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Game mechanics/Area Movement

Area movement is a mechanism used in board game design. It is characterised by having a game board divided into areas of varying shapes and sizes. Players can move pieces into and out of each area in any direction provided the areas are adjacent or connected.

However, Area Movement is arguably an alternative way of presenting Point to Point Movement, as the areas act as "points" with implicit "lines" connecting each area to their adjacent areas.

Links to Boardgame geek

 * Boardgamegeek: Area Movement

Games using Area Movement

 * 1830: Révolution Belge
 * Imperial 2030
 * Navegador

title: Game mechanics/Area Movement


text:
Game mechanics/Point to Point Movement

Point to Point Movement is a mechanism used in board game design. It is characterised by having a game board divided into areas of varying shape and size. Players can move pieces into and out of each area in any direction provided the areas are adjacent or connected.

However, Point to Point Movement is an alternative way of presenting Area Movement, as the points act as areas with the "lines" representing the existence of a border between adjacent areas. See the example for Risk

Links to Boardgame geek

 * Point to Point Movement

Games using Point to Point Movement

 * 1866: The Struggle for Supremacy in Germany
 * Friedrich
 * Here I Stand

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

title: Game mechanics/Point to Point Movement


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Computational mechanics

School of Engineering | Engineering and Technology Portal |  Applied mechanics

Origins and goal
This page is set up by students of the Eindhoven University of Technology who have started working on problems in computational mechanics (either for fluids or solids). There exists already a plethora of information both online and at the university. However, because it was found that a lot of students are confronted with the same problems when they start working on computational mechanics for their master's degree, it was decided it would be useful to have a central, easily accessible and open repository with detailed information about the theory that these students typically encounter.

These pages will deal for the most part with finite element methods in computational mechanics.

To be done

 * Balance equations

 * Solids
 * Neo-Hookean
 * Elastic models

 * Fluids
 * Poisson
 * Stokes
 * Navier-Stokes

 * Mathematical background
 * Notation
 * Calculus of variations
 * Gauss' divergence theorem
 * Reynolds transport theorem
 * Linearisation schemes
 * Time integration schemes

title: Computational mechanics


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Talk:Complex socio-ecological systems/Operationalizing Resilience

Comments: Operationalizing resilience

How do you decide the "to what" desirable state of a SES when you have a multitude of interests represented in a region, if you decise to bound your system at a landscape level? --- After doing the readings today I still feel there are quite a few points to navigate concerning the operationalization of resilience. These include a standardized definition of what SER looks like (the Cumming et al. vs. the Carpenter et al. paper, for example, highlight this point); an acknowledgement that there needs to be a agreed upon understanding of the differences between resilience, resistance, and adaptation; and an opening for this work in empirical work that is not strictly model-based. The last point has been gaining some traction through the use of network measurements in recent years, but much of the E of SER, with the slight exception of Cumming et al., is highly focused on models (even Ostrom is staking her claim to massive metamodels these days). The Walker et al. heuristics, for instance, have the unfortunate effect of perpetuating the belief that SER thinkers can’t get down to the nitty gritty. Or that perhaps they can with their ecological experimentation and modeling, but that it breaks down when combined with any socioeconomic data collected. The Cumming et al. out of these readings is the most promising as a template, although there are others in the canon which don’t read like the Ninety-Five Thesis nailed to the door of Castle Church in their lack of application. Why? Because I think it provides a way for combining the quantitative measurements of state changes and self-organization in ecological systems with the rich qualitative information that is necessary to describe the changing nature of social systems (not that you can’t do quantitative measures of these systems, but not to the same degree if what you’re attempting to explain can’t be acquired with social instruments). I’m still a bit frustrated by this, but I’m hoping the group has some insight as well as the participants in the resilience conference. ~ Sam


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Computational Mechanics/Balance equations

These pages are currently being worked on

For an arbitrary, changing domain $$\Omega(t)$$ with boundary $$\Gamma(t)$$ containing a substance of density $$\rho$$ we can derive balance equations for mass, momentum and energy.

Balance of mass
The mass $$M$$ of a domain $$\Omega(t)$$ must be constant over time, i.e.:

$$\frac{dM}{dt} = 0$$ $$\frac{d}{dt}\int\limits_{\Omega(t)}\rho\text{d}\Omega(t) = 0$$

Using the Reynolds transport theorem:

$$\int\limits_{\Omega(t)}\frac{\partial\rho}{\partial t}\text{d}\Omega + \int\limits_{\Gamma(t)}\rho\vec{v}\cdot\vec{n}\text{d}\Gamma = 0$$

Which means that the change of the mass can be due to a change in density inside the domain and due to convection of mass over the boundary with outward pointing normal vector $$\vec{n}$$ (Note: it was assumed tha the volume is not moving, i.e. $$\vec{v}_{\Omega} = 0$$. Using the Gauss-Ostrogradskii theorem we can write the boundary integral as a volume integral:

$$\int\limits_{\Gamma(t)}\rho\vec{v}\cdot\vec{n}\text{d}\Gamma = \int\limits_{\Omega(t)}\nabla\cdot(\rho\vec{v})\text{d}\Omega$$

Such that the balance of mass boils down to:

$$\frac{dM}{dt} = \int\limits_{\Omega(t)}\frac{\partial\rho}{\partial t}+\nabla\cdot(\rho\vec{v})\text{d}\Omega = 0$$

For any arbitrary volume $$\Omega(t)$$:

$$\qquad { \begin{align} \mathsf{The~differential~form~of~the~mass~balance:} & \\ \frac{\partial\rho}{\partial t}+\nabla\cdot(\rho\vec{v}) &= 0 \end{align} } $$

Balance of momentum
A change of the momentum $$p$$ can be due to forces working on the domain $$\Omega(t)$$, i.e. $$dp/dt = \vec{F}$$. The forces can be subdivided into body forces $$\rho\vec{f}$$ working on the domain $$\Omega(t)$$ (such as gravity) and traction forces $$\vec{t}$$ working on the boundary $$\Gamma(t)$$:

$$\frac{dp}{dt} = \int\limits_{\Omega(t)}\rho\vec{f}\text{d}\Omega + \int\limits_{\Gamma(t)}\vec{t}\text{d}\Gamma$$ $$\frac{d}{dt}\left[\int\limits_{\Omega(t)}\rho\vec{v}\text{d}\Omega\right] = \int\limits_{\Omega(t)}\rho\vec{f}\text{d}\Omega + \int\limits_{\Gamma(t)}\vec{t}\text{d}\Gamma$$

Using the Reynolds transport theorem, we can rewrite the left-hand side:

$$\int\limits_{\Omega(t)}\frac{\partial}{\partial t}(\rho\vec{v})\text{d}\Omega + \underbrace{\int\limits_{\Gamma(t)}(\rho\vec{v})\vec{v}\cdot\vec{n}\text{d}\Gamma}_{\text{I}} = \int\limits_{\Omega(t)}\rho\vec{f}\text{d}\Omega + \underbrace{\int\limits_{\Gamma(t)}\vec{t}\text{d}\Gamma}_{\text{II}}$$

So the change in momentum on the left hand side is the result of two possible effects: a change in density or velocity in $$\Omega(t)$$, and due to (in-)flux of momentum over the boundary $$\Gamma(t)$$ And using the Gauss-Ostrogradskii (divergence) theorem we can rewrite the boundary term from the left hand side:

$$\text{I:} \int\limits_{\Gamma(t)}(\rho\vec{v})\vec{v}\cdot\vec{n}\text{d}\Gamma = \int\limits_{\Omega(t)}\nabla\cdot(\rho\vec{v})\vec{v}\text{d}\Omega$$

And the same for the boundary term on the right hand side, taking into account that the traction vector can be written in terms of the stress tensor and the outward pointing normal vector ($$\vec{t} = \boldsymbol{\sigma}\cdot\vec{n}$$):

$$\text{II:} \int\limits_{\Gamma(t)}\vec{t}\text{d}\Gamma = \int\limits_{\Gamma(t)}\boldsymbol{\sigma}\cdot\vec{n}\text{d}\Gamma = \int\limits_{\Omega(t)}\nabla\cdot\boldsymbol{\sigma}\text{d}\Omega$$

So that the momentum balance can be written as solely dependent on a volume integral:

$$\int\limits_{\Omega(t)}\frac{\partial}{\partial t}(\rho\vec{v})\text{d}\Omega + \int\limits_{\Omega(t)}\nabla\cdot(\rho\vec{v})\vec{v}\text{d}\Omega = \int\limits_{\Omega(t)}\rho\vec{f}\text{d}\Omega + \int\limits_{\Omega(t)}\nabla\cdot\boldsymbol{\sigma}\text{d}\Omega$$

Rearranging: $$\int\limits_{\Omega(t)}\frac{\partial}{\partial t}(\rho\vec{v}) + \nabla\cdot(\rho\vec{v})\vec{v} - \rho\vec{f} - \nabla\cdot\boldsymbol{\sigma}\text{d}\Omega = \vec{0}$$

So for an arbitrary volume $$\Omega(t)$$:

$$\frac{\partial}{\partial t}(\rho\vec{v}) + \nabla\cdot[(\rho\vec{v})\vec{v}] - \rho\vec{f} - \nabla\cdot\boldsymbol{\sigma} = \vec{0}$$

Applying the chain rule to the first two terms:

$$\rho\frac{\partial\vec{v}}{\partial t} + \underbrace{\vec{v}\frac{\partial\rho}{\partial t} + \vec{v}\nabla\cdot(\rho\vec{v})}_{= 0 \text{(mass balance)}} + \rho\vec{v}\cdot\nabla\vec{v} - \rho\vec{f} - \nabla\cdot\boldsymbol{\sigma} = \vec{0}$$

Which will result in the differential form of the momentum equation.

$$\qquad { \begin{align} \mathsf{The~differential~form~of~the~momentum~equation}&\\ \rho\frac{\partial\vec{v}}{\partial t} + \rho\vec{v}\cdot\nabla\vec{v} - \rho\vec{f} - \nabla\cdot\boldsymbol{\sigma} &= \vec{0} \end{align} } $$


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User:Cjr100B

Latin American and Latina/o Cultural Studies

This project page is created in conjunction with Latin American and Latino Studies: Culture and Society in a Global Context (100B) at the University of California, Santa Cruz.

This course focuses on transnational, regional, and local features of Latina/o and Latin American cultural production and artistic expression: how culture is shaped by historical, social, and political forces; how cultural and artistic practices shape the social world; and how culture is produced in an interconnected, postindustrial, and globalized economy.

title: User:Cjr100B


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Latin American and Latina/o Cultural Studies

This project page is created in conjunction with Latin American and Latino Studies: Culture and Society in a Global Context (100B) at the University of California, Santa Cruz.

The course provides a foundation to the study of culture in Latin@ América. The course presents a critical analysis of the cultural forces and cultural processes that shape social life, institutions, identities, discourses, media and artistic forms and practices, in local, global and regional contexts. This transnational and interdisciplinary framework probes the connection between culture and power. The course examines the cultural flows and cultural politics that are re-defining and reshaping the nation, community practices, and daily life.

The entries on this project page were created by students in LALS 100B as an assignment designed to integrate Latin@s and Latin American theories and scholars, cultural makers, media and artistic practices into the Wikipedia Universe.

==Circuits of Culture ==

 * Production
 * Identity
 * Representation
 * Consumption
 * Intervention

Keywords

 * Alternative gender systems - http://en.wikipedia.org/wiki/Alternative_gender_systems
 * Biological Diamorphism - http://en.wikipedia.org/wiki/Biological_diamorphism
 * Colonial/modern gender system - http://en.wikipedia.org/wiki/Colonial/Modern_Gender_System
 * Coloniality of Power - http://en.wikipedia.org/wiki/Coloniality_of_power
 * Counter Flows - http://en.wikipedia.org/wiki/Counter-flows
 * Creolization - http://en.wikipedia.org/wiki/Creolization
 * Cultural Remittances - http://en.wikipedia.org/wiki/Cultural_remittances
 * Customization - http://en.wikipedia.org/wiki/Customization
 * Hayandose - http://en.wikipedia.org/wiki/Hayandose
 * Mestiza Double Consciousness - http://en.wikipedia.org/wiki/Mestiza_Double_Consciousness
 * Multicultural Transruption - http://en.wikipedia.org/wiki/Multicultural_transruption
 * Multi-Locality - http://en.wikiversity.org/wiki/Multi-Locality
 * New Diaspora - http://en.wikipedia.org/wiki/New_diaspora
 * Ritual Practices as Decolonization - http://en.wikipedia.org/wiki/Machi_decolonization
 * Tandas - http://en.wikipedia.org/wiki/User:Tandas
 * Transculturation - http://en.wikipedia.org/wiki/Transculturation
 * Transmigrant - http://en.wikipedia.org/wiki/Transmigrant
 * Transnational Barrios - http://en.wikipedia.org/wiki/Transnational_barrios

'Notable Scholars in Cultural Studies'

 * Angie Chabram-Dernersesian - http://en.wikipedia.org/wiki/Angie_Chabram-Dernersesian
 * Cindy Cruz - http://en.wikipedia.org/wiki/Cindy_Cruz
 * Arlene Davila - http://en.wikipedia.org/wiki/Arlene_Davila
 * Juan Flores (professor) - http://en.wikipedia.org/wiki/Juan_Flores_%28professor%29
 * Rosa-Linda Fregoso - http://en.wikipedia.org/wiki/Rosa-Linda_Fregoso
 * Lourdes Gutiérrez Nájera - http://en.wikipedia.org/wiki/Lourdes_Guti%C3%A9rrez_N%C3%A1jera
 * Heather Levi - http://en.wikipedia.org/wiki/Heather_Levi
 * Maria Lugones - http://en.wikipedia.org/wiki/Maria_lugones
 * Deborah Paredez - http://en.wikipedia.org/wiki/Deborah_Paredez
 * Juan Poblete - http://en.wikipedia.org/wiki/Juan_poblete
 * Anibal Quijano - http://en.wikipedia.org/wiki/Anibal_Quijano

Notable Cultural/Media Makers

 * The Brat (punk band) - http://en.wikipedia.org/wiki/The_brat_(punk)
 * Los Exoticos - http://en.wikipedia.org/wiki/Los_Exoticos
 * Grupo Folklórico Los Mejicas - http://en.wikipedia.org/wiki/Grupo_Folkl%C3%B3rico_Los_Mejicas
 * John Jota Leaños - http://en.wikipedia.org/wiki/John_Jota_Lea%C3%B1os
 * Los Mojarras - http://en.wikipedia.org/wiki/Los_mojarras
 * Roberta H. Martinez - http://en.wikipedia.org/wiki/Roberta_H._Martinez
 * Paulinho Paiakan - http://en.wikipedia.org/wiki/Paulinho_Paiakan
 * Dulce Pinzon - http://en.wikipedia.org/wiki/Dulce_Pinzon
 * Los Rakas - http://en.wikipedia.org/wiki/Los_Rakas
 * Erick Rincon - http://en.wikipedia.org/wiki/Erick_Rincon
 * Alex Rivera - http://en.wikipedia.org/wiki/Alex_Rivera
 * Julio Salgado - http://en.wikipedia.org/wiki/Julio_Salgado
 * La Santa Cecilia - http://en.wikipedia.org/wiki/La_Santa_Cecilia
 * Silenzio Statico - http://en.wikiversity.org/wiki/Silenzio_statico
 * Roberto Vargas – http://en.wikipedia.org/wiki/Roberto_Vargas_%28poet%29
 * Yosimar Reyes - http://en.wikipedia.org/wiki/Yosimar_Reyes

Hemispheric Connections

 * Media and Arts

 * Anos Rebeldes - http://en.wikipedia.org/wiki/Anos_Rebeldes
 * Beyond the Screams/Mas alla de los Gritos: A U.S. Latino Hardcore Punk Documentary - http://en.wikipedia.org/wiki/Beyond_the_Screams/Mas_alla_de_los_Gritos:_A_U.S._Latino_Hardcore_Punk_Documentary
 * The Bronze Screen - http://en.wikipedia.org/wiki/Wikipedia_talk:Articles_for_creation/The_Bronze_Screen:_100_Years_of_the_Latino_Image_in_Hollywood_%28film%29
 * Carmen Miranda: Bananas is my Business - http://en.wikipedia.org/wiki/Carmen_Miranda:Bananas_is_my_Business
 * Chevolution (documentary) - http://en.wikipedia.org/wiki/Chevolution
 * Corpus: A Home Movie About Selena - http://en.wikipedia.org/wiki/Corpus:_A_Home_Movie_About_Selena
 * Cuban Refrigerator Art - http://en.wikiversity.org/wiki/Cuban_Refrigerator_Art
 * Papapapá - http://en.wikipedia.org/wiki/Papapap%C3%A1
 * ¡Que Viva la Lucha!  - http://en.wikipedia.org/wiki/%C2%A1Que_viva_la_lucha!
 * The Solitude of Latin America - http://en.wikipedia.org/wiki/The_Solitude_of_Latin_America
 * Television Serrana - http://en.wikipedia.org/wiki/Television_Serrana
 * Cultural Arts Centers/Galleries

 * Galería de la Raza - http://en.wikipedia.org/wiki/Galer%C3%ADa_de_la_Raza
 * Mission Muralismo - http://en.wikipedia.org/wiki/Mission_muralismo
 * Plaza Mexico - The Marketplace (Lynwood, CA) - http://en.wikipedia.org/wiki/Plaza_M%C3%A9xico_%E2%80%93_The_Marketplace_%28Lynwood,_CA%29
 * Self Help Graphics & Art - http://en.wikipedia.org/wiki/Self_Help_Graphics_%26_Art
 * Books and Publications

 * Friends from the Other Side/Amigos del Otro Lado - http://en.wikipedia.org/wiki/Friends_from_the_Other_Side_/_Amigos_del_Otro_Lado
 * The Woman in the Zoot Suit - http://en.wikipedia.org/wiki/The_Woman_in_the_Zoot_Suit
 * The World of Lucha Libre - http://en.wikipedia.org/wiki/The_World_of_Lucha_Libre


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User talk:JabocJacobOhYeah

Welcome
 Hello JabocJacobOhYeah, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 19:41, 4 March 2011 (UTC)

-- Cirt (talk) 19:41, 4 March 2011 (UTC)

title: User talk:JabocJacobOhYeah


text:
User talk:Cirt/Archive 1

Welcome
 Hello Cirt, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 20:20, 8 April 2010 (UTC)

 * Thank you! Cirt 20:22, 8 April 2010 (UTC)

Scientology
Will you be able to trim the excesses of the article and add some of the lesson structure? Ottava Rima (talk) 01:16, 11 April 2010 (UTC)
 * Sure. -- Cirt (talk) 04:38, 11 April 2010 (UTC)
 * Okay, good. I think that since you are active at Wikipedia that will help you figure out where to draw the line with material over there. Ottava Rima (talk) 14:24, 11 April 2010 (UTC)
 * Great, it that would be a long process but hopefully I can take advice from more experienced Wikiversity contributors, such as yourself. ;) -- Cirt (talk) 23:56, 11 April 2010 (UTC)

Fancy seeing you here
Hello fellow wikiquotian. :) Nice to see you around the 'versity. (The preceding unsigned comment was added by Thenub314 (talk • contribs) .)
 * Thank you. -- Cirt (talk) 04:43, 28 November 2010 (UTC)

Welcome script
What welcome script are you using? I know Twinkle on Wikipedia has a welcome tool built in. Is this similar because I'd like to use it as well? Thanks. :) Devourer09  ( t · c ) 19:59, 25 May 2011 (UTC)
 * Hi, thank you for your interest! ;) It is at User:Cirt/welcome/vector.js. -- Cirt (talk) 22:06, 25 May 2011 (UTC)
 * Glad to see you welcoming users. You do seem to be welcoming many on account creation, though, without edits to anything; when I did this, a year ago, it was suggested to me that I not do it, wait until the first edit to something else. I think it has to do with creating a lot of user talk pages where the user never again even looks at Wikiversity, but what do you think? See also Wikiversity talk:Welcoming committee; we can reduce labor simply by documenting the last "sweep." --Abd 12:12, 2 June 2011 (UTC)
 * Alright, that makes sense, sounds like a good plan. ;) -- Cirt (talk) 13:41, 2 June 2011 (UTC)
 * For me to use this, would I just copy the code to User:Devourer09/welcome/vector.js? Devourer09  ( t · c ) 18:18, 14 June 2011 (UTC)
 * Yes, I believe so. :) -- Cirt (talk) 18:25, 14 June 2011 (UTC)

Thanks for your cooperation and collaboration in expanding the landmark Education resource.
Cirt, I appreciate your willingness to collaborate and cooperate in organizing the resource. --Abd (discuss • contribs) 20:58, 26 October 2013 (UTC)
 * You're most welcome, -- Cirt (talk) 21:29, 26 October 2013 (UTC)

You corrected punctuation
This is funny, really. I was a real editor and proofreader, as well as a typographer, used the Chicago Manual of Style. I always put periods and commas inside the punctuation marks. It was the "right" way to do it. I think that the rule may have come from ancient typography, a linotype, if you tried that floating punctuation (that period sitting out there next to nothing), would spit hot lead at you. That's the story, anyway. I just checked the Wikipedia MOS, and it recommends what it calls "logical quotation." Fine with me. I like the idea better than my regular practice, but, notice what I just did. Without even thinking, I put the period inside the quotation mark, when "logical quotation" would have it outside. That's what 50 years of habit will do to you. Old dog. New tricks. --Abd (discuss • contribs) 00:53, 28 October 2013 (UTC)
 * Understood, thanks for your acknowledgement of my copyediting. -- Cirt (talk) 17:50, 28 October 2013 (UTC)

The Landmark resource
I'm finding the discussion over the Landmark resource distracting and will be letting go of that for a few days. If you want to take the time to show me what you want to do there, it might be useful. If it's not acceptable to me, and I believe I've communicated what I'll accept and what not, I'll fork it, if you have not already done that. This is far easier than negotiating consensus with someone with undisclosed or hidden agendas, and surely that cuts both ways. Such negotiations readily become train wrecks, hence I'm placing a limit on this. --Abd (discuss • contribs) 02:41, 28 October 2013 (UTC)
 * Sounds like a good plan, I'm just not sure how to label each page to denote it is a forked page, and proper structuring and ways to link back and forth, etc. Perhaps you could show me an example of a different resource that uses this method? -- Cirt (talk) 17:50, 28 October 2013 (UTC)
 * I created the fork. As someone may come in on a link to your section, I request that on Landmark Education/Cirt you place a notice that you manage that resource, and disclose any bias (bias can be subtle). If you wish to manage a "normal" resource instead, not attributed to you openly (but only perhaps in History), you'd want to use the "Other" section which is not to be owned. Problem is, if someone abuses that, we might need to do something about it! Basically, the entire Other section should be NPOV, which then requires process to determine that and the whole usual train wreck on a controversial topic. (The preceding unsigned comment was added by Abd (talk • contribs) .)
 * Okay, I've modeled it after your wording, DIFF. Cheers, -- Cirt (talk) 01:56, 30 October 2013 (UTC)
 * Looked fine. Looked to me like you may be bringing content from Wikiquote; that content is probably more appropriate for here. I want to acknowledge you, Cirt, for respecting my suggestions in spite of my habit of writing too much. In my long-term vision, Wikiversity is a place where factions may fully express positions, and what they think relevant to those positions as to evidence. Whatever true consensus is possible can be born and nurtured here, in a place where there isn't competition for prominence. Create the best resource, enjoy the most participation! We've only begun this process with Landmark Education. --Abd (discuss • contribs) 02:40, 31 October 2013 (UTC)
 * Thank you for acknowledging me for doing that! I'm glad we can collaborate positively and constructively on this topic here. :) -- Cirt (talk) 03:32, 31 October 2013 (UTC)
 * Notice the Template:Scholarly ethics on my User page. It is also possible to place on a resource, which refers to the scholarly ethics disclosure. It is not essential at this point that this be done, but this shows adherence to Wikiversity traditions. --Abd (discuss • contribs) 12:41, 31 October 2013 (UTC)
 * I dunno, I see you created Progressivism as recently as September 2013, making the page itself not that historically stable or accepted yet. -- Cirt (talk) 16:15, 31 October 2013 (UTC)
 * That's correct, but if you look at the page as created, it was to explain Template:Disclosures as applied to progressivism, There is another template Template:Disclosures/EP which was created in 2006. I'm not sure if I was aware of EP in September. I did not invent the concept of "progressivism" as the default disclosure for Wikiversity, but it is indeed essential to actual practice on Wikiversity, because, otherwise, the creation of educational resources would be massively impeded by attempting to ensure that materials satisfy some official standard. With the progressivism approach, materials that are not neutral, that are in error, incorrect, biased, etc., can be seen as part of the educational process. They are "corrected" by balancing them, not by deleting them or revert warring over them. The approach is far more likely to find consensus than a Wikipedia-like approach of attempting to enforce NPOV on a single topic page. The neutrality here is in the overall process.

 * Because of relatively low participation here, there hasn't been a lot of conflict to resolve this way, but this does show up in deletion discussions at WV:RFD, typically in requests from those not participating in creating the resource, but wanting it to disappear. I closed a lot of those, and my closures were almost always accepted. People sometimes objected to me closing, but then they were reopened -- I'd always do that if someone else doesn't do it -- and then closed with the same result by someone else, normally. --Abd (discuss • contribs) 19:37, 2 November 2013 (UTC)
 * Understood, I'd just still like to wait on that before using such a new template and its associated page Progressivism. But thanks for the helpful links, I shall read them over and consider them! -- Cirt (talk) 20:24, 2 November 2013 (UTC)
 * Look at Template:Disclosures/EP. You could use that one, it was created in 2006. What was new in September of this year was only that I put together a Wikiversity page on Progressivism, to be used with the Disclosures template, and that page consists mostly of quotations from much older Wikversity pages. As I wrote above, I didn't invent this. I merely found it to be not very clearly explained, by the link to the Wikipedia article, which was far too confusing. What was really important is the material taken from Disclosures, where the "default disclosures" are explained. That page is from 2008, mostly, and was edited by many major early editors. Like a lot of proposed guidelines or policy on Wikversity, it was never formally adopted. It could be useful to review Wikiversity project proposal. It was idealistic and vague, but what I've been laying out is largely required by that vision. "Discussion" is a critical aspect of scholarly inquiry. --Abd (discuss • contribs) 05:17, 3 November 2013 (UTC)
 * Thank you for these links, I shall take some more time to read them over. -- Cirt (talk) 17:01, 3 November 2013 (UTC)

Thanks again re your contribution to my section of Landmark Education
Thanks for adding those links. I see that as highly constructive. I had one of those conversations in mind when I created the page, as an example of internal criticism, what is called "constructive criticism." I can say that the company clearly responded. There is a whole initiative, the New Enterprise, that was born out of some of this discussion and a broader facilitated process, and I've been designated a Brand Champion in communicating the new "brand," which is, of course, a marketing term. It involves, though, creating the reality behind the brand, "making it so," one piece is "excellent customer service." There are many other pieces. Landmark is an enormous enterprise, involving thousands of active volunteers and a much smaller staff. Large structures like that have institutional inertia, so there is a lot of "Old Landmark" left functioning, and that's necessary. Nobody is being fired, kicked out, blamed for doing what worked before, or that was thought to work, that may no longer work. But it is being confronted, when harm is caused. Again, I've been a piece of that, taking flak but generally being confirmed by senior Staff. And, of course, confronting my own "story." --Abd (discuss • contribs) 19:18, 2 November 2013 (UTC)
 * So had you come across those links before? -- Cirt (talk) 20:25, 2 November 2013 (UTC)
 * Of course, Cirt. I have heavily researched Landmark on the internet, for years, starting from before I took the Forum. See, where I posted to the associated Yahoo group, almost a year and a half ago. --Abd (discuss • contribs) 04:54, 3 November 2013 (UTC)
 * Ah, I see, that is quite encouraging. I'm glad the company is thinking about the fact that, "It was acknowledged that, to some degree, the de facto purpose of Landmark had become registering people into courses." However, for the company to fully realize this attempt to change, the best way to successfully accomplish that, would be to become non-profit. -- Cirt (talk) 17:00, 3 November 2013 (UTC)
 * In the Introduction Leader Program training, we watched a video in which a Forum Leader proclaimed that "the business of Landmark is not registering people into courses." The word might not have been "business," it might have been "purpose." Yes, the nonprofit route could be a solution in a place like France, and I wonder that this hasn't been done. There is, however, a problem with the idea, which you may not have considered. We have some idea that nonprofit organizations are somehow more ethical than for-profit businesses, but nonprofits are controlled, commonly, by a fairly tight board, and they frequently become devices for ensuring the financial health of the organization executives. I've served on a nonprofit board and I saw it happen. The ESOP organization of Landmark places ultimate control in the hands of the staff. It's like a collective, i.e., a worker co-op. The entry into that body is generally through a few years of intensive training in the Assisting program. There is high Staff turnover, because the draw from corporate business and other profitable activity is strong. However, being on Staff for a year, if I'm correct, the employee is vested and becomes a shareholder. Because Landmark has never declared a dividend, so it's really about control, not profit. The Board is responsible to the Staff. I suspect that Forum Leaders tend to remain Staff for much longer than regular Center Staff -- though I've heard of some people serving as a Center Manager for decades. Probably the bulk of the stock is owned by Forum Leaders. So Landmark is likely controlled by Forum Leaders, and most people actively participating in Landmark probably like it that way. I do. Every Forum Leader I've met, maybe a dozen or so by now, has been amazing. Clear, compassionate, and, one in particular who was very possibly Erhard's coach, a woman in her seventies who was tough as nails. That is, very frank, direct, and clear, in taking the participant to exactly what they need to see about themselves to be freed from the limitations of their past. --Abd (discuss • contribs) 03:31, 6 November 2013 (UTC)
 * Interesting reflections, fascinating stuff really. If not a non-profit, perhaps the company would be better organized as a declared religion. -- Cirt (talk) 04:09, 6 November 2013 (UTC)

 * That definitely wouldn't fly. That it is for-profit does raise some expectations that aren't accurate, but almost every possibility can raise that. --Abd (discuss • contribs) 19:52, 6 November 2013 (UTC)
 * Well, I think way back when the predecessor organizations and companies were being created, there was some debate about whether to structure it as a religion. -- Cirt (talk) 20:23, 6 November 2013 (UTC)
 * I've not heard that. Sounds more like Scientology.... I know people who were active then, and I could understand such an idea, but I suspect most graduates would be horrified. Religion is associated with dogma, and the training rejects the idea that it is "true." (The distinctions are neither true nor false.) --Abd (discuss • contribs) 00:07, 7 November 2013 (UTC)
 * I'll do some research and try to find the source for it, I may be mistaken of course, but I'll try to double-check my thoughts on this. -- Cirt (talk) 07:10, 8 November 2013 (UTC)

Created category for Bomis
Created Category:Bomis, to help catalog pages related to the history of the organization Bomis.

Cheers,

-- Cirt (talk) 20:15, 20 December 2013 (UTC)
 * I yanked that category from 1938/Wells because the weird occurrence of a mention of Bomis on a page isn't enough to justify a categorization. I'll also remove that mention of Bomis, it's silly. --Abd (discuss • contribs) 03:27, 21 December 2013 (UTC)
 * Alright, no worries, -- Cirt (talk) 12:43, 21 December 2013 (UTC)
 * Category:Nothing wrong here. We could put it on every page, but I'll just put it here. --Abd (discuss • contribs) 13:30, 21 December 2013 (UTC)
 * Interesting, not sure how it helps categorization organization here on Wikiversity, but okay. -- Cirt (talk) 17:02, 23 December 2013 (UTC)

Discussion about Landmark categories

 * I see that you removed the category, so apparently it was not "okay." Is there something wrong here?
 * Seriously, fun is an essential element of education. The category is used for that, fun. That's all.
 * As to Category:Large-group awareness training, I removed that category from the top level Landmark Education page, because Landmark denies being an LGAT, so this is not rigorously neutral without explanation. You have added the category to your own section, and I created a subpage in my section on the LGAT issue, and popped the category on it, so that it can, there, be presented with some explanation. I hope this is acceptable to you. ––Abd (discuss • contribs) 20:16, 23 December 2013 (UTC)
 * I won't object to or push edit warring regarding the main Landmark Education page, as it's fine to have other pages in the LGAT category instead, the subpages as you've mentioned, but it just is so weird that Landmark denies being an LGAT despite having Steven Zaffron refer to it as an LGAT. And despite having had its predecessor "The Forum" referred to as such in the book that is itself titled Evaluating a Large Group Awareness Training. -- Cirt (talk) 00:51, 24 December 2013 (UTC)
 * That's what I said, Cirt. However, there is another side. That is, the meanings of terms shift with context. The context now is different than the context then. Once upon a time, as another example, "cult" was a positive term.
 * As to the categories here, the distinction "nothing is wrong here" is a general Landmark distinction. It may or may not be a specific Forum distinction. The Form is an entry level course, part of the Curriculum for Living. "Nothing is wrong here" was most emphasized, as I recall without looking at my notes, in the Excellence seminar. However, the distinction itself is related to and interwoven with many areas of the training. We can have a common category that is affixed to all related pages. LGAT is far too broad, there are many LGATs besides the Landmark courses. Come to think of it, the characterization of Landmark as an LGAT, with the descriptions given of intense, long sessions, really doesn't match the bulk of the training. Probably the most Landmark training hours happening are in the seminar series, and a seminar is ten three hour sessions spread over about three months. The Forum and the Advanced Course are relatively long sessions, effectively three days. Is that "long?" Compared to what? I felt no stress at all, and I was sixty–seven when I took the Forum and Advanced Course. As to "large," some courses are small, they can get down to thirty or forty people or so, possibly sometimes less. I've never been to a very large course, my Forum was under 150. The New York Introduction Leader Program first New York session for me was about three hundred people, who had regular classrooms from all over the Northeast, from Montreal and Canada, and I think it went as far south as Philadelphia. The most intense training in Landmark is one to one. I do it as a coach, and it's done with me, the same. So what is this "large" thing that is presumed to cover the whole banana?
 * The problem with Category:Landmark Education is that the *company* is now named Landmark Worldwide. But that is a company name, it's not what the company does. What would be a category that would cover the company and the content conveyed? Landmark Education worked for that, well enough. Within the Landmark Community, it's called the "conversation for possibility" or just the "conversation." I vote for Category:Landmark Education with an explanatory note on the category page that the company itself has been renamed. We could even lower case 'education.' ––Abd (discuss • contribs) 02:28, 24 December 2013 (UTC)
 * Category:Landmark Forum works best. It is still the name of their first course and the one most people do that is most known. It's also another w:WP:COMMONNAME for the whole organization in secondary sources. We should avoid the company names due to the tendency for them to be changed by management over time (in what seems to be a similar pattern of the EST founder changing his name, also, over time). Cheers, -- Cirt (talk) 16:33, 24 December 2013 (UTC)
 * Doesn't work best for me. Landmark Education works. Those secondary sources are most often discussing the Forum, one might almost think from them that the Forum is the whole banana. The rest is often called something like "expensive additional courses," even where some of them are free or quite inexpensive.
 * Consider as the resource is developed, there will be pages covering many different topics, some of which are only related to the Forum in being presented by the same company. An example: "relocation" is a distinction from the Self Expression and Leadership Program. It is totally absent from the Forum, it relates to nothing in the Forum that I can think of. From the perspective of a graduate with more extensive Landmark experience, categorizing all this material as Landmark Forum is like categorizing calculus as Elementary Education.
 * Right now, the resource is Landmark Education. We could change that to Landmark education, to reflect it no longer being the appropriate proper noun. By the way, there are signs within the organization that the flagship course may soon no longer be called the Forum. There is new technology being tested with pilot courses, one was called Direct Access. "Landmark education" would continue to cover that, "Landmark Forum" was never really a generic overall name. Unless a resource were only about the introductory course, which ours never was, I was in a seminar when I created the course, a seminar called Forum in Action, so, of course, the Forum and Forum distinctions were much of what I was thinking of, and wrote about, but that lasted a couple of months only. I remember being a bit upset, OMG, you mean I'm not done? I was hardly cooked at all, much less done! ––Abd (discuss • contribs) 18:18, 24 December 2013 (UTC)
 * Strongly and respectfully disagree. The company changed its name. It is not Landmark Education anymore. Therefore "Landmark Education" is inappropriate as a name designation. However, the company still uses the name Landmark Forum to refer to the course. Landmark Forum is used in multiple academic and scholarly sources from books on many different academic disciplines to refer to the organization and its associated movement and followers. Prior to Landmark Forum, the followers of the movement were referred to as followers of "The Forum". Thus, it appears "Landmark Forum" has more of a degree of both lasting quality and w:WP:COMMONNAME over and above "Landmark Education", which does not. -- Cirt (talk) 23:24, 24 December 2013 (UTC)
 * Well, it's tempting to dig in my heels and play the Wiki Game. Beat your ***!!! However, not today. We don't have a real equivalent to AN/I here, where I could whine about your Outrageous POV Pushing Behavior, creating Endless Drama and train wreck discussions over tempests in teapots.

 * A page, for starters, may have more than one category. There are different topics here. I see that you are putting Landmark Forum tags on various pages, including Werner Erhard. I'm a little concerned about creating BLPs on Wikiversity, that can open a can of worms, eh? However, setting that aside, to be handled another time, you seem to have overlooked my actual suggestion. I'm going to go ahead and implement it, creating a category Category:Landmark education. The company is then an example of a Landmark educational company. The term "Landmark" with no qualifier is commonly used when the context is known to be the work of the company and the community as continued from the similar work from est. So we readily talk about "Landmark distinctions." "Forum distinctions" refer only to distinctions introduced in the Forum. In the SELP, the Leader asked us to coach from "SELP distinctions."

 * The "Landmark education" category, then is a general category for the education itself, the processes and techniques and community involved, and the companies involved. LGAT is, ironically, appropriate as a general category for the mass training courses, the Forum and Advanced Course are reasonably "mass training." But the continued training is not, generally. It becomes reduced to one to one interactions, often. Even the mass trainings are structured to function partly in much smaller groups, i.e., in the Advanced Course, participants are assigned to groups, and much of the course process takes place on a small scale, amalgamated and iterated back and forth. I've never seen an analysis of this, most discussions seem to think that the big meeting is the whole banana, yet that misses the whole point of the Advanced Course (which I'd shallowly summarize as awakening community). Seminars have seminar groups, roughly six people at the start. A "group leader" is selected by the group, who then participates in a weekly group leader meeting. The SELP, the same, except that each group has a more experienced coach as leader. SELP is not an LGAT. It's far more intimate. The largest SELP I've been in started at about 50 participants plus coaches (who also participate, by the way, we have our own projects, do the homework, etc.)

 * Now, you could possibly justify putting a Landmark Forum tag on, say, Werner Erhard, but how many tags should go on a page? How about Category:Used car salespeople, Category:People with fake German names, or Category:Alleged cult leaders, if we really wanted to make trouble? Or, for that matter, Category:Alleged world saviors, perhaps Category:Awareness training, or, a bit more seriously, Category:Transformative education? (This is what Landmark explicitly calls the training, and it is also a general field, an ex wife of mine recently got a Master's Degree in it, and, yes, she is the one who introduced me to Landmark, she's done that work for almost twenty years.)

 * I'm going to add some categories to my section and perhaps to the top level resource, if I think they will enjoy consensus. Thanks, again, for taking an interest in Wikversity resources. Nothing wrong here. You may remove the disabling colon from that category if you like, or perhaps there is something wrong here? If there is, please let me know. —Abd (discuss • contribs) 15:19, 25 December 2013 (UTC)
 * Abd, of course I've got no problems with you adding categories to your section. I'd like to discuss your idea further of your ideas for what category names should be. Abd, you and I have been able to come to compromise solutions in the past, despite our differences in POV. I would hope that you can still communicate with me politely and with an open mind, and with the goal of coming to additional compromises in the future. I've never heard the term "Landmark education" used with a lowercase "education", it's not a w:WP:COMMONNAME, and it seems only like an invented term, a term invented perhaps by yourself out of convenience. However, what if the company name changes again? And again? And again? This is a problem of an organization that has a history of name changes, started by an individual who himself has a history of name changes. -- Cirt (talk) 04:45, 26 December 2013 (UTC)

 * Yes, of course, as to cooperation and compromise. What I'd like to start with is considering what we are talking about categorizing. A company name can change, but it is still the same company, perhaps. Or is it? The Forum was never other than the introductory course, the entry ticket, so to speak, to a curriculum. What is the curriculum? The set of courses, Forum, Advanced Course, Self Expression and Leadership Program, and the Seminar series, are called the "Curriculum for Living," but Landmark education is not limited to those courses, by far. The Communications Curriculum is two courses that are roughly equivalent in cost and course time to the Forum and Advanced Course, plus added to this is TMLP, the Team Management and Leadership Program. There is the Wisdom curriculum, which is similarly priced when one considers the course time involved. It's expensive because it is essentially equivalent to six Forums, and that's about what it costs.
 * And, of course, there is the famous Assisting Program, with the Introduction Leader Program as the most intense aspect of assisting. There are less formal trainings for Course Supervisor, there are more advanced Leader trainings, including large meetings, about which I know little, the ticket into those is serving as an Introduction Leader. These advanced trainings typically have no "cost," other than getting there. The ILP has, formally, a $100 cost for each of the four work days. They don't actually ask for the payment, which is formally waived if travel costs exceed $100, and as I was on the edge financially when I did this program, as I am now, I was told to simply make my own adjustment, even though I paid under $100 for actual travel. (The big cost in New York is accomodations for the night). Nobody gets ejected for failure to pay. I was never asked about it.
 * All of this, I'm suggesting, can be considered a single entity. How is it termed within Landmark? I'm telling you that it is routinely, called "Landmark education," or "this education." It's also called "the training." It is never called "Erhard Seminars Training," nor is it called "est," unless people are referring back to those origins. I don't capitalize "education" in this reference because it's clear that the word education is being used descriptively, not as part of the proper noun. "Landmark" is the proper noun. And it is still Landmark, in the short form, what they changed was the formal full company name, they remain, routinely, in conversation, simply "Landmark." We would never say, "Landmark Worldwide training." In the training, it is suggested that we call the Forum, the "Landmark Forum." Two proper nouns, so both are capitalized.
 * So, no, Cirt, I'm not just making this up. You can cite source after source for "Landmark Forum," because that is most widely discussed. The same sources, particularly critical ones, will mention that Landmark will also "try to sell you "other courses." They won't say that "Landmark Forum will try to sell you...." What are those courses? They are obviously not the Forum! They are not called the Forum, except that there is one seminar among many, called "Forum in Action." That seminar is unique in that it simply reviews the Forum distinctions, in ten weekly three hour sessions plus perhaps a half hour small group call, over three months (that's typical seminar setup).
 * I did take the Forum in Action seminar, as my "free seminar." I figure it cost me about $500 in travel, I live over two hours from the Boston Center, but I chose that seminar, instead of one in Connecticut that is only an hour away, because of the person leading it. He is the Assistant Director of Outpatient Psychiatry at Boston Medical Center, if I have it right. Cirt, this is something else that Pressman covers up: the quality of people who do this work. I now do only seminars in CT, and often get there free.
 * As I've written, LGAT doesn't cover it, because much or most of the extended work does not take place in large groups, and it is a serious question, for me, how significant is the "large group" aspect of the training. The Forum and Advanced Course and certain other courses are done as large groups, but is this essential? "Group" is probably essential. But the minimum group is two people. I don't think it is possible or prudent to do it alone. That's why, I suspect, there is no Book to follow. I have never heard mention in any Landmark event of Zaffron's book, as an example. It could even be dangerous, my opinion.
 * "Transformative learning" is a widely used term for the class of education, and Landmark itself also formally calls the education "transformative learning," that's in the Introduction format. Remarkably, the Wikipedia article mentions no specific major training programs. For a page in which Landmark emphasizes "transformative learning," see . —Abd (discuss • contribs) 17:01, 26 December 2013 (UTC)
 * This site is an academic based resource. Therefore I still think we should defer to the prominence of terms used on secondary sources by academic scholars. Landmark Forum is the best term to use for this, per w:WP:COMMONNAME. -- Cirt (talk) 22:10, 26 December 2013 (UTC)

Category work
Doing some category work, helping to categorize previously uncategorized categories listed at Special:UncategorizedCategories.

Hopefully this is helpful work that other can then build upon and help to categorize in better or more specific categories.

Cheers,

-- Cirt (talk) 05:40, 27 March 2014 (UTC)
 * Went through a bunch, will go back through another pass at Special:UncategorizedCategories to try to cut down more on the backlog. As of last check there were about 344 uncategorized categories on Wikiversity. -- Cirt (talk) 05:51, 27 March 2014 (UTC)

 * Hi Cirt! Thanks for your efforts on updating categories.  One point to be aware of.  Computer Science is specific to the study of computers themselves, typically software development, hardware engineering, etc.  Information Technology is applied computer concepts.  Therefore, IT Service and Support is Information Technology rather than Computer Science.  I'll make the change.  Thanks again!  -- Dave Braunschweig (discuss • contribs) 13:00, 27 March 2014 (UTC)
 * Hey there, thanks for the advice! And certainly feel free to make any changes, most appreciated! :) -- Cirt (talk) 17:24, 27 March 2014 (UTC)
 * Wow! Nice to see you here Cirt! Well, thank you for your work here and english wikiquote, much appreciate. I am also surprised that you are not a sysop here, if you are active enough, you may request the right. Thanks! --Goldenburg111 17:37, 27 March 2014 (UTC)
 * Your words are most kind,, thank you! :) -- Cirt (talk) 17:43, 27 March 2014 (UTC)

title: User talk:Cirt/Archive 1


text:
Portal:Cultural studies/Categories

Latin American and Latina/o Cultural Studies []

title: Portal:Cultural studies/Categories


text:
User:Waldheri

Currently working on a computational mechanics project.

title: User:Waldheri


text:
User:Jofi Ak/Books/beginners guide filmmaking

filmmaking

 * Filmmaking
 * Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking
 * Lesson:Formatting the script
 * LessonPage:Analyze the story
 * LessonPage:Learn Final Draft
 * LessonPage:Type the script
 * LessonPage:Thumbnail Storyboard Pop Quiz
 * Lesson:Thumbnail Storyboard
 * Lesson:3D Storyboard
 * LessonPage:Introduction to FrameForge
 * LessonPage:FrameForge:Getting Started
 * LessonPage:3D Storyboarding:QuickStart
 * LessonPage:Storyboard the SBTDS movie
 * LessonPage:FrameForge:Getting Started SBTDS
 * LessonPage:Building a simple movie set inside FrameForge
 * WikiU Film School Point System
 * LessonPage:Creating depth of field inside FrameForge
 * Lesson:Animatic Dialog Recording
 * LessonPage:Animatic Dialog Recording Software
 * LessonPage:Animatic Dialog Recording Hardware
 * LessonPage:Animatic Dialog Recording Room
 * LessonPage:Animatic Dialog Recording Procedure
 * Lesson:Understanding Filmmaking
 * LessonPage:Editing a conversation
 * LessonPage:Intro to filmmaking:Pop Quiz
 * Lesson:Matte Painting
 * Lesson:Matte Painting:SBTDS:Intro
 * Lesson:Matte Painting:Build Starters


text:
Talk:Teaching EFL Listening via FUN WITH ENGLISH Books

Marketing

 * TEFLChina e-mail list -- Charles Jeffrey Danoff 20:13, 4 March 2011 (UTC)
 * Hello, I've been working on this resource for foreign English teachers in China on Wikiversity: http://en.wikiversity.org/wiki/Teaching_EFL_Listening_via_FUN_WITH_ENGLISH_Books It's designed for the FUN WITH ENGLISH textbooks obviously, but I'd like to think it should also be useful for anyone teaching English in China. Please take a look and improve it.
 * - Charlie
 * http://mr.danoff.org


text:
User:Jofi Ak/Books/Practical narrative film editing

Filmmaking

 * Course:Practical narrative film editing
 * Course:Fundamentals of narrative film editing
 * Lesson:Narrative dialog editing:Quick overview
 * LessonPage:Follow Dave:Disk Contents
 * LessonPage:Follow Dave:Analyze the dailies
 * Pop Quiz:Narrative dialog editing:Follow Dave
 * LessonPage:Follow Dave:Learn Final Cut Pro
 * LessonPage:Follow Dave:Edit the Scene
 * Lesson:Narrative dialog editing:Analyzing film dailies
 * Lesson:Narrative dialog editing:Analyzing film dailies:Trivia Quiz
 * LessonPage:analyzing film dailies:Out for a walk
 * LessonPage:analyzing film dailies:The Assignment
 * LessonPage:analyzing film dailies:Ice cream
 * LessonPage:analyzing film dailies:Taking Notes
 * LessonPage:analyzing film dailies:Morning Coffee
 * LessonPage:analyzing film dailies:Amy
 * LessonPage:analyzing film dailies:Jason
 * LessonPage:analyzing film dailies:Morning Surprise
 * LessonPage:analyzing film dailies:Doctor Doctor
 * LessonPage:analyzing film dailies:Girl and the Golden Jewel
 * LessonPage:analyzing film dailies:The Big Bad Bell
 * LessonPage:analyzing film dailies:Open The Door
 * LessonPage:How to submit your edited movies
 * Lesson:Narrative dialog editing:Understanding "L-Cuts"
 * LessonPage:L-Cuts:What is
 * LessonPage:L-Cuts:When allowed
 * LessonPage:L-Cuts:Hearing Voices
 * LessonPage:L-Cuts:Fireworks Display


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Learning and Music - Interactive Learning Exercises

Try it Yourself! Apply Your Knowledge
Ok, it's time to put your knowledge to the test! Let's see what you've learned about language, music, and what happens when we combine the two. Try Part 1 to remind yourself about the basic psychology of language and music. Attempt to complete the whole section without looking at the main page (unless you get really stumped!), then move on to Part 2 for a fun exercise on advertising. See how adding a catchy melody to a slogan can make the product stick in peoples' minds! In Part 3, you can test the effects of music, language and memory on your own friends and family. See how your results compare with the current research.

Part 1 - What Have You Learned? (The Basics)
Try to answer these questions to see how much you can remember, and how much you've learned about language and music. Try to complete the section without referring back to the main page, but if you get stuck you may need to refresh your memory here

 * For both language and music, list:
 * a) Basic sound units
 * b) "Vocabulary" used
 * c) Function and/or purpose

 * Define "generativity", and:
 * a) Justify why the generativity of both language and music has been deemed infinite.
 * b) Explain how culture plays a role in each one

 * Describe the similarities and differences between Broca's Area and Wernicke's Area, and explain why each is important for language and speech

 * Explain how early exposure to music training may affect an individual's memory. Does this earlier exposure seem in aid or inhibit memory development?

 * List one important brain area used in the process of:
 * a) Listening to music
 * b) Playing music
 * c) Processing both language and music

Part 2 - See For Yourself
Music intensifies every aspect of an advertisement, and gives a sense of stimulation to the viewer or listener that helps cement the message of the ad itself (Hecker, 1984). Many times, you likely find yourself humming a song or jingle from a well-known advertisement, realizing that the tune is stuck in your head. Naturally, this is what the advertisers want: an easily identifiable way of helping you remember their product. This is just one more example of how powerful the combination of music and language can be.

In order to test out this concept, make a list of several well-known radio and television commercials with familiar "theme songs". Try humming the tune for the product slogan to your friends and family, and see if they can recite the line back to you. Chances are, they will know the tune, phrase product, and even the company responsible for the ad.

Use the table below as a starting point, and try to fill in a selection of ads you come across. The first line shows an example of how to use the table:

Follow-up questions: a) Did your results support the concept relating music and language? b) Were people able to correctly identify the slogans? c) If you were an advertiser, would this influence your decision to ad music to your slogan? Essay Topic d) Research the different cognitive or neuroscientific theories surrounding the link between language, memory and music (ie: why does music help people remember?):
 * i) List the theories
 * ii) List the researchers involved
 * iii) List supporting evidence for each theory
 * iv) Has any contradictory evidence been discovered? What was it, and how did it affect the theory?
 * v) Which theory do you feel is the most likely? Explain.

Try performing the experiment the other way around...if you tell people a product slogan, would they be able to hum the jingle that goes along?

Another twist on this experiment that you can try is to write a sentence out on paper. Try to make the sentence long enough that it is not easy to remember the first time you hear it. Now show a few people this sentence, read it to them, and see if they can remember it 15 minutes later. Using the same sentence, add a tune to the words, and sing it to a different people. Again, see if they can sing it back to you 15 minutes later. Which group was more successful?

Hecker, S. (1984), Music for advertising effect. Psychology and Marketing, 1: 3–8. doi: 10.1002/mar.4220010303

Part 3 - Perform Your Own Experiment
If you would like to try an experiment (somewhat similar to the one presented by Steven Smith, 1985), you will need three sets of test subjects (or you may perform the experiment as a within-subjects design, meaning you will simply need extra lists of words). Create a list of words (30 words), and present each individual in each set with the same list. One group will be in a room with music playing while they study the list of words for 3 minutes, the second group in a silent room, and the third group in a room with ambient noise (ex: background television, etc.). After the list of words has been presented for 3 minutes, give the individuals a 10 minute break, then return them to the same room with the same conditions as they had been in previously. Ask them to write out as many of the words as they can remember, and see which group (under which conditions) is able to remember the most words.

To alter the experiment slightly, try keeping some groups the same for testing (i.e: learning and testing both occur in a silent room), while other groups change (learning in a room with music playing, but testing in a silent room). Which combination seems to produce the optimal conditions for learning and recall? Why do you think this might be? Is there any possibility of a deleterious effect?.

Smith, S. (1985). Background Music and Context-Dependent Memory. The American Journal of Psychology. 98(4): 591-603.

Part 4 - Essay Questions
The following questions are to be answered in essay format. It will be helpful to use the other chapters from the *Psycholinguistics homepage in formulating your answers

1) Explain the basic symptoms and problems associated with amusia. How is amusia similar/different from aphasia, acalculia, and alexia?

2) For each item in the following list, explain how it compares with music in terms of innate (inborn) abilities, and level of generativity:
 * i) Mathematics
 * ii) Prosody/Emotion and expression
 * iii) Gesture/Body Language

3) How do the neural components of speech production and writing compare with those of playing, writing and singing in music?
 * i) Which areas of the brain are used in both?
 * ii) Which key areas of the brain are different, and what different skills require the addition of this different brain structure?
 * iii) Which brain areas are affected when we see deficits in the production of each?
 * iv) How is speech perception similar to musical perception? How is it different?
 * v) Is there a musical deficit equivalent to dyslexia? What is it, and how does it affect an individual (internal/cognitive AND external/behavioural processes)

4) If music is culturally-based, at what age can children discriminate between music that is familiar or unfamiliar to their own culture?
 * i) What processes cause this?
 * ii) How is this similar to second language acquisition (ie: how does age affect a child's ability to quickly learn the music (or language) of a foreign country)?

5) Try to imagine you are teaching someone to read and play music:
 * i) Can you identify the music equivalent for each of the synthetic methods of reading (alphabet method, synthetic phonic method, syllable method)?
 * ii) Try to do the same for the analytic methods of reading (word method, sentence method, phrase method).
 * iii) For each method that you found a musical comparison, list why (or why not) you think it would be effective in teaching music. Which method would you deem most effective?
 * iv) For the method you consider most effective in teaching music, compare this method to its uses in teaching reading. Would you still consider it the best choice? Why or why not?


text: User:Lovetinkle

title: User:Lovetinkle


text:
Computational Mechanics/Fluids/Stokes

Strong form
In the strong form, the momentum and mass balance for an incompressible fluid reduce to: $$ \begin{align} \text{(1)}& & -\nabla\cdot\boldsymbol{\sigma} &= \vec{f} &~\mathsf{on}\Omega(t)\\ \text{(2)}& & \nabla\cdot\vec{v} &= \vec{0} &~\mathsf{on}\Omega(t) \end{align} $$ In other words, this fluid can be described without taking inertia into account in the momentum balance ( $$\mathsf{Re} << 1$$ ).

Weak Form
To obtain the weak form, we simply multiply the residuals of (1) and (2) with an appropriate test function and integrate over the whole domain: $$ \begin{align} \text{(3)}& & (\vec{w},-\nabla\cdot\boldsymbol{\sigma}-\vec{f})_{\Omega(t)} \\ \text{(4)}& & (\vec{w},\nabla\cdot\vec{v})_{\Omega(t)} \end{align} $$

Expanding the terms

title: Computational Mechanics/Fluids/Stokes


text:
Game mechanics/Hex-and-Counter

Hex-and-Counter refers to games where counters are moved across a Hex map which consists of small regular hexagons of identical size.

Links to Boardgame geek

 * Hex-and-Counter

Games using Hex-and-Counter

 * 1776

title: Game mechanics/Hex-and-Counter


text:
User:Richard P. Feynman

This account is a sock of User:Abd, who knew Feynman at Cal Tech, sat in the two years of lectures that became the standard text on physics, had dinner with him and sat with him in front of the fireplace at Page House, while he told his later-famous stories, and thinks he was way cool.

His inspiration was particularly important to Abd on two occasions: when Abd was facing a United States Selective Service Draft Bored, and taking his draft physical, and when Abd came into contact with the evidence for Cold fusion, which is a situation where what became massive experimental evidence was rejected because of lack of explanatory theory. The worship of theory as the foundation of science is an aspect of Cargo cult science, though there are other characteristics.

If Abd assumed that Cold fusion was real and rejected contrary evidence on that basis, he'd be making the same mistake.

verified --Abd 00:31, 5 March 2011 (UTC)

title: User:Richard P. Feynman


text:
User talk:Richard P. Feynman

Long time no see! --Abd 00:32, 5 March 2011 (UTC)

Block
This verified socket puppet account has been blocked for participating in a Community Review. Please use only one account for official policy discussions. --mikeu talk 14:45, 5 March 2011 (UTC)

 * Please see and . The only edits to the CR by someone not using their primary account were from ips, and those were blocked from editing.   and   --mikeu talk 15:36, 5 March 2011 (UTC)

Since that is the reason, I will edit that section as Abd, to show what was shown as Richard P. Feynman. However, there are many examples of multiple account usage recently, as participation in community process. Why just one CR would be considered different from the other discussions is beyond me. Please unblock. Thanks. --Abd 16:11, 5 March 2011 (UTC)

 * Little by little we have been trying to improve the CR process, but we still have a way to go. It is not possible for any one custodian to follow all the edits in the many forums that are active. There are some people who seem to feel that the issues that we are discussing are rather important and might have irl consequences, so I think that this topic deserves serious consideration and deliberation. --mikeu talk 16:52, 5 March 2011 (UTC)

 * Thank you, Mike. I agree. What I'm suggesting is even enforcement of standards. I do recognize that you have to start somewhere, but draconian enforcement, out of the blue, unevenly applied, is not the way to do it.

 * I have reverted SBJ's changes to other people's sections, but would have no problem with a truly even cleanup. I'd tried, editing Moulton's section to be titled with his user name, and that of WAS as well. Moulton reverted. So, I wrote, "can't lick 'em, join 'em" and simply modified my own section to be, as well, under a different name, and set it up with a new account -- which I have other reasons for using -- so as to remain within standards for avoiding abusive sock puppetry. In theory, custodians have no superior rights to organize process, but do have the ability to enforce standards and even to warn users against specific behaviors that are not covered clearly by policy, and even to block to enforce such warnings. Please be more careful in the future. Thanks. --Abd 17:08, 5 March 2011 (UTC)

An Imaginary Dialogue
Moulton: Oh, that's interesting. A college drop-out who has spent his life engaged in Junk Science and Cargo-Cult Science just got blocked for impersonating a Nobel-Prize Winning Physicist who is one of the leading contributors to the Theory of Quantum Mechanics. Actually, it might have been amusing to see Abd have an imaginary conversation with his imaginary friend. full original edit by Caprice aka Moulton at. note by --Abd 00:22, 6 March 2011 (UTC)

Abd: Dr. Feynman, I hope you have enjoyed your extended wikibreak. I know that it's inconvenient for you to edit here, and appreciate whatever suggestions you might make. --Abd 17:14, 5 March 2011 (UTC)

Feynman: Well, now that I have nothing but Time on my hands, I'll take a look at what you have been doing since we met. Ah. You were that kid who wore the tennis shoes to formal dinner at Page House, with a toe cut out. I see that you still do things that are not normal. Well, that's what we do, isn't it? --Richard P. Feynman 17:20, 5 March 2011 (UTC)

Abd: Well, I did try to not play bongo drums in the middle of the night when my wife was trying to sleep. I never got much beyond 5:4, are you really sure you managed 7:6? Maybe that was because you got more practice? Ah, the price we pay! --Abd 17:23, 5 March 2011 (UTC)

Feynman: Now, what's this stuff above about Junk Science and Cargo-Cult Science? Since I can now see your life, I see that you stayed away from "science" and worked as an engineer for years. You dropped out, yes, but so did a lot of people. You weren't kicked out. You worked with what's been called "spiritual science" for years, but you didn't treat it the same as formal science, and were iconoclastic there as everywhere. You were concerned with real people, not theory, except as organizing concepts, you did tend to go on about that. I see that you remembered what I taught you about quantum mechanics, and applied it to that miserable Cold fusion controversy. You knew that theory was being worshipped, the very thing I warned against. That's "Cargo Cult Science." You aren't pretending to know what you don't know, and it is that pretense that is how we fool ourselves. What can I do for you? --Richard P. Feynman 17:33, 5 March 2011 (UTC)

Abd: You already did it, Dr. Feynman. Thank you for being you, you completed that task most excellently. Nevertheless, perhaps you can remind me from time to time when I lose it. Enjoy your rest, and you live on in memory regardless. I just read your book on Quantum Electrodynamics, clear as always. --Abd 17:38, 5 March 2011 (UTC)

''For the record, I had no involvement with anything that could be called "junk science" or "cargo-cult science" until I came across an abusive blacklisting on Wikipedia and looked into what was behind it, a little more than two years ago. I was, at that time, skeptical about cold fusion, and I'd followed the issue in 1989, but not beyond, assuming what almost all assumed, that it had been conclusively rejected. Moulton's claim above is preposterous. What I found when I started to work on the WP article was that there never had been any conclusive rejection, just a politically successful appearance, as I have seen in a couple of other cases. It's not the norm, it's rare. Most "junk" is actually junk. Some cold fusion research is effectively junk. But not all.'' --Abd 17:45, 5 March 2011 (UTC)

''As to "impersonating," see. There was no "impersonation," in the sense of fraudulent representation, and I avoided even the appearance of multiple supports on a page, classic abusive socking, unlike Moulton, who does this frequently, and Caprice has not been blocked, nor should he be, though he should be warned about the appearance of socking, and blocked if it continues.'' --Abd 17:49, 5 March 2011 (UTC)

title: User talk:Richard P. Feynman


text: File:Stroop 1.jpg

title: File:Stroop 1.jpg


text:
User:Rousse~enwikiversity/Blog?action=edit

= My Wikiversity Blog - Tashi Delek = Copy this link and paste it into your aggregator.

Add entry

My second entry
Happy Losar Rousse 08:34, 5 March 2011 (UTC)

My first entry
Hello World Rousse 08:34, 5 March 2011 (UTC)


text:
User:Rousse~enwikiversity/Blog

= My Wikiversity Blog - Tashi Delek = Copy this link and paste it into your aggregator.

Add entry

My second entry
Losar Tashi Delek Rousse 08:45, 5 March 2011 (UTC)

My first entry
Hello World Rousse 08:45, 5 March 2011 (UTC)

title: User:Rousse~enwikiversity/Blog


text:
User:Venkyzealous

Hi,

My name is Venkatesh. I am a software professional working in the industry for about 4 years on Microsoft.NET technologies and well versed in programming languages like C#, VB. I also know JavaScript scripting language. Following is the complete list of technologies which i have experience on:

 * C#,VB.NET (.NET Framework)
 * XML, Web Services, WCF, WPF
 * Sql Server 2005 Database and Oracle 8i(fundamentals)
 * JavaScript
 * Crystal Reports for .NET
 * PHP
 * IIS Web Server
 * Dojo Javascript Toolkit(currently learning)

I am Microsoft Certified Professional (70-536 Exam) and i am preparing for attending another certification soon.

title: User:Venkyzealous


text:
Talk:Psycholinguistics/Connectionist Models

Here are some comments on your chapter (Note: still in progress):

 * it needs proofreading. Lots of typos and grammatical errors. You are producing "live" content so you should read it over right away and clean it up

 * The chapter is very disorganized. I suggest starting with a general overview of connectionist modelling, then general properties of connectionist models, then a few specific examples.

 * for the most part, keep it about connectionist models and the general philosophy of connectionism, rather than connectionists (people who do connectionist modelling and/or subscribe to the tenets of the philosophy)

 * "Connectionism as a cognitive theory" provides a good overview of this topic. Given that this is a chapter in a Psycholinguistics texbook/course, it would be good to make this section a little more language-focused. You do this nicely in the last paragraph but this could be expanded on.

 * please be attentive to your choice of wording. For example, in the last paragraph of "Connectionism as a cognitive theory" you write "...simple genetic rules..." but you are referring to learning rules, not genetic ones. Do you mean that simple learning rules are genetically programmed? Similarly I don't know what "bioprogrammed logically programmed areas of the brain" means.

 * the core concepts of the simple learning rules used by connectionist networks should be clearly described prior to launching into examples such as a network for word learning. At the very least, Hebbian learning and backpropogation should be described. BTW, at the very start of the chapter you state taht weights are adjusted by backpropogation but this is not actually a universal feature of connectionist models.

 * this chapter would benefit a lot from illustrative images

 * "Layers in a model for word recognition" should start with a general description of the purpose of the model, before going into the details of individual layers

 * rather than starting with the model of word recognition, start with a more general description of the architecture of connectionist models (input, hidden, and output layers)

 * when you do start to describe a model of word recognition, pick one model, make it clear which one you're talking about, and describe it. Your description gets a bit confusing in that you mention aspects of different models. Better to fully describe one and then in a subsequent section describe how other models have improved on that one

 * avoid statements like "of course" -things are not necessarily obvious to learners.

 * Tabula Rasa should not be capitalized, but since it's Latin it should be italicized

 * You should elaborate on the Roe et al paper you cite - you should provide enough information that the reader can understand your chapter without going to the papers you cite.

 * The localization discussion seems very out of place. Since most connectionist models (certainly those for language) are so far removed from real neurons or "wet" neural networks, they are not suited for addressing the question of localization vs. distributed representation. There are numerous other topics in Psycholinguistics that are much more relevant, such as development (including word learning and inflectional morphology), speech production, reading, and aphasia

AaronJNewman 21:47, 7 March 2011 (UTC)


text:
Talk:Observational astronomy/Meteor observing

At second para of meteor activity, "With enough people, you can rotate the observers" i guess we can rephrase it to "With enough people, we can have the observers do the observation on rotation basis"

--Venkyzealous 16:06, 5 March 2011 (UTC)

Some considerations
The wikipedia page of meteor talk extensively about types of meteors especially based on its composition. But it does not mention about sporadic or meteorite showers. I believe, that's because these are phenomenon related to meteor falling. Hence i guess the heading needs to corrected.

Also, being a wikiversity, it should be a page where more of research information should be added which is more practically helpful and different from theoretical definitions given in wikipedia. Hence the section on measuring meteor activity is really inquistive. It would be lovely to have more such sections.

It would be helpful to talk about some types of equipments when we talk about using equipments to measure the meteor activity. We can also add some sample ready made worksheets which amateurs can use to do this recording. Talking extensively about the common results of studies and facts about populate meteorites would help the enthusiasts to learn and contribute more.

Please validate and provide suggestions on based on the points above.

--Venkyzealous 17:53, 5 March 2011 (UTC)

 * I do not understand the remark "The wikipedia page ... does not mention about sporadic or meteorite showers.". It does say "Meteors may occur in showers, which arise when the Earth passes through a trail of debris left by a comet, or as "random" or "sporadic" meteors, not associated with a specific single cause.".  This is rather too brief and should be expanded, but is certainly there.--Poetlister 18:33, 6 March 2011 (UTC)

 * I meant to say that sporadic or meteorite showers are not mentioned as "types of meteors" but different ways of meteor fall.--Venkyzealous 17:58, 9 March 2011 (UTC)

 * I still believe that what I wrote is correct. The meteor is the flash of light caused by the meteoroid burning up in the atmosphere.  Whether the meteor appears to come from the shower radiant or not is a property of the meteor.  The meteoroid has properties such as whether it is mostly iron or mostly stone; this is a different issue.


text:
Reading Learning Exercises

This resource consists of two sets of review questions and a puzzle, and is designed to help students review and integrate the information presented in Psycholinguistics: Reading.

Review Questions
1. In the following image, which set of words would a logographic/visual cue reader be able to identify? Why?

2. Julio usually recognizes words based on major features such as the first and last letters. This leads to some success, but he often mixes up words similar in this way, such as "boat" and "brat." Recently, he has begun to join together all the sounds in a word in order to identify it. Explain the development that has occurred in Julio’s reading.

3. Persephone has been reading for longer than Julio, and gets frustrated with him when he cannot read longer words with affixes (such as "renewing," "information," or "premature"). Why is she a faster reader, especially on words such as these?

4. Neither Franklin nor Carmela know how to spell the word “telephone,” but they each gave it a try. Franklin wrote tellafown, while Carmela wrote talapoen. Assuming that these spellings are representative of each child’s abilities, who will likely perform better at reading in early elementary grades?

5. A reader with surface dyslexia cannot access semantic information about a word from its visual representation, but can still sound out words phonetically. Explain how surface dyslexia works using the dual-route cascade model of reading.

6. A person with damage to the frontal operculum is presented with two lists. Which would they be unable to read aloud, and why?
 * List 1: bloom, toast, runner
 * List 2: bloth, torm, roonel

Decide whether each statement is true or false, and explain why in either case:

7. If my child grows up learning to read Swedish, they will be at a disadvantage and perform poorly on reading accuracy in comparison to children from other cultures.

8. The main difference between the DRC and connectionist models of reading is that connectionism emphasizes innate, hard-wired organization of the reading process.

9. Connectionist systems “learn” how to produce correct phonological output.

10. When I read a book, my brain is constantly taking in visual information, whether I am actively moving my eyes or not.

11. If they fixated their gaze at the very beginning of this sentence, an English reader would be acquiring visual information from more of the sentence than would a Hebrew reader.

12. A Czech speaker would show more activation in the visual word form area (VWFA) to the list “dablko, půjda, jmenuji” than would an English speaker.

When you are ready, check the answers at the bottom of this page.

Think About It

 * How much do you remember about your own journey of learning to read? If possible, ask your parents or caregivers about how you progressed from early to mature reading, and how early you were able to identify words based on visual cues. What do you remember about the plot and characters of your favourite picture books? Does this differ from what you notice about the books now? How might your early reliance on picture cues have shaped your understanding of the text?
 * Next time you pick up a book, try this quick experiment: consciously prevent yourself from looking back over letters or words you have already read. How does eliminating the second-pass processing from visual regressions affect your comprehension? How do these effects differ depending on the complexity of the text (for example, when reading an explanation of string theory versus a familiar nursery rhyme)?
 * Do you believe that most adults use the reading strategies described by the 2002 study of Finnish readers? Which category of readers do you fall into? Do you think there are any factors that might cause shifts in your overall reading strategy?
 * Where are the main brain areas activated by visual linguistic input? Can you note the approximate location of these cortical areas using the landmarks of your own head?
 * An excellent way to discover how well you really understand concepts (and to develop your skills in communicating difficult scientific ideas) is to explain them to a layperson or non-science student. Try to explain connectionist and DRC models of reading to a friend, emphasizing the most important points and how the theories differ. Which aspects are the most difficult to explain? What analogies did you come up with to ease their understanding?

Crossword Puzzle

Answers to Review Questions
1. A reader in the logographic stage would only be able to identify the word in the distinctive logo, since reading in this phase consists of word identification by familiar visual cues. The logographic reader would read the logo as the known company name without noticing the changed letter. They would be unlikely to recognize the same word in a different font and without the context of the logo, since the familiar visual cues are missing.

2. Julio was previously using phonetic-cue reading to identify words: using salient phonetic features for recognition, which can lead to confusion when different words have similar sounds at the beginning and end. He has now begun to use cipher reading, in which he is linking written letters with phonemes, and blending those sounds together to yield a whole, unique word.

3. Persephone benefits from more experience with reading: in this case, practice really does make perfect. A child with more reading practice can decipher words faster and more fluently. Persephone has also progressed to orthographic reading: she has learned to recognize common spelling patterns (such as "re-," "-ing," "-ation," and "pre-"), and can identify words by recognizing larger units of meaning, rather than sounding out one phoneme at a time.

4. Franklin will likely show better reading performance. His spelling was based on phonological features of the word, and he attempted to combine graphemes with known corresponding sounds in order to recreate the sound of the word “telephone.” This displays phonological awareness, a strong predictor of reading ability. Carmela, on the other hand, gave a spelling that was not phonologically accurate, and appears to be based more on the visual features of the word than its sounds. She may have more difficulty learning grapheme-phoneme correspondence rules later on.

5. In the context of the DRC model, surface dyslexia occurs when the lexical-semantic route is impaired and the reader must rely on the grapheme-phoneme correspondence route to recognize words. They can no longer directly link the visual image of a word to its meaning using orthographic cues, and must use the GPC route instead, linking each grapheme to a phoneme until the word becomes recognizable by its sound. This decreases reading speed and fluency.

6. They would be unable to read List 2, the list of pronounceable nonwords (or pseudowords). The frontal operculum is involved in phonological processing of words, and is most activated when a reader tries to decode pseudowords or low-frequency words with low grapheme-phoneme correspondence. A person with damage to this area would show phonological dyslexia, and since reading List 2 requires phonological processing, they would be unable to read it.

7. FALSE. Swedish is one of the most orthographically consistent languages in the Western world, giving its readers a significant advantage when learning grapheme-phoneme consistency rules. They perform better on nonword reading accuracy tasks than children from many other linguistic backgrounds, particularly English readers.

8. FALSE. That is the assertion of the DRC model, in fact. Connectionism takes a learning-based approach: nothing is hard-wired except the biological units themselves, and processing paths develop uniquely in each reader depending on how experience changes the weights on each connection between nodes in a pathway.

9. TRUE. The model begins with initially random weights on between-node conections, and the system produces output that is compared to the known ideal response. Weights are progressively modified after each output in order to generate correct responses. This is called “backpropagation.”

10.FALSE. During reading, I shift my gaze quickly from point to point in the text: the points where I stop are fixations, and the quick movements between fixations are saccades. My eyes move too quickly during a saccade to take in any visual information. All I would see is a blur, but my mind does not consciously process these blurs in the middle of comprehension, instead focusing on the information available during fixations.

11. TRUE. The perceptual span (the field of vision actively taking in information) spans about 14-15 letters to the right of the point of fixation (and 3-4 letters to the left) in readers of left-to-right languages such as English. However, it is reversed in readers of right-to-left languages (e.g. Hebrew).

12. TRUE. Visual word input, regardless of spatial location, triggers activity in the VWFA. This occurs with the presentation of both real words and legal nonwords. However, nonwords containing illegal letter combinations elicit less of a response, and this varies by language depending on phonotactic rules. In Czech, the letter combinations blk, jd, and jm are legal, whereas they are illegal in English. Thus, the English speaker would show diminished response to these nonwords in the VWFA.

title: Reading Learning Exercises


text:
User talk:Venkyzealous

 Hello Venkyzealous, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --mikeu talk 16:09, 5 March 2011 (UTC)

title: User talk:Venkyzealous


text:
User:Setiawan.Shi

Hi you can call me Shi or Setiawan.. Doesn't matter, as Shakespeare said so..

title: User:Setiawan.Shi


text:
User:Richardofoakshire

 * Bloom Clock
 * Master List

 * My personal Bloom Clock

 * Bonsai

 * Guerrilla Gardening Map

Richardofoakshire 13:50, 6 March 2011 (UTC)

title: User:Richardofoakshire


text:
Arboriculture/Bonsai

Bonsai is the art of growing miniature trees. It originates from China, where it probably started in the Han Dynasty. The art of Bonsai, or 盆景 (meaning „tray scenery“) in Chinese, later spread to Japan where it is named 盆栽, or „potted plant“. The definition of a Bonsai is the following: A bonsai is a tree which is kept small enough to be container-grown while otherwise fostered to have a mature appearance. This resource serves to aid you in the creation of bonsai. It covers acquirement, shaping, care, and styles.

Buying a Bonsai
Buying a young Bonsai and then shaping it to your desire is probably the easiest way of achieving one. Most garden stores sell Bonsai, but they usually carry only a small amount. If you wish to have a larger selection, I recommend that you visit a Bonsai store. When you buy a Bonsai, you should always check it for the following:

 * Does it look natural? (It should)
 * Are there any marks of wires on the bark? If yes, don't buy it.
 * Is the tree sturdy? Do not buy a tree that looks like a branch stuck into the soil half an hour ago.
 * Do you see surface roots? If no, it might be a sign of a 2-minute-bonsai (merely a young tree planted in a pot with its branches held in place by wires)
 * If there are wires, does it seem the branches will stay in place if the wires are removed? If it seems that the branches will snap back in place, do not buy.
 * Are there glued-on rocks? If yes, don't buy the tree, because it will be difficult to prune later.

If you are unsure of the trees’ quality, you should ask the store owner or a worker if they can tell you its history. If they cant, it's a sign of a 2-minute-bonsai.

Buying a bonsai for a nursery does not mean you are buying a bonsai. They are just trees styled like bonsai and sold like bonsai (wholesale). Suggest you buy a plant that you can gradually turn into a bonsai. Look for a good nebari ( Surface roots). This shows some age to the plant. Look for a good trunk, something with good taper. Branches and leaves can be grown during the process of training the plant into a bonsai. Nebari and trunks take years to develop so look for these two characteristics before you buy one. Your first plant could be a Jade or an Elm. Easy to grow and have great character.

Bonsai Hunting
If you have decided against buying your bonsai, you might want to take out into the country and find your own tree. I advocate that you bring a few tools along. A shovel, a plastic bag, and large pruning shears always come in handy. When you are looking for a tree, look for a sturdy but not too large tree that has nice foliage. Try to find a tree with no or little fungus. Lichens, moss, and vines are okay. You can remove them later if you want to. If you see any part of the bark removed or damaged, there is a chance the tree will be infected with some disease. Once you have found a tree you like, check if you are on someone’s’ property. If so, go ask the owner of the land for permission before you dig. If you are in a national or state park, you cannot dig there. To start digging, estimate the size of the root ball. The roots’ span is usually two to three times the crown’s size. Then take the shovel and cut down into the soil at a reasonable distance from the tree. (You’ll be the one to clean up afterwards.) When you have your tree dug up, lift it out of the ground and place it in a bag. Be sure to leave some soil on the roots to ensure proper sturdiness of the tree.

Potting your Tree
Placing your tree in a beautiful, shallow, especially made bonsai pot may seem tempting at first, however I recommend you plant your tree into a large plastic growing pot for the first month or two so the roots have time to acclimate to living in a container.

Use of soil is important. Its existence depends on it. In most cases soil should be organic with enough of space for roots to grown into. Use a mix of 60% organic and 40% inorganic. The organic retains water while the inorganic lets just enough space for roots to grow into. Never use a bonsai pot. Training pots are ideal. PROCESS:- Start of with your plant buy removing about 70% of old organic soil. Use new soil and re-pot your plant. Take care of roots and cut out a few long tangled roots. Everyone tends to do a lot to the plant after re-potting. Remember it needs to settle in. So just a few unnecessary roots. Make sure you wire in the plant so that it does not move about in its new home. Plants after re-potting should be allowed to rest at the most a month or two.

Getting Started
When your tree is ready to be made into a bonsai, the first thing to do is to choose a front side. This side should be the one people should look at if your bonsai is ever displayed. Then, choose what style your tree should be in. Decidious trees are probably not as qualified for Bunjingi, Kengai, and Han-Kengai as coniferous ones, but you can experiment.

Bonsai Styles
Bonsais can be up to two feet tall.

Non-traditional bonsai
Many species of trees can be grown as non-traditional bonsai. It is even possible to grow redwoods as bonsais. Stunting tree growth keeps them to a miniature size.

Garden container size
The easiest way to grow miniature trees is to grow them in a small gardening container. The roots of the plant are restricted for growth, and this signals the tree above the surface to limit its growth as well. Plants' roots can sense its surroundings, including the size of the pot it is in, and increasing the pot size allows plant size to increase proportionally.

If this method is used, precautions have to be taken. Drainage, nutrient supply, and preventing drying out must be taken care of to keep the miniature trees healthy.

It is easy to over-water plants in a small container. The surface of the soil may look dry while the soil beneath may be saturated creating conditions for root rot. To ensure drainage, mix gravel in along with the potting medium. It may be desirable or necessary to sterilize the gravel to prevent mold, an aggressive pathogen responsible for root rot, from endangering the plant.

Small gardening containers are also susceptible to drying out, than larger ones. Ceramic pots allow roots to breathe slightly better than plastic.

Using fish-tank water may provide the perfect source of nutrients for growing miniature trees. If the plants don't get their nutrients the root becomes root-bound in search for nutrients it can't find. Nutrients needed are in parts per million, and tap water provides an adequate amount of many plant nutrients.

Pruning
Cutting into bark stunts tree growth, but it also damages the tree's health. The bark may not be cut all the way around, as this will kill the tree.

Root pruning and bark wiring are ways of grooming miniature trees.

Grafting flowers
This is not practical since many tree species don't produce flowers. However can be a way of stunting plant growth as flowers use up a lot of energy.

title: Arboriculture/Bonsai


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Talk:Arboriculture/Bonsai

Article major contributions history
I created the page from parts of an old essay I wrote, It's very rudimentary, just a framework, a place to start. I know it sucks, but I will work on it. Richardofoakshire 22:55, 5 March 2011 (UTC)

- Under Construction Richardofoakshire 11:39, 6 March 2011 (UTC) - Added to Buying a Bonsai and Potting your Tree article September 2012 - User:Conrad xavier - Non-traditional bonsai added. Sidelight12 Talk 15:07, 17 December 2012 (UTC)

title: Talk:Arboriculture/Bonsai


text:
User:Ai4yu3qi

Interested in: Social and Cultural History, particularly that of modern China

title: User:Ai4yu3qi


text:
Create a Lesson Plan

Section 1 URL Method

 * 1) Visit http://wikiversity.org
 * 2) Sign-in
 * 3) Change the URL to end with your lesson name: e.g. http://wikiversity.org/wiki/Lesson Name
 * 4) When you visit the URL for your new lesson, you will be greeted with a message that says "This page does not exist."
 * 5) Click "Create" and input your lesson text in wiki format.

Uploading

 * 1) Clear permission to publish the plan from your school or employer, if necessary. Make sure any materials you use from others are attributed and licensed to be re-mixed.
 * 2) Turn it into a PDF if it isn’t already. If you need PDF software check out Wikipedia's list.
 * 3) Log-in or create an account, in the top right.
 * 4) Click “Toolbox” in the gray column on the left side of the page.
 * 5) Click “Upload file” in the "Toolbox" options.
 * 6) Add a description and choose a license.
 * 7) Find the file on your computer.
 * 8) Click “Upload file” at the bottom of the page.

Hooking PDFs to Wikiversity Resource
To place a lesson plan nicely into an existing resource like you see to the right, use the wikicode below:

Other Formats of this Method

 * PDF
 * Google doc

title: Create a Lesson Plan