology:

 * Stereotypes
 * Enneatypes
 * Social Fact
 * Gender Construction

Gaming and RPG fan cultures:

 * GURPS (a role-playing system)
 * Roleplaying
 * Henry Jenkins
 * Discworld-World
 * Historical Re-Enactment

Nerds in the media:

See: Wikipedia's list of nerds in the media

Possibly Informative Material

 * Geek Studies weblog
 * "The geek syndrome"
 * Dlog on nerds
 * Studies about fantasy role-playing games
 * "Army frowns on Dungeons and Dragons"
 * "Nerds Gone Wild" magazine.

title: Nerd project


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Talk:Nerd project

Started 12 December 2006. Please feel free to contribute. --Remi0o 08:52, 13 December 2006 (UTC)
 * The wikipedia article says there are no studies on the proportion or prevalence of nerds.  I had to suppress an urge to add "despite nerds being the people who normally conduct such studies"--Rayc 05:53, 16 December 2006 (UTC)

Folklore
I highly recommend approaching this from a Folkloric perspective. Many universities have Folklore archives which may contain research on nerd lore. I know that Brigham Young University's Folklore archives contain at least half a dozen projects on Role-playing alone. The Jade Knight 09:50, 16 March 2007 (UTC)

Nerds don't use title case
Nerds don't use title case, they use sentence case. Why? --Rogerhc :-) talk 15:52, 5 August 2007 (UTC)

Nerd vs Geek
I've heard (and like) this definition/distinction: "A geek is someone who knows a lot about computers and very little about anything else. A nerd is a geek with bad social and hygiene skills." Indeed, for me at least, "Geek" has always had a definite association with computers (except when modified by an adjective ie "Science Geek") whereas "nerd" has always been associated with buck teeth, body odor, and text books.

I find it interesting that this article mentions the term "nerd" being preferable to "geek", since it seems almost exactly opposite to me. Perhaps it is demographic or even individual?

Based on the usage of the word "geek," a geek is someone who's technologically oriented. I believe that ISTPs would be included in the mix more so than they would fit to be nerds. A nerd is a person who seeks intellectual stimulation: politics, history, sociology, science, often without experiencing life. Because I crossover into the geek personality: I have a need to investigate everything around me (could be sports, mechanics, etc.) without wanting to master what I learn. I hate sports but the only reason I tried to learn a little bit is so that I could be able to talk to anyone; then again, there's people who seem to be experts (or cocky) who I wasn't able to transcend.

My opinion
I always thought of nerds as the clever ones, and geeks as the ones with no social skills.

I started a topic on the GMA ages ago: Anthrcer 19:21, 10 October 2007 (UTC)

Nerds, Geeks, Tools
It should be noted that the semantic differences, as well as the light in which each of these archetypes is viewed, depends upon the community polled for information. When I was an undergrad at MIT, both "nerds" and "tools" were students who did extremely well on class assignments and examinations. A "nerd" referred to somebody who was naturally extremely intelligent (above the norm for the school) and could rapidly internalize the coursework and the implications of the theories presented with very little study. A "tool" was someone who needed a lot of study to internalize the coursework, and who would ignore the rest of campus life in the process of studying enough to score much higher than average on class assignments and examinations.

"Nerds" may have social issues related to their inability to break down complex concepts into terms the common person can understand; "tools" may have social issues due to a highly competitive nature channeled into academic pursuit, or to similarly-channeled self-esteem issues.

At the time I was at MIT (1978-1982), the term "geek" was not in common use. Today, "geek" seems to imply depth of knowledge in a particular field, with the implication that said knowledge was (at least initially) pursued for non-academic reasons (Star Trek geek, gaming geek, etc.). The "socially acceptable" geek is one who has managed to turn his passion to practical and/or professional use (e.g. computer repair, computer animation, antiques appraisal...)

 * Also, as mentioned in this article, a gamer who simply spends his waking hours playing World of Warcraft or a person who knows the Potterverse backwards and forwards should be distinguished from a person who actually has an above average intelligence and is capable of using that intelligence. Absorbing fictional trivia doesn't take a higher than average IQ. Being able to grasp quantum physics without requiring it dumbed down for you (or sugarcoated with hipster crap or mysticism) does take an above average IQ. The former may be wasting their time with rubbish like that "What the Bleep.." movie and the Matrix movies. The latter will be looking to Hawking, Greene, and the guys who really know what they're talking about.137.198.20.56 17:49, 11 January 2008 (UTC)

Recommended link
I'd like to submit a link for your consideration: The Nerd Handbook

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Portal talk:Social Research

I started a project called The Nerd Project it is research about the etiology, etc of nerds. It could be categorized under various different areas. Due to my limited understanding of the way template pages work and how this affects the layout of category pages, I put the project here. If you can find a better place to include it, please do. --Remi0o 09:11, 13 December 2006 (UTC)

title: Portal talk:Social Research


text: Wikiversity:Open Proxies/Member

title: Wikiversity:Open Proxies/Member


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User:Ananth nag

Namaste, I'm a vivid fan of wiki,Maths is one of my subject of interest.I'm graduated in the year 2006.

title: User:Ananth nag


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User talk:Tan~enwikiversity

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 Tan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tan~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Tan~enwikiversity


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Template:Proxyip

Special:Contributions/ (talk | logs | block | inform)

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Grants and fundraising/Research grant collaboration group

This is a co-operative group in the developmental stages, Research Grant Composition Group (RGCC), dedicated to preparing grants for submission to funding agencies.

Research Group Summary

 * Project code: RGCG
 * Suggested Prerequisites:
 * Knowledge of the process of preparing a proposal for research but not of applying for research grants
 * Time investment: a few weeks
 * Novelty of approach: uploading of proposals-in-the-raw to a public site where they can be co-operatively edited by members of the research team, and exposed to peer-review (with a small "P"), before being submitted to the research fund granting agency.

Associated local references: (to be created)

 * Research collaboration
 * School: School:Engineering
 * Department: Topic:Construction
 * Stream: Research
 * Level: Research funding application

Content summary
The Research Grant Composition Group is an on-line resource created to assist in the production of quality research grant-applications. This resource will assist in the development of learning groups organized around real problems of research practice by internally showcasing best-practices and providing access to useful outside resources and expertise.

Goals
This Learning Group offers learning activities to assist researchers in formulating proposals to be successfully offered to funding / grant foundations / agencies. Resources are shared and edited to meet the needs of all researchers with an initial focus on research in the areas of Construction Engineering and Topic:Education. The first Research Grant Composition Group,the Construction Engineering Research Grant Group is working on preparing grants in the area of Construction Engineering.

Additional Goals include:
 * Using the Web to learn about best practices
 * Working together to learn about and create proposals
 * Creating an environment to increase application success rates (our common goal)
 * Encouraging international peer review before application
 * Using information technology to link funders and applicants for research grants
 * Creating a learning group that achieves an increased application success rate
 * Aligning proposals with donor's needs.

Learning Materials
Learning materials and learning projects are located in the main Wikiversity namespace, and provide generic guidelines on making a Learning Group.

Here we simply make a link to the name of the steps (steps are Learning Projects which are independent pages in the main namespace) and start writing!

You can also read about the Learning model. Steps should focus on learning activities for Wikiversity participants wishing to improve their grant acceptance ratios. This Learning Material in the Learning Projects can be used by multiple projects. For example, the Research Project proposal has many elements in common with Research Grant Application. We will therefore co-operate with other departments and use the same learning resource.

Texts / Resources

 * Grant writing
 * Directing Technology/Fund (Wikibooks)

Steps(Lessons)
The Steps will be posted as Firefox, Impress or PowerPoint presentations to be viewed before creating the research grant application.

 * Steps1: ...

Assignments
Creating bookmark files pointing to useful readings on successful grant applications and organize the bookmarks into logical bookmark folders and annotate these.

Pointing out the pragmatics of making grant applications in a real world where the research may be multi-disciplinary, but the funding agency mono-disciplinary.

Encouraging virtual group research projects / collaboration...

Activities

 * Activity 1: Lesson Plans using Skills & Links/Internet use.
 * Create a Word (.doc) or open source document and develop a grant proposal aligned with your research interests
 * Search for resources / information on the Web.
 * Organize information for grant applicants to use
 * Utilize effective communication (e-mail, web site, sharing ideas)

 * Activity 2: Web site / Detailed Steps / Advanced technologies
 * Activity 3: Building on previous knowledge

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikiversity article: OLPT
 * Etc.

Assessment
Each activity has a suggested self- and group-assessment.

Listing
The following list is of some specific grant proposals and projects and their descriptions:
 * Education for Americans about the Culture of Arab Israelis Grant Proposal - A project to create a better understanding of the Arab world, particularly for Americans.
 * Turkey Herding Deer EcoFarm - A plan to convert a small farm in Illinois USA into an educational center focused on, , and  systems.
 * Sandbox Server - A server which will function as a testing ground for several Wikiversity projects.
 * ...feel free to add to this list..

Active participants
Active participants in this Learning Group
 * Ian Kennedy, University of the Witwatersrand, South Africa
 * Dionysios (talk) 2007-07-10 (July 10, 2007) Time: 1539 UTC
 * CQ 14:50, 19 April 2007 (UTC)
 * Cormaggio talk 17:35, 19 April 2007 (UTC)
 * Historybuff 19:23, 21 April 2007 (UTC)
 * AFriedman 21:38, 14 February 2009 (UTC)

Grant opportunities

 * $2 Million Digital Media and Learning Competition
 * HGF Grants
 * National Geographic Grants
 * AERA Grants
 * IREX Grants

US Grants

 * Grants by Category
 * Science and Technology Grants.
 * enGrant Scientific Grant Awards Database
 * Art Grants
 * Community Development Grants
 * Other Grants
 * Energy Grants
 * Education Grants
 * Business and Commerce Grants
 * Agricultural Grants
 * DOE Grants
 * NIH Grants
 * NEH Grants

Graduate level students only

 * Franklin grants


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Grants and fundraising/Construction Engineering Research Grant Group

Link to any subpages this page might have

Construction Engineering Research Grant Composition Group
A repository for co-operative work, initially focussed on fine tuning of research proposals for funding by appropriate foundations and agencies. --Ian Kennedy 12:13, 13 December 2006 (UTC)

Possible Construction Engineering Themes, stated as research questions:

 * What is the value of a view? (Hedonic modelling to aid the town planning, property and construction industries)

 * Why is the construction project late, over-cost and of poor quality? (Reworking, Snag lists, communication, training, communication ...)

 * Why not the Intelligent Office Building, the Intelligent Factory Building, the Intelligent Hospital Building? (Leads to reduced Life-cycle costs, Green building)

 * Why are architects not designing for life-cycle costs? (?)


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Talk:Introduction to psychology

Merge?
Should the information on this page and http://en.wikiversity.org/wiki/General_Psychology be combined? Kevinjvokes 19:03, 29 April 2009 (UTC)

Merger proposal

 * Merge. No use having this article separate. It would be much more useful merged with Psy 1001. - Aditya Kabir 13:46, 13 December 2006 (UTC)

No chapter 2
If you click on the link to chapter 2, it's supposed to take you to the chapter in Wikibooks. But all you get is an error message saying the page no longer exists. Did someone delete the chapter from wikibooks, or is it simply mis-linked? How would one correct this? --Luai lashire 21:09, 13 August 2007 (UTC)

title: Talk:Introduction to psychology


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Banana production

Part of the Department of Pomology, Tropical and Subtropical Pomology I.
 * Last lesson:
 * Next lesson: Pineapple production

This lesson is in preparation --Juan 18:19, 6 December 2006 (UTC) Banana (Musa spp.) Musaceae

Bananas are fruits beared by Musa ssp. They are the tropical fruits mostly cultivated on the plantations of all tropical regions of the world. But not all bananas are fruits. There are also so called plantains, which are believed to be a vegetable. According the FAO (Food and Agriculture Organization) rank for fruits, bananas are one of the most consumed fruits with the highest production ................../ year.

Common names

 * banana – English
 * plátano – Spanish
 * banana – Spanish

Taxonomy
When talking about bananas, two genera of the family Musaceae are important. They are the genus Ensete and the genus Musa. Ensete are plants with the origin in Asia with a secondary distribution in Africa. On the other hand genus Musa comes from Africa and it is widely distributed to Asia and Pacific Ocean. From the taxonomical point of view Musa ssp. is divided into 4 sections. They are namely Eumusa, Callimusa, Rhodochlamys and Australimusa. Section Eumusa contains about 14 edible species including Musa acuminata and M. balbisiana – to taxa, which are used to produce new hybrids and varieties in the banana fruit processing. They are seedless. The second section “Callimusa” is used for ornamental purposes and its fruits are with seeds. The third section “Rhodochlamys” also contain ornamental bananas with seeds, but they are much smaller (up to 3 m of high). Last section “Australimusa” originates in Queensland, Australia and Filipines and it is used for fiber production. In overview Musa ssp. contains about 25 species. When talking about species

Morphology
It is a large herb with a succulent juicy stem called pseudotrunk.

Flowers
Are big giant predators

Fruits
Fruits are developed partenocarpicly. Fruit type is berry.

title: Banana production


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User talk:NehpestTheFirst

welcome to wikiversity. Hope you enjoy it. Student Galaxy 16:59, 13 December 2006 (UTC)

title: User talk:NehpestTheFirst


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User talk:Opolo

chemicals definations are need .Opolo 19:41, 13 December 2006 (UTC)

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User:Matt489/monobook.css

@import "http://en.wikipedia.org/w/index.php?title=User:Matt489/monobook.css&action=raw&ctype=text/css";

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Beginner Japanese/Introduction to the Japanese Writing System

Reading

 * Japanese – Writing system

Romanization of Japanese
Read Romanization of Japanese to learn about how Japanese is romanized. The most common romanization system is the Hepburn romanization, which is is the type of romanization this course will use.

Learning Activities

 * Research more about the Japanese writing system and improve the Wikipedia article on the Japanese writing system
 * Research more about romanization of Japanese, or romaji, and improve the Wikipedia article on the romanization of Japanese
 * Research more about the various systems of romanizing Japanese and improve their entry on Wikipedia such as the
 * Hepburn romanization
 * Kunrei-shiki
 * Nihon-shiki
 * JSL
 * Wāpuro


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Talk:Beginner Japanese/Introduction to the Japanese Writing System

= Questions=

Pronunciation?
Could you provide links to resources that will help with pronunciation? Actually being able to hear words being pronounced would be a great help. Thanks! Jimmytharpe 14:15, 30 January 2007 (UTC)
 * Pronunciation of Japanese's practice section has audio that illustrates the nuances of Japanese pronunciation.--Balloonguy 23:03, 30 January 2007 (UTC)

Dead Link
The linked wikibook page "Japanese: Introduction: Reading Japanese" was deleted and therefore the "Reading" part in this chapter is empty :( Trela 10:45, 3 January 2010 (UTC)

 * Fixed. --02:15, 10 January 2010 (UTC)


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Talk:Learning Java/Basic Java Language

Suggestion
As a non-programmer, I perhaps would find it informative to have a basic elaboration on concepts mentioned, like "protection", even if it will be elaborated on later. To have a basic idea of what a concept is when it is brought up, seems like it might allow the end user to have a more cohesive idea of what is being taught. Additionally, it seems it might allow for some a more emotionally satisfying learning experience (less confusion and unknowns). That is just a thought. I suppose we all learn differently. Great content though. --Remi0o 06:43, 14 December 2006 (UTC)

 * Which parts do you think need more clarification and are confusing? I know it is pretty short and not to easy to understand, but it is hard to know what to expand when you know what it is. 22:33, 14 December 2006

 * After reading it, the reasoning for protection isn't clear. My suggestion is to restructure this bit.
 * Instead of having a bunch of (explain later ...), just cut out that entire paragraph, and defer discussing this until another lesson. The Object info would make this make sense, but if you are just laying out code conventions, talk about protection and so forth later. Historybuff 04:53, 17 January 2007 (UTC)

 * I've rewritten the protection section, but left the unclear tag for someone else to remove, if it's clearer now. MetaBohemian 23:27, 19 January 2007 (UTC)

 * I think it's much clearer. What do you think of moving this bit to a later section in the course? I think it might be a stumbling block for beginners, and we don't want to lose them with this complexity early in the course structure. It definately needds to be explained, but might be more appropriate in Classes/Objects. Historybuff 17:11, 20 January 2007 (UTC)

 * I've made a bunch of minor corrections, but now I really have the sense that there is little reason to allude to here what you are going to cover later. It doesn't help to clarify, just confuse, so my suggestion is to migrate all of the object stuff to the later lesson. Historybuff 05:20, 17 January 2007 (UTC).
 * Exactly what i was going to suggest. The main way of learning to program is to follow by example. You do not need to understand many of the concepts you are using until you get to a more advanced level. Objects would probably be best covered after a the reader has already covered functions/methods. Simon alfie 13:13, 21 February 2007 (UTC)

I personally believe that this and many other articles in this project need to be re-written and re-structured. The subjects being taught are not being taught in the way that the "should" be taught. I know that this is a monumental task, but I believe that it is essential to re-structure the course before its too late. Zchenyu 21:55, 24 April 2007 (UTC)

prereqs
This lessons dives into classes, without touching much on objects. However, the course prereqs originally said "you have to know how to basically use your computer". I've changed that to reflect the CLI knowledge needed in the previous lesson, but either an object primer should be added to the prereqs or Objects should be touched on here. Historybuff 04:43, 17 January 2007 (UTC)

I have added a note strongly encouraging Introduction to Programming. In that course, we are going to cover some basic concepts that will make a few things (hopefully) much clearer. For example, "protected" is a keyword that declares the scope of something. Scope is a basic language concept that we will definitely be covering. Dmclean

Primitives
A String is not a primitive data type. As mentioned it's a collection of characters. It's an abstraction of several characters in succession. While a String is one of the first data types learned (because of how simple/useful they are), they're not primitive. Therefore it shouldn't be listed under primitive, that's misleading. There's no structural difference between a String and, for example an ArraySet. Poloktim 06:22, 22 January 2007 (UTC)

Asking the User section
"Integer.parseInt(JOptionPane.showInputDialog(null, "Now I can set a INTEGER!"));" doesn't work, the compiler returns the error

Multiplying.java:5: cannot find symbol symbol : variable JOptionPane location: class Multiplying int mine = Integer.parseInt(JOptionPane.showInputDialog(null, "Now I can set a INTEGER!")); ^ 1 error

does some package need to be imported first? -- Koolaidman  Talk Contribs 16:14, 13 February 2007 (UTC)

 * Yes. You have two options: a blanket import for the entire source file, or a call-by-call import. There are very few reasons to not use the first, so that's what I'll show you. The  class is located in the   package, so add this line to the beginning of your source file — before the class declaration:

import javax.swing.JOptionPane;
 * --MetaBohemian 21:26, 13 February 2007 (UTC)

Protection
As a fairly experienced Java programmer, I feel that the topic of protection is completely irrelevant the purpose of this lesson. Protection should not be discussed until objects have been formally introduced. Zchenyu 21:48, 24 April 2007 (UTC)

Renaming the lesson
How about renaming the lesson to "Introduction to Java Applications"? That would be a meaningful name that tells a little about what the lesson talks about. Zchenyu 22:04, 24 April 2007 (UTC)

title: Talk:Learning Java/Basic Java Language


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Template:Portal Header

Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Computer Science · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Learning Projects · Learning Materials · Research · Informatics · Other portals

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Template:Scope

Usage:, see also Category:Pages outside the scope of Wikiversity.

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Category:Pages outside the scope of Wikiversity

This list pages which have been tagged with Scope, please read the instructions on the template before deleting/detagging any of these articles.


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User talk:Aditya Kabir

Hi Aditya, I noticed Shahbag and have subsequently seen your note on the Colloquium. I'd say it would be useful to address JWSchmidt's questions on the Colloquium - it does really depend on what you want to do with this page. Perhaps you might detail a little more what your interest is in Wikiversity? Thanks - and welcome to Wikiversity! Cormaggio talk 14:30, 14 December 2006 (UTC)

Re:Mughal India
ping, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:57, 3 December 2007 (UTC)
 * pong, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:04, 13 December 2007 (UTC)

Welcome
Hello Aditya Kabir, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:05, 13 December 2007 (UTC)

title: User talk:Aditya Kabir


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Template talk:Portal Header

I object to the use of the term "faculty" at Wikiversity. Many English-speaking people will naturally assume that if there is a "Faculty" then there must be individual faculty members who are certified and appointed by an educational institution. Many people use a definition for "faculty" that is like this one: "The group of people who teach the courses at a college or university. The faculty consists of lecturers, instructors, assistant professors, associate professors, and professors." Wikiversity does not have appointed faculty members, so it is misleading to say that we have "Faculties". There is nothing wrong with calling Wikiversity portals, "portals" as is done at Wikipedia. --JWSchmidt 15:00, 14 December 2006 (UTC)

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User:NehpestTheFirst

My agenda
Howdy, all. My name is Steve, and I stumbled onto Wikiversity in November '06, and I'm just about ready to start contributing. I'm pursuing a B.S. in Electrical Engineering from a school in Sunny SoCal, so just about everything I learn is going to show up in Wikiversity. I'm especially interested in internet/networking technology, aerospace, and music, so I'd love to collaborate on those topics, or anything related to them.

Contact me
On Wikiversity: NehpestTheFirst On Wikipedia: NehpestTheFirst

Interests
Like I said, my interests are pretty varied, but here goes...

Engineering
† One of my great passions
 * Electronics
 * Computer tech
 * Networking
 * Wireless
 * Web Design†
 * Aviation & Aerospace

Music

 * Music Theory
 * Music History & Appreciation
 * The Baroque era
 * Pre-1600
 * Strings
 * Vocal Performance

Mathematics

 * Calculus
 * Plane Geometry
 * Computation Theory

Language and Linguistics

 * French
 * German
 * Latin

Other
Chances are, I'll put in my two cents wherever I feel I can help, whether I can be legitimately considered an expert on the topic in question or not.

To Do

 * Help flesh out as much music history and music theory as I can.
 * Actively participate in discussions in my fields of interest.
 * Assist with the development of Degree programs for Wikiversity.

title: User:NehpestTheFirst


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Introduction to Wikiversity · Community service projects · Wiki as a tool for learning · Outreach · WikiJournal · Translate community discussions · War Seminar · History of Ireland through Song · Hunter-gatherers project · The Photoproject · Reading Groups

title: Template:Learning projects header


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User:Mpluby~enwikiversity

I'm pursuing a Master's Degree (MA) in Slavic and East European Studies at The Ohio State University. I graduated from the same university in June 2006 with a bachelor's degree (BA) in Economics and Russian as well as a minor in History.

I speak English and Russian. I'm currently learning Uzbek. My birthday is February 24, 1985.

title: User:Mpluby~enwikiversity


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Russian Revolution/Week 1

Why
The purpose of this course is to introduce you, the students, to the events that shocked the world: Russian workers and peasants turned on the ruling elite of the Russian Empire in the middle of World War I. According to Robert Service in his book, Twentieth Century Russia, “No imperial power before the First World War was more reviled in Europe than the Russian Empire” (Page Number --). Russia was a nation that until the creation of St. Petersburg (named Petrograd after Russia went to war against Germany in 1914) by Peter the Great in -. Why did Russia become such a great power? Why did the Russian Empire evolve into the Union of Socialistic Soviet Republics which rivaled the United States from 1945-1991? Russia was behind European nations in most everything from its military, businesses, and people. Russia was a modern day pre-industrial revolution nation found in the mid 17th century.

What were the influences of the Revolutions
Russia, rose and fell because of the revolutions that occurred in it's nation history. How did these revolutions effect the people it was trying to liberate or help? What substantial difference can be physically evaluated?

Karl Marx
It all started with Karl Marx. Karl Marx believed that the proletariat (working class, who made up over 88% of the population) class could only gain freedom by rising up against the bourgeoisie (Capitalist/Ruling class, who made up 2%)

Questions
Week 1 Questions

Next week's materials
Week 2

title: Russian Revolution/Week 1


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Russian Revolution/Week 2

Introduction
The House of Romanov (Рома́нов), was the second and last imperial dynasty of Russia, which ruled Muscovy and the Russian Empire for five generations from 1613 to 1762. From 1762 to 1917 Russia was ruled by a line descended from the marriage of a Romanov grand duchess to the Duke of Holstein-Gottorp, which was normally also called Romanov, but was sometimes formally known as Holstein-Gottorp-Romanov.

Origins
The Romanov’s earliest common ancestor is Andrei Kobyla, attested as a boyar in the service of Semyon I of Moscow. Later generations would be assigned to Kobyla, the most illustrious pedigrees. At first it was claimed that he came to Moscow from Prussia in 1341, where his father had been a famous rebel. In the late 17th century, a fictional line of his descent from Julius Caesar was published, but has since been rejected and disproved. of Nikita Romanovich.]]

It's likely that Kobyla's origins were less spectacular. Not only is Kobyla Russian for mare, but his relatives were also nicknamed after horses and other house animals, thus suggesting descent from one of the royal equerries. One of Kobyla's sons, Fyodor, a boyar in the boyar duma of Dmitri Donskoi, was nicknamed Koshka (cat). His descendants took the surname Koshkin, then changed it to Zakharin, which family later split into two branches: Zakharin-Yakovlev and Zakharin-Yuriev. During the reign of Ivan the Terrible, the former family became known as Yakovlev (Alexander Herzen being the most illustrious of them), whereas grandchildren of Roman Zakharin-Yuriev changed their name to Romanov.

Rise to power
The Romanovs came to power when Anastasia Zakharyina married the young Ivan IV of Muscovy in February 1547. After her husband assumed the title of tsar, she was crowned the very first tsaritsa. Their marriage was a happy one, but her untimely and mysterious death in 1560 changed Ivan's character for the worse. Suspecting the boyars of having poisoned his beloved, the tsar started the reign of terror against them. Among his children by Anastasia, the elder (Ivan) was murdered by the tsar in a quarrel; the younger Fyodor, a pious and lethargic prince, inherited the throne upon his father's death.

Throughout Fyodor's reign, the Russian government was contested between his brother-in-law and his Romanov cousins. Upon the death of childless Fyodor, the 700-year-old line of Moscow Rurikids came to an end. After a long struggle, the party of Boris Godunov prevailed over the Romanovs and was elected new tsar. The Romanovs' fortunes again changed drastically with the fall of the Godunov dynasty in 1606. As a former leader of the anti-Godunov party and cousin of the last legitimate tsar, Filaret Romanov was raised him to the dignity of patriarch. Upon expulsion of Poles from Moscow in 1612, the Assembly of the Land offered the Russian crown to several Rurikid and Gediminid princes, but all of them declined the honour of it.

On being offered the Russian crown, Filaret's 16-year-old son Mikhail Romanov, then living at the Ipatiev Monastery of Kostroma, burst into tears of fear and despair. He was finally persuaded to accept the throne by his mother Kseniya Ivanovna Shestova, who blessed him with the holy image of Our Lady of St. Theodore. Feeling how insecure his throne was, Mikhail attempted to stress his ties with the last Rurikid tsars and sought advice from the Assembly of the Land on every important issue. This strategy proved successful. The early Romanovs were generally loved by the population as in-laws of Ivan the Terrible and innocent martyrs of Godunov's wrath.

The era of dynastic crises
Mikhail was succeeded by his only son Alexei, who steered the country quietly through numerous troubles. Upon his death, there was a period of dynastic struggles between his children by his first wife (Feodor III, Sofia Alexeevna, Ivan V) and his son by his second wife, Nataliya Kyrillovna Naryshkina, the future Peter the Great. New dynastic struggles followed the death of Peter, who had his only son Alexei executed and never named another heir. The Romanov male line actually expired in 1730, with the death of Peter II on the very day of his projected wedding. The last female Romanovs were his aunts, Empresses Anna Ioannovna (1693-1740) and Elizabeth Petrovna (1709-1762), who reigned successively for most of the period from 1730 to 1762.

As neither Anna nor Elizabeth produced a male heir, the succession could devolve either on a Brunswick grand-nephew of Anna (Ivan VI of Russia) or on a Holstein nephew of Elizabeth (Duke Karl Peter Ulrich of Holstein-Gottorp), who was also an heir presumptive to the thrones of Sweden. Elizabeth naturally favoured her own nephew, although he was of petulant character. With the accession of Karl Peter Ulrich as Emperor Peter III in 1762 the new reigning dynasty of Holstein-Gottorp, or Oldenburg-Romanov, began. .]]

The Holstein-Gottorp-Romanov Dynasty
The Holstein-Gottorps of Russia, however, kept the surname Romanov and sought to emphasise their female-line descent from Peter the Great. Paul I was particularly proud to be great-grandson of the illustrious Russian monarch, although his German-born mother, Catherine II (of the House of Anhalt-Zerbst), insinuated in her memoirs that Paul's real father had been her lover Serge Saltykov. Painfully aware of the hazards resulting from battles of succession, Paul established the house law of the Romanovs, one of the strictest in Europe, basing the succession to agnatic primogeniture, as well as requiring Orthodox faith from the monarch and dynasts, as well as from the consort of emperor and from those of first heirs in line. Later, Alexander I, facing prospect of a morganatic alliance of his brother and heir, added the requirement that consorts of Russian dynasts had to be of equal birth (i.e., born to a royal or sovereign house). Otherwise their children forfeited all rights to the throne.

Paul I was murdered in his palace in Saint Petersburg and Alexander I succeeded him on the throne. He later died without having left a male heir so Nicholas I, a brother of the latter monarch, was surprised to find himself on the throne. His era, like the one of Paul I, was marked by enormous attention to the army. Nonetheless, Russia lost the Crimean War, although it had some brilliant admirals on its side, including Pavel Nakhimov. Nicholas I fathered four sons, all of whom, he thought, could one day face the challenge of ruling Russia. Trying to prepare all the boys for the future, he provided an excellent education, especially a military one, for all of them.

Alexander II became the next Russian emperor. Alexander was an educated, intelligent man, who held that his task was to keep peace in Europe and Russia. However, he believed only a country with a strong army could keep the peace. By paying attention to the army, giving much freedom to Finland, and freeing the serfs in 1861, he gained much support (Finns still dearly remember him). His family life was not so happy- his beloved wife Maria Alexandrovna had serious problems with her lungs, which led to her death and to the dissolution of the close-knit family. On March 13, 1881, Alexander was killed after returning from a military parade. His carriage was struck by a hand-made bomb, luckily sparing the Tsar's life. However, he exited the carriage to examine what had happened, and was struck by a second bomb, this time resulting in his death. His assassin Ignacy Hryniewiecki was also mortally wounded. Slavic patriotism, cultural revival, and Panslavist ideas grew in importance in the latter half of this century, drawing the dynasty to look like more Russian. Yet tighter commitment to orthodox faith was required of Romanovs. Several marriages were contracted with princesses from other Slavic monarchies and other orthodox kingdoms, and even a couple of cadet-line princesses were allowed to marry Russian high noblemen - when until 1850s, practically all marriages have been with German princelings.

Alexander II was succeeded by his son Alexander III of Russia. A gigantic and imposing, if somewhat dull man, with great stamina, great lethargy and poor manners, Alexander, fearful of the fate which had befallen his father, strengthened autocratic rule in Russia. Many of the reforms the more liberal Alexander II had pushed through were reversed. Alexander, at his brother's death, not only inherited heirship of the throne, but a betrothed - Scandinavian princess Dagmar (Maria Fyodorovna of Denmark). Despite contrasting natures and size, the pair got on famously, and produced six children.

The eldest, Nicholas, became Tsar upon his father's sudden death (due to kidney disease) at age 49. Unready to inherit the throne, Nicholas himself said, "I am not ready, I do not want it. I am not a Tsar." Though an intelligent and kind-hearted man, lacking any preparation to rule, he continued his father's harsh polices. His Tsarina, the emotionally fragile German princess Alexandra Fyodorovna of Hesse, was also a liability. While the Tsar bustled about on the front lines during World War I, the stubborn, traditionalist Tsarina held sway in court and in government.

Constantine Pavlovich and Michael Alexandrovich, although sometimes counted among Russian monarchs, were not crowned and never reigned. They both married morganatically, as did Alexander II with his second wife. Six crowned representatives of the Holstein-Gottorp-Romanov line include: Paul (1796-1801), Alexander I (1801-1826), Nicholas I (1826-56), Alexander II (1856-81), Alexander III (1881-94), and Nicholas II (1894-1917).

Downfall
All these emperors (except Alexander III) had German-born consorts, a circumstance that cost the Romanovs their popularity during World War I. Nicholas's wife Alexandra Fyodorovna, although devoutly Orthodox, was particularly hated by the populace.

Alexandra Fyodorovna brought to the Romanov family a mutated gene of her grandmother, Queen Victoria, which was responsible for her son's (the long-awaited heir to the throne, Alexei) hemophilia. Nicholas and Alexandra had 4 daughters (Olga, Tatiana, Maria, and Anastasia).

When the Romanov family celebrated the tercentenary of its rule, in 1913, the solemnities were clouded by numerous bad omens. Our Lady of St. Theodore, a patron icon of the family, blackened so badly that the image has been hardly visible ever since. Grigori Rasputin proclaimed that the Romanovs' power wouldn't last for a year after his death, and he was murdered by one of the Romanov Grand Dukes several months before the February Revolution of 1917, which actually dethroned Nicholas II.

Bolshevik authorities murdered the last Romanov monarch, Nicholas II of Russia, and his immediate family in the cellar of the Ipatiev House in Yekaterinburg, Russia, on July 17, 1918 (although some unscholarly accounts suggest only Nicholas had been shot). Ironically, the Ipatiev House has the same name as the Ipatiev Monastery in Kostroma, where Mikhail Romanov had been offered the Russian crown in 1613. The spot where the Ipatiev House once stood has recently been commemorated by a magnificent cathedral "on the blood". After years of controversy, Nikolai II and his family were proclaimed saints by the Russian Orthodox church in 2000. In 1991, the bodies of Nicholas II and his wife, along with three of their five children as well as four of their servants, were exhumed from their graves of over 70 years (although some will always question the authenticity of these bones, despite DNA testing). The fact that two bodies were not present leads many people to believe that two Romanov children escaped the killings. Ever since there has been great debate as to which two children's bodies are missing. A Russian scientist made photographic superimpositions and determined that Maria and Alexei weren't accounted for. Later, an American scientist determined from dental, vertebral, and other remnants that it was Anastasia and Alexei that were missing. A great mystery surrounds Anastasia, and several films have even been made, including a 1997 full length animated feature by Twentieth Century Fox, suggesting that she lived.

After the bodies were exhumed in June, 1991, they sat in laboratories for years while Russians fought over where they should be buried, Yekaterinburg or St. Petersburg. A Russian commission eventually chose St. Petersburg and the last known direct Romanovs (as well as several loyal servants who died with them) were interred in a special chapel in the Peter and Paul Cathedral near to the tombs of their ancestors.

In September 2006, Empress Marie Fedorovna, the consort of Alexander III, was buried in the Peter and Paul Cathedral beside her husband. Having fled Russia at the time of the Revolution, she had spent her remaining years in exile in her native Denmark, where she was initially buried in Roskilde Cathedral. The transfer of her remains was accompanied by an elaborate set of ceremonies, including at St. Isaac's officiated by the Patriarch. For monarchists, the reburial of the Empress in the former imperial capital so many years after her death further underscored the downfall of the dynasty.

Contemporary Romanovs
The Romanov family continues to exist today. Grand Duchess Maria Vladimirovna of Russia is seen by many to have the strongest claim to the Russian throne. However, despite the collapse of the Soviet Union and campaigns by her supporters for recognition as the constitutional monarch, it seems unlikely that she will ever gain the throne. The Russian people have so far evidenced little popular support for the resurrection of a Russian monarchy, even on a constitutional basis.

Maria Vladimirovna's father, Vladimir Cyrillovitch, was the last male dynast of the Romanov Family. The basis of which is the contention that all other males descended from Emperor Nicholas I of Russia married in violation of the House Laws with the result that their offspring did not possess any inheritance rights to the Russian throne. Under the Semi-Salic succession promulgated by Emperor Paul I of Russia, when the last male Romanov dynast died, the succession would pass to his closest female relative with valid succession rights. Contending that he was the last male Romanov dynast, Vladimir Cyrillovitch declared that his daughter would succeed as his closest female relation. A moral objection to Grand Duke Cyrillovich's clain to the throne is that he was the first Romanov to join the Revolution donning a red armband with the Preobrazhnsky guards. Accordingly, when her father died in 1992, Maria succeeded as the Head of the Imperial Family of Russia on the basis of her assertion that she is now the last male-line descendant of any Russian emperor not to be of a morganatic marriage.

Maria Vladimirovna's claim to the throne is contested. The biggest objection is the assertion that although her father was a dynast, Maria Vladimirovna is not. They argue that the marriage of her parents, Vladimir Cyrillovich and Leonida Bagration-Mukharsky was not one between equals. The Bagration-Mukharskys were decended from the medieval Kings of Georgia, but since Georgia's incorporation into the Russian empire had been regarded as nobility and not royalty in Russia, Maria and her defenders argue that the Bagration-Mukarskys were indeed royal, and that the marriage was between equals, and thus Maria is a dynast. One of her critics is the Romanov Family Association which claims as members all male-line descendants of Emperor Nicholas I of Russia. It is unclear how many of the claimed members actually participate in the association's activities. Maria and her late father clearly did not participate but were nevertheless listed as members. Prince Nicholas Romanov (who styles himself His Highness, Prince Nicholas Romanovich, Prince of Russia) is the president of the association. It is sometimes alleged that Prince Nicholas is the senior genealogical male-line descendant of Nicholas I, but it is difficult to see the basis for this claim since there are living male-line descendants of Emperor Alexander II of Russia. Prince Nicholas is descended from one of Alexander II's younger brothers.

Czarist Rule in Russia
To understand why Czar Nicholas I freed the serfs from serfdom, we must look at Russia in the mid-18th century.

Questions
Week 2 Questions

Next week's materials
Week 3

title: Russian Revolution/Week 2


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Wikiversity:Topics

A Wikiversity page in the topic namespace helps Wikiversity participants organize learning resources related to a single academic topic area. In contrast, Wikiversity schools are used to help organize several related topic areas. Pages in the Topic: namespace can be called divisions, departments, centers, programs or any other descriptive term. If you want to create a new Wikiversity department or other Wikiversity content development project, please read the naming conventions.

Topic: namespaces are the equivalent to Wikipedia's community oriented Wikiprojects or taskforces.

Major Wikiversity Divisions and Departments

 * A STRONOMY
 * A GRICULTURAL E NGINEERING
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 * E NGLISH L ANGUAGE
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Templates
There are templates that can be used to quickly start pages in the "Topic:" namespace. Use and.

At Wikiversity, we have a Topic namespace. Articles in it have the prefix  . This resource is to help gain an understanding of the Topic namespace and of Topic:Topics in general.

Topic namespace
To see what's in the Topic: namespace, click Special pages to your left. Scroll down to Prefix index and click that. Then, where it says Namespace:, click the drop-down box and select Topic. You will then see a page – All pages (Topic namespace) which gives you an alphabetized list something like Abenaki through XML. These are your basic Topics at Wikiversity.

The difference between topics, disambiguation pages and portals

 On Wikipedia, a disambiguation page is for topics whose names overlap or have multiple meanings (eg "reflection") - on Wikiversity the scope for overlapping is much greater, encompassing also different learner levels, different audiences, and different perspectives. A topic page is meant to serve all those functions, as well as allowing for links between related subjects, which wouldn't be fully covered under "disambiguation". Also, a topic page is meant to be easily editable so as to facilitate development of new content in a given area - a portal page is meant to be user-friendly to the person looking for content, but it is not so easy for people to edit such template/code-heavy pages in order to develop their own content. Cormaggio talk 09:10, 25 April 2008 (UTC)

Finding or creating a topic
If you are disappointed to find that your favorite Topic isn't covered there, try it with no prefix (Topic) or as a School ( School:Topic) or a Portal (Portal:Topic).

Topics at Wikiversity are usually pages for other Wikiversity participants who have already organized a Learning group, Learning materials and Learning resources around that Topic.

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Likewise, A "lower-level" specific topic perhaps thought of as a "field" in the Topic: namespace is usually considered a Department. In that case you can use to create a somewhat standard Department page.

Divisions can be parts of Schools and Departments can be parts of Divisions. As Wikiversity grows, it is importqant to interlink related content development groups, schools, portals and learning resources. Don't be discouraged if pages you create appear "lonely" or forgotten. Someone else may pull your topic into a broader context by including it on navigational templates or in other relevant categories or portals.

If you don't want to create a page yourself, just open the page and type or paste into it. Someone else will either delete the page or start the new topic. The template renders something like:

Classifying topics
Main article Classifying educational resources

See also:
 * Topic:Topics for the flat list
 * Help:Project boxes for the template system.

title: Wikiversity:Topics


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Russian Revolution/Week 3

Pre-reform Russia
Imperial Russia was a land of peasants, which made up at least 80% of the population. There were two main categories of peasants, those living on state lands and those living on the land of private landowners. Only the latter were serfs. As well as having obligations to the state, they also were obliged to the landowner, who had great power over their lives. By the mid-nineteenth century, less than half of Russian peasants were serfs.

The rural population lived in households (dvory, singular dvor), gathered as villages (derevni, lit. 'wood', larger villages were called selo), run by a mir ('commune', or obshchina) - isolated, conservative, largely self-sufficient and self-governing units scattered across the land every 10 km (6 miles) or so. There were around 20 million dvory in Imperial Russia, four in ten numbering from six to ten people.

Intensely insular, the mir assembly, the skhod (sel'skii skhod), appointed an elder (starosta) and a 'clerk' (pisar) to deal with any external issues. Land and resources were shared within the mir. The fields were divided among the families as nadel - a complex of strip plots, distributed according to the quality of the soil. The strips were periodically redistributed (peredely) within the derevni to produce level economic conditions - albeit at the expense of actual efficiency. Despite this the land was not owned by the mir; the land was the legal property of the 100,000 or so land-owners (dvoryanstvo) and the inhabitants, as serfs, were not allowed to leave the property where they were born. The peasants were duty bound to make regular payments in labour and goods, usually working the land half-and-half for themselves and the land-owner.

The need for urgent reform was well understood in 19th-century Russia, and various projects of emancipation reforms were prepared by Mikhail Speransky, Nikolay Mordvinov, and Pavel Kiselev. Their efforts were, however, thwarted by conservative or reactionary nobility.

Emancipation Manifesto
The liberal politicians who stood behind the 1861 manifesto - Nikolay Milyutin and Yakov Rostovtsev - also recognised that their country was one of a few remaining feudal states in Europe. The pitiful display by Russian forces in the Crimean War left the government acutely aware of the empire's backwardness. Eager to grow and develop industrially, hence military and political strength, there were a number of economic reforms. As part of this the end of serfdom was considered. It was optimistically hoped that after the abolition the mir would dissolve into individual peasant land owners and the beginnings of a market economy.

Alexander, unlike his father, was willing to deal with this problem. Moving on from a petition from the Lithuanian provinces, a committee "for ameliorating the condition of the peasants" was founded and the principles of the abolition considered.

The main point at issue was whether the serfs should remain dependent on the landlords, or whether they should be transformed into a class of independent communal proprietors.

The land-owners initially pushed for granting the peasants freedom but not any land. The tsar and his advisers, mindful of 1848, were opposed to creating a proletariat and the instability this could bring. But giving the peasants freedom and land seemed to leave the existing land-owners without the large and cheap labour-force they needed to maintain their estates.

To 'balance' this, the legislation contained three measures to reduce the potential economic self-sufficiency of the peasants. Firstly a transition period of nine years was introduced, during which the peasant was obligated as before to the old land-owner. Additionally large parts of common land were passed to the major land-owners as otrezki, making many forests, roads and rivers only accessible for a fee. The third measure was that the serfs must pay the land-owner for their allocation of land in a series of redemption payments, which in turn, were used to compensate the landowners with bonds. The total sum would be advanced by the government to the land-owner and then the peasants would repay the money, plus interest, to the government over forty-nine years. Redemption payments were finally cancelled in 1907.

Implementation
Although well planned in the legislation, the reform did not work smoothly.

The land-owners and nobility were paid in government bonds and their debts were removed from the money before it was handed over. The bonds soon fell in value, combined with the generally poor management skills of the land-owners under the new conditions there

Outcome
The legislation neither freed the peasants from excessive external obligation nor greatly reordered their social and economic constraints. The uneven application of the legislation did leave many peasants in Congress Poland and northern Russia both free and landless (batraks), while in other areas peasants became the majority land owners in their province(s).

Questions
Week 3 Questions

Next week's materials
Week 4

title: Russian Revolution/Week 3


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Astronomy project · Learning to Learn a Wiki Way · Bloom Clock Project · Human Genetic Uniqueness Project · Social Cybernetics · Nerd Project · AMWADS · Paducah2020 · OpenMoko · MMORPGR Project · Wikipedia Vandalism Study

title: Template:Research projects header


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Category:Wikiversity Departments

This category can contain major Wikiversity "Topic:" namespace pages that are listed at Topics.

title: Category:Wikiversity Departments