text:
User:Robert Elliott/REtest1

 * Lesson
 * WikiU Film School - Lesson #0010: Animated 3D Storyboards

 * The pages of this lesson are…
 * Introduction to FrameForge 3D Studio 2 Demo
 * Building our movie set inside FrameForge
 * Creating the frames of the storyboard with FrameForge → You are here!
 * Sample 3D Storyboard Created with FrameForge → You are here!
 * REtest1
 * REtest2

2D Storyboard to 3D Storyboard

 * Storyboarding with FrameForge 3D Studio 2
 * We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie.

Shot #1
The 2D Storyboard starts with this image…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #2
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #3
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #4
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #5
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #6
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #7
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #8
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #9
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #10
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

title: User:Robert Elliott/REtest1


text:
User:Robert Elliott/REtest2

 * Lesson
 * WikiU Film School - Lesson #0010: Animated 3D Storyboards

 * The pages of this lesson are…
 * Introduction to FrameForge 3D Studio 2 Demo
 * Building our movie set inside FrameForge
 * Sample 3D Storyboard Created with FrameForge → You are here!

 * REtest1
 * REtest2

2D Storyboard to 3D Storyboard

Thumbnail Storyboard by Mukesh Tiwari

(1)
Looking at poster dolly in dolly in  Boy:"That was a great movie..."

(2)
cut to Boy (continued): "but I do not understand one thing."

(3)
Cut to the Old Person looking towards the camera Old Person: What's that?

(4)
Cut to Boy:"How can anyone be seduced by the Dark Side?"

(5)
cut to The old person thinks for a while Old Person: "What computer do you have at home?"

(6)
Boy (eagerly): "A Macintosh!"

(7)
Old Person::"But what computer does your father use at work?"

(8)
The boy thinks for a moment. Boy (amazed and excited): "Seduced by the Dark Side!"

(9)
The Old Person smiles.

(10)
Old Person and the Young Person walk toward home together. The End

 * Storyboarding with FrameForge 3D Studio 2
 * We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie.

Shot #1
The 2D Storyboard starts with this image…

and

Here is how we can convert that to 3D images…

and and

Shot #2
The next shot is…

which can be made into this…

Shot #3
The next shot is…

which can be made into this…

Shot #4
The next shot is…

which can be made into this…

Shot #5
The next shot is…

and

which can be made into this…

and

Shot #6
The next shot is…

which can be made into this…

Shot #7
The next shot is…

which can be made into this…

Shot #8
The next shot is…

and

which can be made into this…

and

Shot #9
The next shot is…

which can be made into this…

Shot #10
The next shot is…

and

which can be made into this…

and

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

title: User:Robert Elliott/REtest2


text:
Filmmaking Basics/3D Storyboard/Creating Frames with FrameForge

 * Lesson
 * WikiU Film School - Lesson #0010: Creating 3D Storyboards

 * The pages of this lesson are…
 * Introduction to FrameForge 3D Studio 2 Demo
 * Building our movie set inside FrameForge
 * Creating the frames of the storyboard with FrameForge → You are here!
 * Sample 3D Storyboard Created with FrameForge

2D Storyboard to 3D Storyboard

 * Storyboarding with FrameForge 3D Studio 2
 * We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie.

Shot #1
The 2D Storyboard starts with this image…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #2
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #3
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #4
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #5
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #6
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #7
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #8
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #9
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

Shot #10
The next shot is…

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$

$$\Rightarrow$$ Using FrameForge 3D Studio, this becomes $$\Rightarrow$$


text:
Category:PHP

Resources for Topic:PHP

title: Category:PHP


title: File:Darkside-graphak1.pdf


text:
User:Hiroki

{|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" {|style="width:280px;border:solid 0px;background:none" Welcome to Hiroki's Profile,
 * style="width:56%;color:#000"|
 * style="width:280px;text-align:center;white-space:nowrap;color:#000" |
 * style="width:280px;text-align:center;white-space:nowrap;color:#000" |

This section is a work in progress on the project submissions, works, and anything Hiroki wants to put on, page.

Profile

 * Interests
 * Stuff
 * Guitar
 * Japanese

Current Projects

 * Japanese

title: User:Hiroki


text:
Portal:Film

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: LightYellow; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Film

 * The many subjects of "Film"
 * Film covers a wide range of topics.

 * Narrative film production
 * Documentary film production
 * Film studies (writing film reviews)

Currently, the only completed courses are for narrative film production.

To start, go to filmmaking.

 * style="width: 40%; background-color: cornsilk; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" rowspan="1" |

Narrative Film Production

 * Three courses
 * Pre-production - an introduction to film making using FrameForge 3D Studio.
 * Film editing - a course where you edit actual scenes from old and forgotten television productions.
 * Film scoring - a course for musicians and filmmakers who want to create musical sound effects for motion pictures using programs like GarageBand with Jam Pack:Symphony Orchestra.

 * }

Possible projects

 * Collaborative script writing

Resources
🇨🇴
 * Film
 * Film theory
 * Film industry
 * Filmmaking

 * Film crew
 * Basic outline of film topics
 * List of film topics
 * Screenplay

 * Film producer
 * Pre-production
 * Post-production

title: Portal:Film


text:
User:Graphak~enwikiversity

Please tell us more about yourself.

title: User:Graphak~enwikiversity


text: File:FrameForgeSetClose.jpg

title: File:FrameForgeSetClose.jpg


text:
User:Vqra zvqra

'Hello I am Viara from BG! I am 22 and i study in the Sofia university "St Kliment Ohridski". I will be working on the following project. "Keeping your identity in the globalising world"' Hallo,my name is Elena,I come from Bulgaria too and I am going to work as a co-worker:) on the same project-"Keeping your Identity in the globalising world"

What? Globalising world...What happens with our identity?!

Global world. Is it the reality we live in, the reality we need for living or just an imagination we create to make life “easier” but useful complicated at the same time…Talking about this global world we imagine ourselves so powerful  that we probably just for seconds miss the idea of our  living,  and we somehow forget that the most important thing is the unique life that everyone of us have for ourselves the most precious one than everything else. It is so tempting to gather human ideas and lifestyle in general. Having it all under control, we often lose us in a dream of a powerful, and successful development of a global home for everyone. Building this special home our hungry for development and modernity souls create nothing but illusions very thin ones, and easy to vanish into space. In a world of a global emotions, thinking, breathing is definitely hard for a man to save himself as one very, very small but so important and unique part of this planet and something more it is definitely hard to walk to the roads which have been just given without any opportunity for choosing roads by himself. Living in a world of changes, it is supposed to discover changes in ourselves as well and these changes makes it turning as a matter of course. If we just for a moment try to imagine, that the world changes in only one direction one instruction only one way of thinking and acting  we would probably be afraid of this predictable future we face. It would be a disaster to lose our personality, and to erase everything which make us the way we are now...different, looking for competitions, prooving what we have and what we work on to achieve this. Loosing the identity what we have, and what makes us special no mater where we were born live feel special or keep on going is actually a play of a losing game because we lose the only thing that makes us unique. The world is changing and people changing as well. It is completely useless to change the world in its development no matter in a technical, emotional, structure way. But we could try to save not only the identity we have and the constant values of our lives, but us as humans who can follow the world changes. Thinking about it and taking own decisions and definitely not betraying our own principles and ideas for living traditions, is a way for creating a vision of a nation or just a man. Some of us do not care about it. They just follow the process. But some of us do care and it is our lifestyle a style to keep our identity in the globalising world

Collecting opinions and impretions of people that have had contacts and have visited Bulgaria

1) Tomas Pokorny - Czech Republic 28 years

Pros: I really liked the weather. The temperature and environment was really nice. I liked people. Especially i mean temperament, the way they joy. I liked the way people dress and beauty of ladies. Cons: It is still possible to sense kind of socialism, something like customer is here for shopkeeper. I still missed something like "our customer our master". And quite a lot of mess, and buildings in really bad condition. And i hated vermin beggars.

2) Raphael Del Ray - France, Paris - 25 years]]

In the beginning I was most impressed by the Bulgarian mentality. It seems like you are very suppressed, always negative, and very critique even though it is not necessаry, but at the same time very proud of your country. A big part of bulgarian people think that there is nothing above them and that they have to make the law as they like it. This desorganises the society, but in the same time you are very tolerant (even though you still have the problem with the Romes). Bulgarians have a great sеntiment of hospitality, which you can feel even better when you are a guest at their home. They can sacrifice theirselfs to satisfy your needs even though at other time it’s hard to afford some things even for their family. Bulgaria is one “Petite France” (this is a phrase I have heard recentaly). The country has incredible nature. There are a lot of beautiful things u can see, but most of them are hard to be found in the guides proposed in BG. For this makes it even a greater experience, because when I find them I can really enjoy the beauty. In the end driving a car is very dangerous, but don’t worry I have seen worst in Armenia.. I have survived because I have pretended I am playing a video game !:) But luckily there are very few cars outside the city.

'''3)Jana Eichlerová-Slowekei-23 Jahre alt

Ich muss sagen, dass ich Leute aus Bulgarien erst im Sommerkurs begegnet habe. Und sie waren sehr unterschiedlich. Wenn ich meine Meinung ueber den Bulgaren verallgemeinerm musste, wurde ich sagen, dass sie sehr freundlich, nett, klug und abenteuerlich sind. Sie haben auch gern Spass, und unterhalten sich oft. Aber Generalisierung ist nicht die beste Art, einen Nation zu beschreiben. Ich habe nur ein paar junge Leute aus Bulgarien getroffen, jeder war eine ganz eigenartige Personalitaet wie auch bei anderen Nationen. Mir scheint es, dass Bulgaren nicht so unteschiedlich von Slowaken sind, vielleicht mehr offen und gesellschaftlich, aber wenn es um Mentalität geht, Bulgaren sind mir näher als z.B. Spanier. Wie Nachbarn :)

I must say that I first met Bulgarians during the summerkurs in Germany this year,and they all were so different personalities.Sharing my impressions in general,I could say that they are friendly,clever,kind and adventures as well.But describing the national features of a nation is not the best way to come to a genaral conclusion.I met only few people from Bulgaria,and evreyone has very different personality from the others,just like the other nations.I think that bulgarians are not so different from the slovak,may be a little bit more open-minded and sociable.But if we talk about a mentality,I could understand Bulgarians better than spaniard, for example.like neighbours!:)

'''4)Eleonora Di Salvo,Italy-25 years

in my opinion, bulgarians are friendly, they're too worried about their country's situation, in terms of poverty i mean...they like dancing,their own songs and open-minded!!!

'''5)ulduz jafarkhanpor-The Niderlands

Ich habe dass eindrück bekomme dass Bulgarischen Leute (studenten)einander sehr mogen. Sie sind öffen, und nicht kompliziert. deshalb war für mich sehr einfach gute kontakten zu legen.

I have the impression that Bulgarians(especially the students who study abroad)support eachother.They are open-minded and easy-going persons.That's why I have no Problems to communicate with them.

'''6)Erlend Dalen-Norway,27 years old.

what strikes me the most is how you look at your own country,I mean, you are proud of who you are but not very satisfied.But Bulgarians are...sweet and with a bit of temper.The women are very adventurous:P

'This is a sample of the inquiry we will make to yuong people in Bulgaria. The results will be part of the final valuation of the project.'

INQUIRY Name Sex      М     F	Age	    Occupation 	How do you understend the meaning of the word “Identity”? 	Would you like to work/study abroad? 	Are you an adherent of the ideas of a “Global World”? 	Witch of the following features are more popular of the bulgarian identity? (You can choose more than one.) 1. hard working; 2. lazy; 3. thievish; 4. complaining; 5. seeking benefiths; 6. joy; 7. contemporary; 8. old fashoned; 9. depressed; 10. hospitable; 11. stingy; 12. envious; 13. amusing; 14. prejudiced; 15. helpful; 16. ambitious. 	Do you think that after bulgarians becomes a member of the EU, bounderies as we know them will disappear? 	Will life improve after January 2007? In which field the most? 1. education; 2. politics; 3. public health services; 4. more work; 5. better payment; 6. more perspectives for development abroad; 7. others 	What kind of things are you proud of in bulgarian history or things we have achieved through the years? 	What are the essential problems of the bulgarian young people? 1. financial; 2. lack of ambitions; 3. lack of perspectives; 4. gap between generations; 5. family problems; 6. drugs; 7. work competition; 8. others 	Have you ever participated in projects giving ideas of better perspectives for young people in Bulgaria? 	What are your plans about the future?

[[Media:HOW TO FEEL ABOUT OUR OWN IDENTITY!!!]]]]

As Bulgaria has opened for the world, this fact has made us impatient to show this new world our identity. In this epoch of globalization everyone is interested in your history, your in your cultural traditions. A nation, that has its’ own prestige heritage, is seеking, or if I may say is inventing a mainstay for the identity of the history, folklore, literature. The identity is not a fact, it is a relationship with the others. Globalization rises the possibilities of communication between the nations. In every one moment you can feel the necessity to communicate with someone else on the other side of the globe. This becomes easier every day. But all this possibilities we already have does not mean we have to give up on our own traditions, way of life and communication, because there is no point in trying to transform ourselves in someone else. Why we have to become someone who hasn’t wrote the alphabet, someone who haven’t stand a five century slavery, someone who haven’t saved their jews from the genocide. The only important thing is to keep all this in our memory, not to forget our culture, it is important to make sure that our traditions will be easily recognized among so many others. It is a pity that the opinion for our own past becomes a part of “the record”. It is not all about the fact that in one moment Bulgaria had sprung up, but it is important that from that moment on we “ARE”. Our history and identity should motivate us to learn more and develop, to be proud of the fact who we are and what we have done.

Results of the Inquiary

Number of people taking part: 100 Women: 40 Men: 60 Age: 18-22

1.	Do you want to work or study abroad? YES - 40      NO - 60 2.	Are you an adherent of the ideas of a “Global World”? YES - 51      NO - 49 3.	 Would you like to work/study abroad? 4.	Witch of the following features are more popular of the Bulgarian identity? (You can choose more than one.) Most people answered - prejudice and hospitable Equal – complaining and stingy Less – lazy modern and complaining 5.	 Do you think that after Bulgarians d becomes a member of the EU, boundaries as we know them will disappear? YES - 27      NO – 50     NO comment - 23 6.	Will life improve after January 2007? In which field the most? Most people answered – more perspectives Less people answered – better payment 1. education; 2. politics; 3. public health services; 4. more work; 5. better What kind ofpayment; 6. more perspectives for development abroad; 7. others things are you proud of in Bulgarian history or things we have achieved through the years? 7. What are the essential problems of the Bulgarian young people? 1. financial; 2. lack of ambitions; 3. lack of perspectives; 4. gap between generations; 5. family problems; 6. drugs; 7. work competition; 8. others

Most people answered – financial, lack of perspectives Less – work competition 8. Have you ever participated in projects giving ideas of better perspectives for young people in Bulgaria? YES - 58 NO - 42

title: User:Vqra zvqra


text:
User:Meno25

 * You can contact me using my English Wikipedia user page.

title: User:Meno25


text:
User:Kimsanders

Kimberley Sanders (born August 19, 1979) holds a Bachelor of Arts degree in English from Campbellsville University and a Master of Arts degree in Literature from the University of Louisville. She also holds minors in Political Science and History. She recently taught English 101 and English 102 as a graduate teaching assistant at the University of Louisville while completing her graduate studies. She is currently living in Louisville, Kentucky.

Areas of Interest
Works listed are ones I am on most familiar terms with. Listing every book I like would take forever.

 * British/Irish Literature
 * Jane Austen
 * Pride and Prejudice
 * Persuasion
 * Sense and Sensibility
 * William Shakespeare
 * Hamlet
 * Macbeth
 * King Lear
 * Much Ado About Nothing
 * J.R.R. Tolkien
 * The Silmarillion
 * The Lord of the Rings trilogy
 * Farmer Giles of Ham
 * Alfred Lord Tennyson
 * John Keats
 * Beowulf
 * Oscar Wilde
 * The Importance of Being Earnest
 * The Canterville Ghost
 * William Butler Yeats
 * Sir Arthur Conan Doyle
 * Sherlock Holmes series

 * European Literature
 * Rainer Maria Rilke
 * Letters to a Young Poet
 * Duino Elegies

 * American Literature
 * Edgar Allan Poe
 * Henry James

 * European History
 * Pictish Scotland
 * Celtic Britain
 * Arthurian (Romano-British) Britain
 * World War I
 * Edwardian Britain
 * Black Death
 * Georgian Britain
 * Plantagenet Britain
 * Crusade Era
 * Medieval Italy
 * Revolutionary France

title: User:Kimsanders


text:
User:Sqrly

Hi Im Squirrelly
I am home/life schooling and am new to this... so any advice is useful I am going to post my curriculum here soon...

--Sqrly 16:14, 14 November 2006 (UTC)

Squirrel school
Classes

History, “truth” vs. taught; read, study, and examine American (us, Latin America, Canada, Mexican) history, from various angles. Purpose to learn from the past and examine the lies we are currently taught. Question: why is history so dangerous and why do “they” keep us from it? {examine who “they” is} Books – A peoples history, Zinn Lies my teacher told me, Loewen {Latin America, Mexican history, Canada} Other resources- internet, current news, documentaries…

Weekly reading and writing assignments and art projects.

Spanish; basic communication, understanding and ideas, to prepare for language school. Books- Spanish for gringos Other recourses- look for local Spanish classes for the winter. Watch movies and listen to music in Spanish. Internet language programs

Vocab, reading, drills...

Health/medical; to gain a better understanding of the body and ways to hurt and heal it. Study plants, massage, anatomy, woman’s health, nutrition, pressure points… Focus on basics. Also review action medical wfr. {be able to teach a basic first aid and health workshop and get healthy} Books- anatomy coloring book Our bodies our selves -	medicinal plant books, internet, reflexology cards.

Future of society; this class focuses on the real life crisis unfolding due to government control, lack of food, end of oil, and dependence on technology. I will study dystopia fiction as well as non fiction. Question?; how do you explain the impending collapse to citizens? How to prepare for it? And what is the difference between results, if it happens on its own vs. being given a push? (and where to push). Based on these questions create a choose your own adventure style story. Books- Crossing the Rubicon Various fiction TBA

title: User:Sqrly


text:
File:StarWarsPosterPainting.jpg

Summary
Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version.

title: File:StarWarsPosterPainting.jpg


text:
Talk:Distance education and eLearning

What does anyone see as the advantages and/or disadvantages between keeping this as one page as opposed to splitting it into two pages - one about "distance education" and the other about "eLearning"? Cormaggio 17:38, 14 November 2006 (UTC)

title: Talk:Distance education and eLearning


text:
Portal:Research

Travaux de recherche

title: Portal:Research


title: File:ArtRageStarWar2.jpg


text:
User:Zoo~enwikiversity

'Name:' Joel M.

title: User:Zoo~enwikiversity


text:
Web Design/Cert IV Websites Qualification in Australia

Qualification name: ICA40305 Certificate IV in Information Technology (Websites) - Design stream

"This role involves designing and constructing web pages and creating the look and feel of the site. The design role's objective is to create, in consultation with the client, the flow or 'story' of the website and how information will be displayed. From a technical perspective, designers will make use of graphical knowledge, knowledge of specific technologies and various platforms, creative flair and ability to put down an image, layout and design skills, technical knowledge of hardware, software and specific web languages."

There are 21 core units for the Design stream of the Cert IV Websites qualification and 4 electives. For more detailed information about this qualification you can either find the qualification in the official ICA05 Training Package PDF (note: it is huge) or browse the conveniently accessible Certificate IV in Information Technology (Websites) page provided by Bathurst TAFE's ICA05 - Deconstructed.

For tips on how you can learn towards this qualification, check out Learning towards a qualification

Core Units
The following 21 core units is made up of the 12 common core units (common to both the Website Design stream and the Website Administration stream), and the 9 core units for the Website Design stream.

Note: the small box after each unit indicates the completion status of the unit description.

 * ICAB4135A Create a simple mark-up language document to specification [[Image:75%.png]]
 * ICAB4171A Develop cascading style sheets [[Image:50%.png]]
 * ICAS4201A Transfer content to a website using commercial packages [[Image:75%.png]]
 * BSBCMN304A Contribute to personal skill development and learning [[Image:25%.png]]
 * CUSADM08A Address copyright requirements [[Image:25%.png]]
 * ICAD3218A Create user documentation [[Image:25%.png]] (Note: Although this unit is not listed as a core unit, it is a prerequisite for one of the core units.)
 * ICAA4041A Determine and confirm client business expectations and needs [[Image:25%.png]]
 * ICAB4225A Automate processes [[Image:50%.png]]
 * ICAD4043A Develop and present a feasibility report [[Image:25%.png]]
 * ICAD4217A Create technical documentation [[Image:25%.png]]
 * ICAI4189A Ensure website content meets technical protocols and standards [[Image:25%.png]]
 * ICAT4221A Locate equipment, system and software faults [[Image:50%.png]]
 * ICAU4205A Select and employ software and hardware tools [[Image:25%.png]]
 * ICAW4214A Maintain ethical conduct [[Image:25%.png]]
 * PSPPM402B Manage simple projects [[Image:25%.png]]
 * CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product [[Image:25%.png]]
 * ICAA4142A Design a website to meet technical requirements [[Image:25%.png]]
 * ICAA4233A Determine and apply appropriate development methodologies [[Image:25%.png]]
 * ICAB4137A Produce basic client side script for dynamic web pages [[Image:25%.png]]
 * ICAD4198A Develop guidelines for up-loading information to a website [[Image:25%.png]]
 * ICAT4183A Confirm accessibility of website for people with special needs [[Image:25%.png]]
 * ICAU4207A Apply web authoring tool to convert client data for websites [[Image:25%.png]]

Electives for the Website Design stream
TBD: Notes about electives, especially from the admin stream.
 * ICAB4136A use SQL to create database structures and manipulate data [[Image:25%.png]]
 * ICAB5165A Create dynamic pages [[Image:25%.png]]
 * ICAS4191A Maintain website performance [[Image:25%.png]]
 * ICAS4200A Monitor traffic and compile website traffic reports [[Image:25%.png]]
 * ICAT4184A Ensure site usability for full range of users [[Image:25%.png]]
 * ICAT4185A Create a website testing procedure [[Image:25%.png]]
 * ICPMM321A Capture a digital image [[Image:25%.png]]
 * ICPMM322A Edit a digital image [[Image:25%.png]]

If you are studying within TAFE you may also have the opportunity to take part in the following enrichment units:
 * NSWTICA403A Implement search engine optimisation for (check full name) [[Image:00%.png]] (not started)
 * NSWTICA404A Plan and develop an audio podcast (check full name) [[Image:00%.png]] (not started)

Prerequisite units
TBD: Notes about prereq units

 * BSBCMN106A Follow workplace safety procedures [[Image:25%.png]]
 * ICAD2012A Design organisational documents using computing packages [[Image:25%.png]]
 * ICAU1128A Operate a personal computer [[Image:25%.png]]
 * ICAU2005A Operate computer hardware [[Image:25%.png]]
 * ICAU2231A Use computer operating system [[Image:25%.png]]
 * ICAW2001A Work effectively in an IT environment [[Image:25%.png]]
 * ICAW2002A Communicate in the workplace [[Image:25%.png]]
 * ICAU2013A Integrate commercial computing packages [[Image:25%.png]]
 * ICAU2006A Operate computing packages [[Image:25%.png]] This unit encompasses the following three units:
 * ICAU1129A - Operate a word processing application [[Image:25%.png]]
 * ICAU1130A - Operate a spreadsheet application [[Image:25%.png]]
 * ICAU1131A - Operate a database application [[Image:25%.png]]


text:
Talk:MediaWiki Project

MediaWiki Project Forum Opened 20:50, 14 November 2006 (UTC)

Namespace debate
Namespaces/Proposals for new namespaces presents some interesting questions. I tend to try to distill multiple questions and problems to a singular argument:
 * What is the fundemental relationship between MediaWiki architecture and Wikiversity architecture?

I think addressing that sort of question could shed some light on the problem of slicing and dicing Wikiversity content in a reasonable way. I'm big on diagramatics, especially the UML variety, so here are what I think are helpful illustrations:

As you can see, the high-level architectures are vastly divergent because the architects have different perspectives:
 * The developers see MediaWiki from the perspective of client/server relationships, webserver configuration, scripts, and file system/database/cashe functionality.
 * Wikiversity custodians see MediaWiki from the perspective of learner/teacher relationships, namespaces, hierarchical organization (of learning groups and materials) and conventional university standards.

I don't know how to deal with this divergence, but as I stated here, I think MediaWiki has untapped potential out-of-the-box that Wikiversity hasn't yet discovered. When I wrote my description of this project, I directed it toward a Practicum paridigm in Topic:Applied Computer Science hoping to funnel at least my own learning goals toward understanding how this monster works.

I think of myself as somewhat of a generalist, but I'm in the process of delving into the specific functionalty of MediaWiki. I'm hoping others will do the same, so we can make this a true research collaboration. In my view, the namespace debate is an opportunity for this project to prove itself. Looking at School:Film as a case study may be a good start toward melding the two architectures. CQ 22:18, 14 November 2006 (UTC)

Timelines
I've been fascinated with MediaWiki's ability to perform automated tasks using currency Variables like July, 29 and 2024. I've done some experimenting on various Wikia sites, notably WikiaPerl, where we shall in time do a co-op study with Topic:Perl here for EasyTimeline.pl and other studies. I intuit that it might be cool to design some time-based Templates and Scripts that predicate and facilitate a general study in MediaWiki timelines, even creating some nifty automation tools for local use.

See Meta:
 * Timeline
 * Timelines
 * EasyTimeline
 * m:Help:EasyTimeline syntax
 * m:Help:EasyTimeline activation
 * Grand Unified Timeline of Human History

CQ 17:59, 24 November 2006 (UTC)

Toolserver
How do we get something like this: RandomText implemented on wikiversity?--Rayc 19:19, 24 November 2006 (UTC)
 * I guess I don't need that now, since I figured out how to access the seconds function. Now I can do stuff like this:

monobook.js
I hear a lot about monobook.js. What is this and what can it be used for? CQ 03:57, 26 January 2007 (UTC)

 * It allows extra javascript to be added to pages to do all sorts of useful things. There's also a MediaWiki:Monobook.css to change the layout of the page. Those pages are the site-wide CSS jand Javascript, however, a great thing about MediaWiki is that every user has their own Monobook.css/js in their userspace. For instance, I added some javascript to my own Monobook.js file at User:MichaelBillington/monobook.js, and if you wanted to add some yourself you (and any custodians) can edit User:CQ/monobook.js.

 * They are usually used to make common tasks simpler, but there's some other things as well. For instance, if you don't like a specific system message you can change what it says through javascript. It is also possible to make pages somewhat like special pages, where as soon as it it loaded it will trigger some javascript. This has been used to make an edit counter on the English Wikipedia. Some users have made calendar type things to put a notice on their watchlist when it is a specific day, others have made 'status changers' which edit a user page every time you log in or log out, so ther users know if you're there. It has also been used as a temporary measure to patch bugs, such as where javascript changes the title of 'IPod' to 'iPod' because the software itself can't. The possibilities are endless :-) [note I don't know much javascript so i can't help you make any scripts though :( ] Michael Billington (talk • contribs) 04:18, 26 January 2007 (UTC)

 * I have once used it to convert all "%" into "|" in a page.Hillgentleman|Talk 12:17, 23 March 2007 (UTC)

MediaWiki markup as a Turing Machine?
(cross-posted from Topic talk:MediaWiki)
 * There are a few template-programmes here: w:zh-yue:User:Hillgentleman (press the edit button!) and here (Wiki is not Turing machine) and here (Wiki is Turing machine)---Hillgentleman|Talk 12:17, 23 March 2007 (UTC)

Bloom clock could use some help
Or I guess I should say that I need help getting the bloom clock towards its potential, and User:CQ said this project should "be involved". Here's the dream: anyone can take part in logging bloom times, but they should be able to log by scientific name, common name, or through pages like "currently blooming in Pennsylvania" or "plants with yellow flowers", but however they log it, it should all appear on the same log. For the next step (after a few years of data collection), we'd also need bots that can make correlations like "if this plant is blooming somewhere, this other plant will be blooming too", and "if this plant is blooming, this insect/bird/etc. will be found" (the arthropod clock and bird clock will be starting shortly), and more generally "this plant blooms at this time in Georgia, at this time in Pennsylvania, at this time in Toronto, and to this time in Santiago". This data is urgently needed by our friends at wikipedia, [for example].

Am I asking in the right place?--SB_Johnny | talk 00:15, 24 May 2007 (UTC)

Special:Search checkboxes
I have looked extensively through the code of MediaWiki (which I have installed on my site), but cannot figure out how to acheive what I want to do. I want Special:Search and search results to not display all the namespaces at the bottom, only some of them. All the talks, for example, I wish to do away with, as they are unused. How would I do this?

Thanks. Smaug 22:18, 13 August 2007 (UTC)

title: Talk:MediaWiki Project


text:
User:Ugoglen

Well, here I am. I am currently a freshman at St. John's College, Santa Fe studying the classics. Don't know where I'm headed or what I'm going to do yet, but I am pursuing every option I can find!

title: User:Ugoglen


text:
File:Seduced by the Dark Side-ugoglen.pdf

Used with the WikiU Film School Lessons

This is the completed homework assignment of script formatting for lesson #1 of WikiU Film School by User:ugoglen


text:
User:Chrismo

 :: Profile Image

 :: Contact
 * Leave a message
 * Blog | Wiki
 * Jabber: chrismo@jabber.org.au
 * Ekiga: gnuchris@ekiga.net
 * [mailto:gnuchris@gmail.com Email]
 * Freenode IRC: Chrismo

 :: Topics
 * Networked learning
 * Software Freedom

 :: Wikiversity Monthy
 * Update Feed

 :: People
 * JWSchmidt
 * Cormaggio
 * Leighblackall
 * BrentSimpson
 * MichaelBillington
 * Michaelnelson
 * SB Johnny
 * CQ
 * Historybuff
 * Sebmol
 * Guillom
 * Messedrocker
 * Jtneill

Current Interests
My current interest is in Photography, I plan to learn as much as I can on Wikiversity and try to complete some of the photography courses.

Everything on this page is a bit outdated, I'll clean it up soon.

I'm keen to work on my composition and complete this course Photographic_Composition

I have started collecting images to complete this course, view my Photography Course Work

If your keen to assess my progress so far than check out my website Epic Photos, my old blog and my new blog. My new blog has my latest photos that are pulled from facebook.

I bought a Nikon D90 around late November 2009, and currenty have 4 lenses, 18-55 f3.5, 55-200 f4.5, prime 50mm f1.8 and wide angle 11-16 f2.8.

 * I'm not interested in using or learning to use any proprietary software packages.

I'm also interested in contributing to the Bloom_clock_project, hopefully I will have a gps unit soon

Knowledge Levels
Legend

 * 3 = Professional learning content provider / teachers
 * 2 = Knowledgeable "hobbyist" with knowledge and skills to provide learning content or to teach the subject
 * 1 = Apprentice with interest to contribute and learn more on this subject area
 * 0 = No or very little prior knowledge, skills or interest on the subject (default)

 * Software Freedom - 2
 * Copyright - 2
 * Learning Freedom - 2
 * Education - 1.5
 * Information Technology - 2
 * Gastronomy - 1.5

For instant chat join the Wikiversity-en channel on irc.

I have a background working in public education and lot of experience using a large range of free libre software. I've been using GNU/Linux exclusively since around 2000 and I currently run Debian based systems on all my computers, Laptop, Desktop and Netbook.

You can browse the Learning resources I've developed.

Learn the difference between open source and Free Software.

 * The Free Software Definition
 * Why Free Software is better than Open Source
 * Open Source Advocacy FAQ

Links

 * Free Software in Education
 * Why schools should use exclusively free software
 * Releasing Free Software if you work at a University
 * Gnu Philosophy
 * Free Software Foundation

Mediawiki and Wikimedia notes

 * Wikipedia Wordpress Plugin
 * mvs A command line Mediawiki client
 * wikiEd - Using wikiEd for a while

Propaganda
Here's a web badge to add to your website.

Copy the following code snippet into your site.  </a>

Learning Notes

 * Installing Wikindx3
 * How to setup your blog on Wikiversity

title: User:Chrismo


text:
User talk:Rayc/Archive1

No problem.
Messedrocker 00:27, 17 August 2006 (UTC)

Astronomy
I've heard about these searches, but I don't have any special knowledge about them (I'm a theorist and not an observationist). If you can do some research about them and post links to the school, this would be really useful.

Are you speaking of some sort of NGC? That would be rather useful as an instructional tool. As in finding angular and physical distances, right ascensions, declinations, orbital periods and the like. The only problem is that quite obviously there's alot up there. Especially when getting into comets and asteroids.....

The project, if done thoroughly, would never be finished. Perhaps setting a more modest initial goal of basic observational phenomena (bright stars, Halley's comet, the Galilean moons, etc.) and/or general theoretical phenomena (accretion disks, star formation, quasars, black holes, etc) and from there add as is possible/needed. What do you think? RyanJSuto 22:53, 23 September 2006 (UTC)

Creating Interest
Thanks for the welcoms, Rayc! I saw your note at the w:Wikipedia:WikiProject Astronomical objects and got interested... Awolf002 01:32, 18 August 2006 (UTC)

Greetings
Hi Rayc, welcome aboard! Oops - I see you have me down under interests as "Bureaucrat, sysop"! :-( Well, though I am *extremely* interested in developing Wikiversity (and part of this will involve administrative activities), I am actually interested in education itself - and specifically the use of media and technology in education. Too many other interests to mention, really - and I'll list them on my user page soon - but I'm just in the middle of a dissertation at the moment, so can't do a fraction of what I'd like to do around here for the moment. Still, when that's done, looking forward to working with you in getting this project going.. Cormaggio 13:31, 18 August 2006 (UTC)

Hello Rayc
Thanks for contacting me. Not familiar with the screensaver project, except for the description you have so far. When you say "screensaver" do you mean "visualization" (as in the complex graphical patterns that can be programmed behind a screensaver)? Good luck with the project. Exciting seeing Wikiversity launch, and hope I can contribute good stuff. jlguinn.

Thanks
Thanks for the welcome bud. You can see a locator map on my wikipedia userpage. Go to the Ireland locator map paragraph to see a better insight. I will be writing an article here in Wikiversity on the locator map, and how to create one, etc. --Dom0803 16:03, 19 August 2006 (UTC)

Thanks
Thanks for drawing my attention to what was being done with Template:School boilerplate. I made some changes to the template, but we probably need to keep an eye on what is going into the various namespaces until things settle into a rut. I started trying to make some key changes to the pages of existing "schools" so that they reflect what is now in the template. I hope I have a chance to get to them all. --JWSchmidt 18:36, 19 August 2006 (UTC)

Random number gen

 * Try:

Trevor MacInnis 03:58, 23 August 2006 (UTC)

Thank you! - Trevor MacInnis 03:58, 23 August 2006 (UTC)

Quizzes
Hi Ray, thanks for passing that on. I'm not sure what the devs think I should be looking at exactly - if it's technical, I'm allergic to it ;-). I know there was also another type of test/quiz thing developed by a user on meta, if that's any good to you - see here. But if you want to get working on something like this, that would be great - I see you've already worked on Test and Quiz :-). Cormaggio 09:17, 23 August 2006 (UTC)

 * Rayc, excellent quiz format! I will certainly "fork and tailor" some of the html (or is it javascript?) when I need a multiple choice or hidden answer quiz format.  Mirwin 20:23, 31 August 2006 (UTC)

Wikiversity the Movie
"Hey, is Wikiversity the Movie going to use Machinima, or are you going to do live performaces recorded by users?" I have no idea. I think it would be great if we could get some actual video of a few people like Jimbo, but the idea of using Machinima for some things sounds interesting. What do you think? --JWSchmidt 02:16, 26 August 2006 (UTC)

 * "keep the requirements for entery into a learning project low." <-- as far as I am concerned, the only "requirement for entry" is that someone clicks on the "edit" button. "Did you see the 3DTheater.org project?" <-- I have now, briefly. I'm in need of a short tutorial on what such software can do. I go to web pages for them and the quality of the information is so low I'm not sure how to measure it. :( Still, I'd like to learn what toolls are available and what they can do. --JWSchmidt 04:10, 26 August 2006 (UTC)

Main page redesign
Hello! You commented on the proposed main page design, so I'm inviting you to view a modified version that I created. If you have the time, please post your opinion at Wikiversity talk:Main Page. Thank you! —David Levy 08:38, 26 August 2006 (UTC)

 * Your new new design is on par with the other redesign. Both are better then the current one.  Maybe you sould post it on the mainpage talk?--Rayc 17:22, 26 August 2006 (UTC)

 * Thanks very much for your feedback. Indeed, I did post a comment request at Wikiversity talk:Main Page.  —David Levy 18:12, 26 August 2006 (UTC)

Wikiversity:What Wikiversity is not
Has the new version of What Wikiversity is not addressed your concerns?

test and quiz
I updated Test and Quiz to update the numbers every second. - Trevor MacInnis 16:15, 28 August 2006 (UTC)
 * and I updated it gain with the new parser function found at ParserFunctions - Trevor MacInnis 23:10, 4 September 2006 (UTC)

quiz
I like the quiz. I was originally thinking of a quiz for the main page of the project proposal since that is a static page and will not change with future edits. --JWSchmidt 16:06, 29 August 2006 (UTC)

Hello
Hello Rayc, thanks for your welcome. Hopefully a school of marine sciences will stimlate thinking, learning and research about the importance of the seas and the interconnectedness of different disciplines, not only within the marine sciences but between the marine sciences and subjects both in the sciences and humanities. I find that traditional academia has a habit of compartmentalising things and encouraging academics to know everything about nothing and nothing about everything. Wikiversity is an ideal opportunity to work towards everyone (not just academics) knowing everything about everything (or at least move in that direction!). Hopefully I will be able to continue building the marine sciences aspect of wikiversity, I see no reason why not at the moment (although there's always an unforeseen event or new commitment on time around the corner), I look forward to working in wikiversity, something which has the potential to be anything, and the magic thing is that nobody has a clue yet how it will turn out!

Cheers again, look forward to collaborating with you in the future.

Jimbobalina2005 15:23, 2 September 2006 (UTC)

translation
"The german wikiversity is translating german works into english. Maybe we could do the same?" <-- Have you seen this? --JWSchmidt 01:52, 6 September 2006 (UTC)

featured mainspace
I was wondering, the featured content will start being discussed. Is there any room for future addition to the mainpage for something like that?--Rayc | (Talk) 05:11, 9 September 2006 (UTC)

 * Yes. In the new design, Main Page/Design 2, one could simply add a new box or sub-box in either of the columns -- as long as it was a shortish bit of text or a list of links and not a whole bunch of text. I don't know if we have too much room for featured pages and departments and such. I think the page is already getting long. A separate page for featured items might be good -- could even think of it as "page 2" in the online catalog. I'm hoping Design 2 is posted sometime soon. Reswik 11:51, 9 September 2006 (UTC)

thanks
thanks for the quizz format--Mikec 00:48, 12 September 2006 (UTC)Mikec

Guided tour
Now that's a good idea! - Trevor MacInnis 13:05, 12 September 2006 (UTC)

Re:Sociology of the Family
I'd suggest leaving all books, text- or otherwise, on Wikibooks, otherwise we are going to end up with duplicates. Interwiki links are good enough for that.--Piotrus 02:36, 14 September 2006 (UTC)

School of Language and Literature
Well, thank you! Yet, I still doubt about that dark blue colours... Perhaps something a little bit lighter would be better. --George D. Bozovic talk 21:48, 16 September 2006 (UTC)

Engineering Portal
the engineering link was changed back to School:Engineering... why is it the only school there and why isn't it pointing to Portal:Engineering and Technology? Damien Black 23:28, 16 September 2006 (UTC)

featured mainspace
I was wondering, the featured content will start being discussed. Is there any room for future addition to the mainpage for something like that?--Rayc | (Talk) 05:11, 9 September 2006 (UTC)

 * Yes. In the new design, Main Page/Design 2, one could simply add a new box or sub-box in either of the columns -- as long as it was a shortish bit of text or a list of links and not a whole bunch of text. I don't know if we have too much room for featured pages and departments and such. I think the page is already getting long. A separate page for featured items might be good -- could even think of it as "page 2" in the online catalog. I'm hoping Design 2 is posted sometime soon. --Reswik 11:51, 9 September 2006 (UTC)

 * Hi, I did some copyediting of the community and communication right sidebox on the main page today. Half of the items in that box are redundant with a similar left side box (minus the explanitory blurbs). It occurs to me that those boxes could be combined - with the left box having perhaps some explanitory material.  That would leave space on the right sidebar (with the community box mostly moved over to the left sidebar) for a featured learning project. The current photo space could be turned into a featured photo of a learning situation. Sound interesting? Perhaps we could move this idea to the colloquium --Reswik 15:26, 19 September 2006 (UTC)

IRC meetings
Hi Ray, I definitely like the idea of meeting and brainstorming on IRC - we're now at the poitn where we really need to start lookign into what works, what we can do best etc. I'd encourage you to get something like this going - and I'll certainly help in getting people to come along. I'll be back to Wikiversity myself with gusto next week.. Cormaggio 13:26, 22 September 2006 (UTC)

title: User talk:Rayc/Archive1


text:
Limiting probabilities

The probability that a continuous-time Markov chain will be in state j at time t often converges to a limiting value which is independent of the intial state. We call this value Pj where Pj is equal to:

$$ \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)(1+\sum_{n=1}^\infty \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)})},$$

For a limiting probability to exist, it is necessary that

$$\sum_{k=1}^\infty \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)}< \infty,$$

This condition may be shown to be sufficient.

We can determine the limiting probabilities for a birth and death process using these equations and equating the rate at which the process leaves a state with the rate at which it enters the state.

title: Limiting probabilities


text:
Filmmaking

Note: These courses are only for dramatic motion pictures (movies with a script and dialog). These courses are not for documentaries, event video, corporate video, educational programs, or multimedia. {| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 55%; background-color: Honeydew; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Anyone can learn to be a filmmaker

 * Filmmaking is easy
 * Filmmaking is not rocket science. Everything about filmmaking is extremely easy to learn.  Anyone can do it if they wish.

 * The challenge of learning filmmaking
 * The challenge is filmmaking requires learning a huge number of skills. Each skill is easy to learn but the number of things you must learn is huge.

 * If you want to be an independent filmmaker, you must learn the equivalent of 20 different careers. Even if you are a fast learner, it can take you years to learn everything.

 * Telling a story
 * In a dramatic motion picture, the story is told by many people. The cinematographer tells the story with the camera.  The lighting person tells the story with lighting.   The film composer tells the story with music.  The actors tell the story with action and dialog.  The editor tells the story with editing.  The sound designer tells the story with sound.

 * You have to learn all of this
 * And as an independent filmmaker, you must learn all of these skills.

 * If you fail to learn even one of these skills, people will notice and be turned off by your movie. You must learn everything!!!!

 * style="width: 50%; background-color: #eef; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"; rowspan="3"|

Film School Preparatory

 * Wikiversity Film School is a preparatory school for budding filmmakers who plan to go to film school or take classes in motion picture production.

 * Each year, USC Film School receives 800 applicants to fill just 50 undergraduate positions.

 * We teach you the things that film schools expect you to know before you get to film school so that you can have a base to work from when you first start film-school.

Learning filmmaking software

 * Intel processor
 * First, you need to do is learn about the computer software for filmmaking. See below for a list of the software you will need.  Most is free!

 * Designed for the Macintosh
 * The Film Scoring course is designed for Apple's GarageBand with Jam Pack : Symphony Orchestra

 * The Film Editing course is designed for Apple's Final Cut Pro or Adobe Premiere.

 * Linux
 * Where possible, free Linux software is listed.
 * However, there is still no standard movie file format for Linux and nothing which matches the quality and usefulness of Apple's GarageBand for film scoring.
 * Therefore, Linux is currently not a good choice for filmmakers.

 * style="width: 50%; background-color: #fee; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|
 * style="width: 50%; background-color: #fee; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|

What do we do?

 * Make a tiny movie
 * In the filmmaking class, we create a short motion picture. It is less than a minute long so it is very simple.

 * But before you complete the animatic for the movie, you will also need to learn film editing and film scoring.

 * style="width: 50%; background-color: #ffa; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|
 * style="width: 50%; background-color: #ffa; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|

Where to start?

 * Filmmaking, editing, and scoring
 * Budding filmmakers should start with the basic filmmaking course. For the first lesson, you will format a very short motion picture script.  After that, take the pop quiz where you tell me how you would begin to film this scene.

 * If you want to be a film composer (but you are not a musician), screen writer, or a film editor, you can go directly to the courses in film editing or film scoring or the script writing exercise.

 * If you are a musician who wants to be a film composer, click here.

 * }

Note: These courses are designed for the Macintosh computer.

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #eef; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Cost

 * Lessons
 * These filmmaking courses are free. The only requirement is you submit your homework assignments so others can benefit. (see right)

 * Software
 * I always try to select programs which are free.

 * style="width: 50%; background-color: Honeydew; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"; rowspan="2"|

Sharing your work

 * Your homework assignments
 * Your completed assignments must be submitted under the Free Documentation License or as Public Domain.

 * This allows what you have learned to be shared by others.

 * }

Free Software used at Wikiversity Film School

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 2px solid Blue; vertical-align: bottom; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Free Filmmaking Software at Wikiversity Film School

 * There is some of free software used at Wikiversity Film School. Sometimes, this software is demo versions or simplified versions of software but this is good enough to complete these lessons.  Using free software, you can learn a tremendous amount about filmmaking.

 * style="width: 100%; background-color: #ffe; border: 2px solid Blue; vertical-align: bottom; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 100%; background-color: #ffe; border: 2px solid Blue; vertical-align: bottom; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

FrameForge 3D Studio Free Demo Version
 * Basic filmmaking (pre-production)
 * The heart of the Wikiversity Film School's basic filmmaking course (pre-production) is FrameForge 3D Studio 2 Demo Version. This is the most educational program used at Wikiversity Film School.  And the demo version is free for both the Macintosh and Windows operating system.

 * This program simulates the motion picture camera, the movie set, and the actors. The program is useful for experimenting with the different lenses on your motion picture camera.  And the final output of FrameForge 3D Studio 2 Demo Version is completely frame accurate (including depth of field effects) ready to give your cinematographer for creating all the shots of your movie.

 * The free demo version is limited to 20 uses. Other limitations apply.  However, this is more than enough to complete your assignments at Wikiversity Film School.  Download this free program today and begin learning how to use it.

Apple's GarageBand
 * Film Scoring
 * All film scoring lessons at Wikiversity Film School can be done using Apple's GarageBand which is free with each new Macintosh PC.
 * In addition to a midi program like GarageBand, you will also need a good selection of musical instruments for the symphony orchestra. Some musical software instruments of the symphony orchestra for GarageBand are free (such as the packages from Boldt) and some are not.  I recommend Apple's Jam Pack:Symphony Orchestra.  I have not tried Apple's new Jam Pack for voices which should also be useful.

 * Filmmakers should NOT use Apple's Logic 7 which is poorly designed and exceedingly awkward. I have not tried version 8 yet.

 * I do not know what to recommend for Windows.

Film Dailies

 * Animation
 * Starting in 2009, Wikiversity Film School will have a simple course in 3D animation. This will use the free programs of DAZ Studio and Bryce 5.5.

 * If you have Poser and Vue, you can use those programs but they are not free.

 * DAZ Studio and Bryce take time to learn so if you are interested in working with 3D, you should download these free programs and begin to learn them.

 * Other useful programs
 * ArtRage 2.5 Starter Edition is a free paint program used for matte painting and creating the movie poster. This is a simple and fun artistic painting program.  Feels very natural. Extremely useful.  If you need any kind of digital painting with traditional artist materials, this is your first choice.  This is the free version which is fully working but more limited than the full version which is also remarkably inexpensive.

 * GIMP is a free paint program comparable to Adobe Photoshop. Surprisingly mature program but definitely not as easy to use as Photoshop.  Requires X-11.  If you do not have Adobe Photoshop 4 or later, this program is absolutely necessary for some of the classes at Wikiversity Film School.

 * Audacity is a free useful utility for working with audio and converting audio to OGG files. It is a bit awkward but it is free.

 * Tux Paint is a free fun paint program for kids. It has the added advantage of using rubber stamps and creating matte paintings easily. Has the unique feature of doing rough storyboards with special storyboard artwork.  Also useful for one of the lessons about learning matte painting at Wikiversity Film School for kids.

 * }

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Where to begin?

 * If you want to become a filmmaker, start with the Basic Filmmaking Course. [[Image:Mplayer.svg|32px]]

 * Later, when you are ready, you should also take the Film Editing Course. [[Image:Crystal Clear mimetype video.png|32px]]

 * The most important course of all is film scoring. You will need the  Film Scoring Course to complete the other two courses.  [[Image:Crystal Clear app knotify.png|32px]]

 * }

title: Filmmaking


text:
WikiU Film School Overview

Lessons starting in 2006 from Course #1

 * The purpose of this course is to make two motion pictures (one animated and one live action) titled "Seduced by the Dark Side!" which teaches one of life's important lessons.

 * The course will runs from 2007 through 2008. The animated version will be complete in 2007 and the live action will be completed in 2008.

 * Here is what will be covered in the first few lessons of this course.

Step 1 • Formatting the Script · (Click here to start this lesson.)

 * $$\;$$Every motion picture starts with a story. Even though our story is very short, we still have to cut it down to the bare bones for our movie script.  And as we do this, we must type the script into a standard format which all people in Hollywood will feel comfortable with.

Step 2 • Thumbnail Storyboards · (Click here to start this lesson.)

 * Once the script is ready, we immediately make the movie... on paper. The rough storyboard, which is done with stick-figures in tiny frames no bigger than your thumb, is all of the visual elements of the movie.  But this still does not give us the timing for the movie.  To do that, we need to make a movie of the storyboard (called an animatic).  But that cannot be done until we have the rough music and the recorded dialog for our movie.

Step 3 • The Rough Music / The Temp Score · unfinished

 * Our movie will have background music and narrative music. The narrative music will be just like another actor in our movie.  Therefore, we need to leave room for the narrative music when we create our animatic.  That is why we begin our film scoring early. (In the meantime, (to learn the basics of creating music sound effects, click here.)===

Step 4 • Recording the Dialog for the Animatic · (Click here to start this lesson.)

 * When we create the animatic (movie of the storyboards), we need the storyboards, the narrative music, and the recorded dialog (voices of the actors).  This can be rough since we will record the dialog for the animated movie using professional actors.

Step 5 • Edit the Animatic · unfinished

 * Once we have the storyboards, the recorded dialog, and the music, we will use an editing program (such as Final Cut Pro) to create the animatic (the movie of the storyboards.) Only then will we know if this movie will be a success.

Step 6 • 3D Storyboards · FrameForge (Click here to start this lesson.)

 * For our animatic, it would be nice to have high quality images from a 3D storyboard program. Therefore, we will offer this lesson for people who want to gain skill with this very interesting program.

Step 7 • 3D Storyboards · DAZ Studio (optional)

 * Another option for 3D storyboards is DAZ Studio.

Step 8 • How do they do this in Hollywood? · (Lesson #002-unfinished)

 * An optional tour of movie sets in Hollywood to see how scenes are broken down into a series of shots and then filmed. (Not free.)

Step 9 • Decisions about the making of our movie

 * As we progress through the making of our motion picture, we make decisions and record them in this chapter.

.

title: WikiU Film School Overview


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User:Daanschr

w:User:Daanschr

title: User:Daanschr


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User talk:Ugoglen

Well, here I am. I am currently a freshman at St. John's College, Santa Fe studying the classics. Don't know where I'm headed or what I'm going to do yet, but I am pursuing every option I can find!

Ugoglen has completed the Script Formatting Assignment
Ugoglen has completed the Script Formatting Assignment at Wikiversity Film School. Robert Elliott

Ugoglen has completed the Thumbnail Storyboarding Assignment
Ugoglen has completed the Thumbnail Storyboarding Assignment at Wikiversity Film School. Robert Elliott

title: User talk:Ugoglen


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User talk:Pavleta kolova

- -Dear Pavleta, A very good page. Congratulations! Iliana Mirtschewa

dear pavleta, this is kati, i´m working together with anika on the topic nutrition. your idea sounds very interesting, maybe we can work together! did you talk to anika yet? best wishes, kati

 * Hi Pavleta, congratulations! By the way, I can't open the link at the end of your user page. Is it the right one? Michael (tutor of the German students) Here my german site: Michael

title: User talk:Pavleta kolova


text: File:Wikiversity traffic chart November 2006.png


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Calculus/Vectors

A vector is an object that contains both magnitude and direction. A good example of a vector would be velocity. Velocity represents somethings direction and speed. A vector is essentially a representation of motion in a direction. Another way to describe a vector would be as a force. Forces have both magnitude and direction. A scalar only has magnitude.

title: Calculus/Vectors


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User:Kev~enwikiversity

Hello.

title: User:Kev~enwikiversity


text:
MediaWiki/Templates

This is a placeholder for a future guide to Templates. For now, please use Help:Template at Meta.

title: MediaWiki/Templates


text: Template:MediaWikiArchitecture

title: Template:MediaWikiArchitecture


text: Template:Information

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English grammar

Communicating effectively

What is grammar?
Grammar is a field of linguistics that comprises the rules of language. These rules are always changing and differ from area to area and from language to language.

Subfields of Grammar/Lingustics
There are multiple sub-fields of Grammar/Linguistics. These subfields include:
 * Phonetics
 * Phonology
 * Morphology
 * Syntax
 * Semantics
 * Pragmatics

Origins of English
English is a West Germanic language. It came from Anglo-Frisian dialects brought to Britain in the mid-5th to 7th centuries AD by Anglo-Saxons who migrated from what is now northwest Germany, southern Denmark and the Netherlands. It is also heavily based on Latin, the language used by the Roman Empire, that existed from 27 BC to around 1453.

Parts of Speech
There are nine different parts of speech, each with several subcategories.
 * noun - a word that names a person, animal, place, thing, or idea. A commonly found subcategory of the noun in English is the proper noun, which denotes someone or something's name with a capital letter at the beginning of the word.  (examples: fireman, dog, church, computer, friendship, Russia)
 * verb - a word that describes an action or state of existence. The most common verbs you'll see are called 'action verbs', but there exists many other kinds of verbs as well such as the 'auxiliary verb', which gives functional or grammatical meaning to the sentence it appears in. Common examples are 'is' and 'was'.  (examples: run, jump, like, want, is)
 * pronoun - a word that is used in place of a noun. These are used to decrease redundancy in sentences. The pronoun 'I' is always capitalised in a sentence.  (examples: I, you, he, she, we, they)
 * adjective - a word that describes a noun  (examples: big, red, dark)
 * adverb - a word that modifies a verb or adjective (when, where, how)  (examples: quickly, yesterday, everywhere)
 * preposition - a word that connects a noun or pronoun to a sentence  (examples: on, at, by, as, after)
 * conjunction - a word that links two words, phrases, or sentences  (example: and, or, because)
 * interjection - a word that conveys emotion  (example: ahem!, egad!, ouch!, yahoo!)
 * articles - a word that introduces a noun  (example: a, an, the)

The Basics of the Noun
This can be used almost anywhere in speech such as when your talking about multiple things like food or even games.

Simple Subject
A simple subject is a noun that tells who or what the sentence is about. Usually a simple subject is one word. Read the following example sentence: Bob jumped. In the sentence, Bob is the simple subject. Bob is the who or what of the sentence. Read the following example sentence: Bob the basketball star jumped three feet in the air. Bob is still the simple subject of the sentence.

Simple Predicate
The simple predicate is the verb or verb phrase. It tells what the subject did, is doing, or will do. Read the following example sentence: Bob jumped. In the sentence, jumped is the simple predicate. Jumped is the 'What did he do' of the sentence. Read the following example sentence: Bob the basketball star jumped three feet in the air. Jumped is still the simple predicate of the sentence.

Helping Verbs in the Past Tense
To obtain a clear understanding of the helping verb in the English past tense, we must review the simple past, since that is what we will use for our examples. The simple past includes sentences like 'Bob jumped' or 'Bob flew.' However, when we add a helping verb that does not change the actual tense, the main verb reverts to the infinitive.

Example: Bob jumped. Bob flew. Bob did jump. Bob did fly.

Confusing words, Idioms, Colloquialisms, and Slang

 * Situation / Position / Condition
 * Animal idioms

title: English grammar


text:
Wikiversity:License tags

{|style="background:transparent; border-collapse:collapse;"
 * rowspan="2" valign="top" style="border-right: 6px;"|
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The templates listed on this page should be used to indicate the license(s) under which media files uploaded to Wikiversity are published. Generally, media files published under a free license should be uploaded to Wikimedia Commons. Files may be published under multiple licenses.

Each file page should have a template indicating how it is licensed. This is required by Wikimedia Foundation policy, and is simply good practice. Re-users of Wikiversity content expect it will be freely-reusable. Some media, however, has certain restrictions in the licensing (for example the share-alike clause of some licenses), which the re-user must be able to easily determine. License templates categorize media so it can easily be determined what is reusable and under what conditions.

Information
When you upload a file, copy and paste the template to the file page and fill in the details as shown in the following examples:

How to add a license template
If you did not add the template at the time of upload, you must edit the image description page. Do not re-upload the image; you will not be able to update the licensing or source information that way. Instead, click the edit this page tab at the top of the page, and add in the template like this:. Be careful to note the case of template names; only the first letter is case-insensitive.

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Copy Left
You should not use these templates for anything but screenshots of copyleft licensed software programs.

title: Wikiversity:License tags


text: Category:CopyrightByWikimedia

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text: User:Xlbnushk/Welcome

title: User:Xlbnushk/Welcome


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text:
Talk:Film Scoring

=Under Construction This Week= {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
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Lessons in making music for motion pictures

 * For filmmakers and non-musicians
 * Here is a series of lessons in film scoring for filmmakers or anyone who likes music for motion pictures but is not a musician.

 * Only one!
 * Currently, we have only one lesson which is still under construction. Take a look.  It is at Mad Max's lesson in creating the sound of fear using GarageBand.

.

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Ideal student for this course

 * The ideal student for these lessons is a 5-year-old kid who likes to watch movies and bang on the piano to make music for the movie.
 * We use a lot of software so it helps to be a bit of a nerd. Most kids are!
 * }

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Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }

(aka. Film Scoring Introduction)

No 'acoustic' loops.
No acoustic loops

* Note: In this course, we do NOT use acoustic loops. Loops are wonderful for documentaries, corporate video, event video and multimedia but never for narrative motion pictures. Midi loops are OK but with acoustic loops, you cannot modify (simplify or change notes) the music which makes is useless for dramatic scenes.

This statement is based on opinion and is flat out WRONG about the ability to edit and rearrange audio recordings. There are many software packages that enable a range of functionality to extract segments, rearrange loops and beats, preform spectral manipulation, &c. One can start with the simple-yet-robust Audacity to realize that waveforms are not static but malleable.

title: Talk:Film Scoring


text:
User:Jmckeown~enwikiversity

My name is James, and I'm a student of Economics at the University of Guelph. I am hoping to help develop an economics course outline both for the benefit of the Wikiversity and to aid my own educational progress. I'm new to wikis, so if anyone is working on this task already and would like help, please let me know. --James

Links of personal interest  http://en.wikiversity.org/wiki/Wikiversity:Welcome%2C_newcomers#How_can_I_become_involved.3F  www.uoguelph.ca

title: User:Jmckeown~enwikiversity