text:
Narrative dialog editing

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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The theory of editing a dramatic conversation

 * What is this?
 * A conversation is when two or more people talk back and forth, back and forth without any pause.

 * When people have a conversation, there is a rhythm which MUST be maintained. This makes editing a conversation different from all other kinds of editing.

 * A unique style of editing (scripted dialog)
 * In a conversation, the dialog is the most important element. The spoken words are more important than the picture.

 * That is why editing a conversation is different from editing any other kind of scene.

 * Editing a documentary, event video, corporate video, broadcast video, multimedia and action scenes is totally different because they are edited based on the picture, not the sound.

 * Therefore, editing a conversation requires a completely different approach. It is extremely unique!!!

 * Only dialog editing
 * This is what I teach here.

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Why are "L-Cuts" used only for conversations?

 * Dialog editing
 * When you edit a conversation, you edit the picture at a different frame than the dialog (audio.) Yet you always must keep the audio in sync (lip sync) with the picture.  That is the definition of an "L"-Cut.

 * With a conversation, the sound and the picture are very dependent on each other. That is why the editing of a conversation is so challenging.

 * All other kinds of editing
 * When you edit other kinds of scenes, you edit the sound and the picture independently. You do not have to worry about keeping lip sync.

 * When editing other scenes (such as action scenes with no dialog), you use a patchwork of edits based on the picture. This is much easier since there is no dialog which must be synced to the lips in the picture.

 * }

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Special Note

 * No pauses
 * By conversation, I mean two more more people continually talking back and forth, back and forth without any pauses. It is like a tennis match.  There are no pauses!!!!

 * Then you edit based on the dialog (sound) while ignoring the picture.

 * If there are pauses
 * If there are any pauses in the conversation, you must edit the scene like an action scene, not like a conversation.

 * That means if there are gaps in the dialog, you must edit based on the picture, not the natural rhythm of the dialog.

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The steps

 * Here are the steps of editing a dramatic conversation (dialog). Remember: These rules apply only to a conversation in a dramatic scene.

Step 1 - Select the best audio

 * For each sentence, you must select the best shot based on the quality of the spoken words.

 * Don't worry about the picture
 * With professionally filmed dailies, the picture is usually good, even for the worst of the circle takes (which are the best of the film dailies.) You should have an acceptable picture no matter which audio snippet you select.

 * Compare only one sentence at a time
 * Normally, each piece of the script is assembled into a conversation, one piece at a time. Conversations in motion pictures tend to have very short dialog... one sentence each, back and forth, back and forth.  Therefore, look at only one sentence at a time.  Find all of the takes that have the sentence and listen to how the actor say just those words.

 * Start by rejecting the bad sounding dialog for that sentence. Then it becomes easy to find the best clip for that sentence.

 * Adjust the natural rhythm
 * Once you have selected the best audio, you adjust the edits of the audio to create a natural rhythm of the conversation -- back and forth, back and forth. Therefore, you must adjust the gaps between the pieces of dialog.

 * Fortunately, when you have highly skilled actors, their natural speaking voice will already have perfect timing between each piece of dialog (between each sentence.) Just cut half way between sentences and it will probably already be perfect.

 * Again, don't worry too much about the picture for now
 * When you are finished selecting the best audio, the picture might not look ideal but the audio will sound OK. The scene will sound like a real conversation even though the different pieces of the conversation come from many different takes.  That is absolutely amazing!

 * Microphone limitations
 * For most filmmaking, there was only one microphone so most of the audio is unuseable. You can use only the shots where the microphone is pointing directly at the actor who is talking.  This makes selecting the audio very easy for a scene.

Step 2 - Next adjust the picture (but not the audio)

 * Once the audio is perfect, lock the audio. From now on, the audio never changes.

 * Once the audio is locked, you adjust the picture by rolling the picture edits forward and backward to find the best visual transistion. This is done by trial and error.  This is called an "L-Cut".

Step 3 - Add cut away shots

 * Once the audio and the picture edits are perfect, you can add cut-away shots (or insert shots) to enhance the visual look of the scene.

Step 4 - Add the musical score

 * Since most of the mood of a scene is created with music, you need to add background music and narrative film music (music which tells a story.)

 * As you add narrative film music, you might want to add additional room for the music between the sentences of the dialog. In that case, you go back to step 1 and start all over again to add the extra gaps between the sentences of the dialog.  Then things get really fun!

Step 5 - Add sound effects

 * Only the dialog is recorded on the movie set. Almost all other sounds must be in post production.  You have to add sound effects, walla, ambience and other sounds to make the scene seem real.

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L-Cuts

 * Creating L-Cuts
 * An "L-Cut" is where the audio and the picture are not edited at the same point. This edit looks like an "L".  Hence the name "L-Cut". Wow!

 * Rolling the picture edits
 * Everytime you edit for sound, lock the sound track, and then roll the picture edits to find the best visual transition, you create "L-Cuts". If you use this method of editing a conversation, you cannot avoid creating "L-Cuts".

 * You can create "L-Cuts" other ways but my method is, by far, the easiest way to do it. This procedure is the easiest to understand.

 * Accentuate and emphasize
 * L-Cuts do more than just create a nice transition point for the picture. L-Cuts can also emphasize one actor over another by showing the listener's anticipation or reaction to the conversation.

 * This is very subtle so you need to study this carefully. This is explained in great detail in Lesson #3 and there are two DVD-Video disks specially designed to show how to make L-Cuts and their impact on storytelling.

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Ordering the Editing Workshop disks

 * The "Follow Dave?" Editing Workshop CD-ROM
 * This lesson uses a scene on a CD-ROM to demonstrate how "L-Cuts" are created. You need to order the CD-ROM if you wish to take this lesson.

 * So far, I have not found a better introduction to editing a conversation. On the disk is an educational movie which explains the entire process in just 11 minutes.

 * Order the disk
 * You can order the "Follow Dave?" Editing Workshop CD-ROM by going to the Star Movie Shop website. Currently, the price of this disk is $12 plus $3 shipping in the USA.  They accept only PayPal.

 * Or you can pay with the points you have earned at Wikiversity.

Free offer

 * You can soon as you have 15 points, you can request the disk for free.

 * Note : You can earn enough points simply by doing an excellent job of Formatting the script and by taking the Pop Quiz for creating the thumbnail storyboards.

 * To contact the Star Movie Shop, you simply Click Here. [[Image:Crystal Clear app xfmail.png|24px]]  Or visit their Star Movie Shop website.  Or just contact your instructor (That's me.)

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Special free offer

 * The "Follow Dave?" Editing Workshop CD-ROM
 * I need people with Final Cut Express 2 or better to test these lessons.

 * If you have Final Cut Express 2 or better, please contact me. I will provide free copies to selected individuals for this month only.

(This offer is not valid in some locations.)

@undefined.
 * }

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Dialog Editing

 * Different kinds of movies
 * In this film school, you will not learn to edit documentaries, event video, multimedia, corporate video in this course. The technology for editing the other kind of movies is completely different.  Don't become confused.  Study conversations separately from other kinds of scenes.

 * Different kinds of conversations
 * There are also different kinds of conversation. Monologue are not edited the same way as a conversation between two more people.  Same with group conversations with two more more independent conversations at the same time.

 * We keep things simple in these lessons. We study just a two way conversation.

 * When you first begin to learn editing, you need to start with the most basic and most structured kind of scene. That is a simple conversation.  That is what you learn with the "Follow Dave?" Editing Workshop CD.  I recommend that you look at the "Start Here" movie on that disk.  It might seem a bit childish but it is a good overview of the narrative film editing process.

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Things to think about

 * Only one microphone
 * When you edit a conversation, things are different for another reason. Normally, there is only one microphone used to film a conversation.  This limits your options which makes editing easier.

 * Best quality sound
 * In modern filmmaking (developed in the 1930s), normally only one microphone is used to film motion pictures and television dramas so only half of the audio (or less) is good.

 * A single microphone pointed down a the chest of the actor records the best possible sound quality. But using this technique, you can record the audio of only one actor at a time.  Therefore, the editor will be limited to only a few shots because only a few shots will have the necessary dialog.

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The next page

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Narrative dialog editing


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User:Xania

Hi I'm Xania. I'm an Irishman living and working in Italy. I'm a computer technician come English teacher! I am an Administrator on Wikibooks English. You'll also find me at my forum at World Manx Forum

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title: User:Xania


text:
School:Zoology

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 22:21, 18 May 2014, with contributions to Zoology on 26 November 2019. --Marshallsumter (discuss • contribs) 16:33, 11 January 2020 (UTC)
 * Steven Smith,10ber 27,2023

Inactive participants

 * Christian
 * Amara Collins
 * Amanda
 * AFriedman (also runs an online Zoology laboratory, participation is encouraged)
 * User:K9Alliance2Train Interested in mammqpian neurobiology, esp canine and cetaceanK9Alliance2Train (discuss • contribs) 23:17, 23 August 2014 (UTC)

School news

 * 6 December 2007  - School founded!
 * 8 December 2007 - Looking for reviewers of the literature and proposals currently posted and/or outlined, teachers, and, of course, students! Constructive criticism, critiques, and opinions vastly appreciated!
 * 18 May 2014 - lecture/resource Zoology started at 22:21.

Zoología fr:Département:Zoologie

Other news

 * Gharials dying from cirrhosis of liver
 * Research counters old idea that humpbacks use tunes to impress the ladies
 * Dinosaur Mummy Unveiled
 * New, rare and threatened species discovered in Ghana
 * Research Reads: The Best Science Books of 2007
 * Major North American science media
 * Zoology News From Science Daily

Basic Study Guide For Beginners
Areas of note for the beginner in the study of Zoology might include:

 * An introduction to natural philosophy and history can broaden your understanding of what Zoology is, what it was once used for and how, as well as how it has changed to serve people and animals today
 * Basic Greek and Latin terminology can help you to understand Zoological nomenclature you might encounter in your studies. For example, nomenclature is Latin nomen, name + calare, to call. As most written accounts of the ideas of studying animals, their environment, how they lived, et cetera begin with Greek literature, which is retold or improved upon by Romans, understanding these two languages is helpful (though other languages will also be beneficial)
 * Anatomy and physiology are the core foundations of Zoology and are often expressed through comparative anatomy
 * Museums can provide a wealth of understanding through visual exposure to osteological remains, as well as put forth data of this kind already disseminated for the viewing public
 * Visiting parks, preserves, watersheds, and other such areas with proper gear to observe wildlife in situ- this gives you an idea of locomotion, behavior, and other concepts relevant to Zoology. Make sure to follow safety measures which relate to the environment you visit and the animals you might encounter. Notify park rangers and other relevant individuals if you are planning excursions deep into uninhabited areas, especially if you plan to be there for any length of time. Some places may require permission and/or permits in order to gain access
 * Zoos and aquariums have living collections which you can observe safely and without any disturbance to wildlife, as well as staff often educated in Zoology whom might take a moment to talk about their profession
 * Foci in mathematics, biology, and general science (Zoology can be applied to many fields, especially science-oriented ones, so it can be beneficial to review related fields to see if any suit you for specialization, or, forge your own path by applying what you learn in Zoology to other fields)
 * Volunteering, internships, externships, and employment in fields which apply to Zoology

Study Guides By Specialization
With so many branches of zoological expression from which to choose, where do you start?

 * Areas of Specialization in Zoology from the Free Dictionary
 * Guide to the branches of zoology from BioExplorer
 * Types of Zoologists from the Zoological Society of Southern Africa

Zoologists

 * Thomas Bell, turtles.
 * Mark A. Wilson, Professor, Department of Geology, The College of Wooster, although a paleontologist his collection of fossil images there is PD.

Projects For Developing Learning Resources
Zoology Powerpoint

From Natural Philosophy to Natural History
In order to understand the changes in philosophical world views as they relate to animals and their environment and how it all ties in with modern expressions of Zoology, we will examine in brief the ideas of some of the earliest Greek and Roman philosophers, naturalists, scientists, and laymen whom have contributed to changing the way people look upon the world through the eyes of a Zoologist.

 * Nature Philosophy
 * Chalenas
 * Thales
 * Anaximander
 * Anaximenes
 * Heraclitus

 * Galen
 * Aristotle
 * Machiavelli
 * Francis Bacon
 * Thomas Hobbes
 * Natural History
 * Empiricists
 * Introduction to the History of Life Science

Latin and Greek Prefixes, Suffixes, and Root Words
Latin and Greek words are used in Zoology to define scientific nomenclature, as well as in classification of animals and other applications.
 * Terminology for Zoological Latin and Greek
 * Introductory Greek Course
 * Latin Stream Course
 * Latium, the Latin learning podcast

Biosystematics: origin, distribution, identification and classification of species

 * Biosystematics
 * Origins
 * Distribution
 * Identification and classification of species
 * Biostatistics
 * Ecosystems

Taxonomy

 * Introduction To Taxonomy
 * Animal Phyla
 * Plant Divisions (Phyla)

Anatomy and Physiology
Physiology of different organ systems: digestive, pulmonary, vascular, nervous, excretory, endocrine, musculoskeletal and reproductive systems

 * Overview of Basal Animal Structures
 * Anatomical Terminology

 * Skeletal System
 * Muscular System
 * Muscles Terminology

 * Integumentary System
 * Lymphatic and Cardiovascular Systems
 * Respiratory System
 * Gastrointestinal System
 * Genitourinary System
 * Endocrine System
 * Nervous System
 * Sensory Systems
 * Immune System

Related Topics and Discussions

 * Community_Portal
 * School:Veterinary_Medicine
 * Research Ethics
 * Topic:Genetics
 * Topic:Laboratory_Techniques
 * Topic:Anatomy
 * Topic:Animal physiology
 * Topic:Paleontology
 * Wetlands interview with Michigan State University professor of zoology and wetlands expert Tom Burton
 * What determines the structure and function of stream and wetland ecosystems? Thomas M. Burton Professor of Zoology

 * Michigan State University Department of Zoology
 * Tom Burton, Michigan State University faculty

 * [[Media:10dayMouseEmb.jpg|Mouse Embryo]]
 * WiseGeek On What is Zoology?
 * What are Some Careers in the Life Sciences?
 * The Anatomy of Vesalius
 * Tabulae Anatomicae Vesalius

Quizzes and Tests

Write notes on this information - copy definitions on notecards.

Fun Stuff

 * Bird Clock
 * Crocodile
 * The Learning Zone at Oxford University

Things you can do!

 * Clean up Draft:Ammonoids and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Animal physiology and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Cytokinesis and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Deoxyribonucleic acids and move it to become a subpage of a supporting main page learning project.
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 * Clean up Draft:Zoology and move it to become a subpage of a supporting main page learning project.

title: School:Zoology


text:
Topic talk:Math for computer programming

 * The title for the topic is misleading. The content is about arithmetic in  various bases.  --Hillgentleman|User talk 14:45, 8 December 2006 (UTC)
 * Arithmetic in various bases = math. This particular math is extremely valid in computer programming. Hence: It seems quite fitting to me. Please add whatever sub-topics you feel are appropriate to this topic. -- Richard2me 15:53, 8 December 2006 (UTC)
 * I am not a programmer. For me, Mathematics for computer programming includes a lot of other things such as computation geometry and algorithmic complexity.  I suggest that we move the content to a seperate page in the main namespace, such as base change and programming.  A Topic: page is to host wikiversity content development, not the contents themselves.  (naming conventions)--Hillgentleman|User talk 02:39, 9 December 2006 (UTC)
 * But wikiversity is about growth and personal interpretation of what's "right". To me, "Math for computer programming" is a broad subject which can easily have a specialized course oriented towards math concepts used specifically for computer programming. Just because this page only contains the math relating to radixes right now doesn't mean that it cannot have more complex topics. I'll put a message on top to make that clear. -- Richard2me 10:29, 9 December 2006 (UTC)

Overview
Just found a structuring of Math for computing that could be helpful:
 * Set, Relations and Graph Theory
 * Number Theory (like number systems)
 * Algebra
 * Reasoning
 * Finite Model Theory
 * Category Theory

This should be most of the math basics you need to study Computer Science

Sterling 20:08, 17 December 2006 (UTC)

In addition to the topics Sterling listed, I think a bit about floating-point math (e.g. explaining how it can't represent every possible real number, how the programmer has to be careful about precision, algorithms to test "equality," etc.) would be useful -- mrchaotica


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Sunken relief

Sunken Relief sunken_relief Lesson plans

This project is most likely made for high school/college students. This project requires creativity, neatness, and hard work.

1. Begin showing the class about sunken relief, you must explain the history show some examples and explain the purpose of them. The Egyptians Egyptians were the main ones to use sunken relief sculptures to tell stories and show the greatness of the pharaoh pharaoh. This should take about 20 to 25 minutes to teach. 2. Now you start showing them how to do it, give them a demo, and let them ask questions. Start by finding a picture you or they like and let them recreate it by redoing it as a sunken relief. Now that they have a picture of their or your choice draw it on paper using coal, draw your image really dark. Now that you have your image drawn on it take a thick sheet of fresh clay and place your paper on it with the image faced down and take some rubbing alcohol Rubbing_alcolol and damp the paper evenly on to the clay. Carefully lift the paper up and your image should clearly show up. Take your sculpting tools and carefully start carving out your image. When done, smooth out your work, make it look neat.

3. The students should now know what to do, and ready to work. On the first two days they should take the time to find an image. On the third day they should recreate the image on paper, fourth day they should copy it on to a sheet of clay. The last day should be used to take time and clean up the project, smooth out and touch it up.

title: Sunken relief


text:
Template:Narrative dialog editing:Table of contents:Lesson 01 - Quick overview

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 * bgcolor="#eeeeff" style="border: 1px #aaaaff solid;" |Lesson Page - "Follow Dave?" Editing Workshop CD
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 * bgcolor="#eeeeff" style="border: 1px #aaaaff solid;" |Lesson Page - Analyze the dailies
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 * bgcolor="#ffeeee" style="border: 1px #ffaaaa solid;" |Pop Quiz - Guess how many takes? - 4 points
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 * bgcolor="#eeeeff" style="border: 1px #aaaaff solid;" |Lesson Page - Select an editing program
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 * bgcolor="#eeeeff" style="border: 1px #aaaaff solid;" |Lesson Page - Edit the scene
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 * }


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Ceramics/Mosaic Artist

Ceramics

Ceramics- are objects made from clay that permanently retain their shape after they have been heated to specifics temperatures. Ceramic Vocabulary crossword Puzzle

Mosaic art- is a form of art made with Colored tiles. The tiles are not all the same size or color. It would be very hard to make a mosaic art piece because you would have to make sure that all the tiles would fit together before you put the grout on. Slideshow and Collaborations

Gus Scott- Has been working in the studio in Golden Bay, New Zealand. He was trained in Wellington as a photoengraver and Lithographer. Gus perused the graphic arts through Black and White photography and etching. Attending Auckland Technical Institute (A.T.I.) and later studying art history at Auckland University. He went to London to work into the Art Department of Burnings Advertising. On returning to N.Z., Gus began painting and working part time in the music-business. Slideshow of Gus Scott's Art work

LOu Moser- She was brought up on the outskirts of Vienna in a hotel. During her childhood she became exposed to the art of Waldmüller, Klimt and Hundertwasser. Which later became a source of inspiration in her artistic career. Exploring the ceramic medium, free of institutionalized influences, she developed her own ways of working with the medium, using her own mixtures of clay and glazes often incorporating mosaic elements. LOu lives in Golden Bay with her partner, painter and musician Gus Scott, and their daughter Tallulah at Pigeontoe Studio. Slideshow of LOu Moser's Art work

title: Ceramics/Mosaic Artist


text:
Ceramics/Lesson plans

Lesson plan for ceramics-slab construction

Unit: ceramics-slab construction Lesson: personalized clay bank-tennis ball-shaped banks Grade level: middle school

Lesson objective:
 * Student search internet images for inspiring themes for their claywork
 * Students learn how to personalize their claywork
 * Student will learn sculpting techniques
 * Student will learn how to assemble and glaze a recognizable figure from a slab of clay
 * Student will learn how to roll out clay to then be formed around a tennis ball to create a clay sphere for the base shape of the clay bank
 * Student will learn how their creativity can be used to create a functional sculptural object

Materials
 * Clay
 * Clay tools
 * Practice paper
 * Rolling pins
 * Guide sticks
 * Tennis balls
 * Glazes/under glazes

Motivation
 * 1) Show student examples of contempary ceramic slab construction
 * 2) Review forming techniques. Demonstrate slab construction and use of the tennis ball
 * 3) Show students how to draw up their design plans for clay bank construction

Construction
 * 1) Make thumbnail sketches of the ideas for bank. Select one to use for construction. Make template for base actual size.
 * 2) Decide the size the bank is going to be.
 * 3) Assemble slab. Wrap clay around a dry tennis ball and roll it on a smooth surface until it is as smooth.
 * 4) Cut tennis ball out of rolled slab and remove. Stuff two halves of clay with crinkled news print and seal halves together and blend until smooth.
 * 5) Using the designed pattern sheet, form the various parts of the themed bank. Using scoring techniques and slip to join appendages. Add clay features to resemble the sketched model.
 * 6) Use an xacto knife to cut out a coin slot for the bank to have functionality.
 * 7) When bank is completed, set out to dry for atleast a week.
 * 8) Biske fire
 * 9) Glaze with desired colors, remebering to use three coats of glaze to insure uniform coverage

Vocabulary needed:
 * Modeling: to plan or form after a pattern
 * Slab Construction: A build term referring to construction placed on a slab as its foundation.
 * Slip: potter's clay that is thinned and used for coating or decorating ceramics
 * Score: a slight surface cut used to join clay

title: Ceramics/Lesson plans


text:
Ceramics/Creating A Relief Sculpture

Procedure Outline:
 * 1: Trace over the contour lines of a photocopied image with a charcoal pencil.
 * 2: Knead and wedge a ball of clay to get rid of all air bubbles, then flatten it out to create a slab around 1” thick
 * 3: Place the newly-traced image face-down on top of the clay slab. Then, using a cotton ball, saturate the back of the paper in rubbing alcohol. Next, burnish the back of the paper with a spoon, making sure that all points of the paper have made direct contact with the clay. Check periodically to make sure the drawing is transferring to the clay.
 * 4: After the image has been transferred, use the assortment of clay tools to gouge out the clay to preferred depths, allowing foreground images to protrude from the work, making it three-dimensional (and thus giving the piece a sense of depth and complexity). To smooth rough edges, dip fingers in water and gently rub onto clay surface.
 * 5: Paint pieces with underglaze.
 * 6: Bisque-fire the pieces.
 * 7: Paint pieces with underglaze.
 * 8: Fire the pieces.

title: Ceramics/Creating A Relief Sculpture


text:
Vector Drawing

Quick Definition of Vector Graphics:

Vector graphics are graphics that computers render by using mathematical formulas. This allows the image to be scaled up many times without distortion, unlike something in MS Paint which uses raster graphics (graphics made up of pixels).

Primary Uses

Vector graphics are primarily used for logos, icons on your computer, and wallpapers due to their scalability.

Software
This will be written specifically for Inkscape (review). For Inkscape tutorial see Vector graphics tutorial on Commons and How to draw a diagram with Inkscape on Wikipedia.

Assignments
(This is written for active learners; a step-by-step how to would cripple creativity.)

Day 1

Simply play with the software and become familiar with the different tools for 15-20 minutes. Put 5 different shapes on the paper and a curve. Add different color fills to the shapes, and a gradient fill to one.

Day 2

Redesign an icon from your desktop: Choose an icon from your desktop, and make a vector drawing of it, or of something else you would like to use as the icon. For example: headphones for your music player. Keep the detail low as it will be exported in icon size as a raster graphic.

Day 3

Create a vector from an image: Choose a simple image, such as a flower or some object, and create a vector image of it (probably using curves). Don't use color or shadows yet. The primary goal of the day is to gain experience creating complex shapes with the program you use.

Day 4

Add color to the objects you created in Day 3's assignment, and use a new object with darker colors to replicate shadows. Take note that vector drawings are usually just this, collections of objects with slightly different colors that look like something.

Day 5

Practice, practice, practice. Just keep practicing! With enough practice, you should be able to start designing things like wallpapers with your vector graphics.

title: Vector Drawing


text:
Ceramics/Self-Portrait Relief Sculpture

Unit: Sculpture

Lesson: Self-Portrait Relief Sculpture

Grade Level: High School

Overview: This project is introduced as a “self-portrait” project in which the students create their own self-image onto a piece of paper. They will then use this “self-portrait” to create a three-dimensional relief sculpture, using the medium of clay.

Allotted Time: 2 ½ weeks (on block-scheduling—90 minutes/class period)

Teacher Materials:
 * Computer (slideshow)
 * Projector
 * White Board (or the like, used as projection screen)
 * Photocopier
 * Paper
 * Kiln

Student Materials:
 * Paper
 * Drawing/Painting Supplies
 * Pens
 * Pencils
 * Paint
 * Markers
 * Pastels
 * Canvas Cloth Surface
 * Clay
 * Clay Tools
 * Rolling Pin
 * Bowls of Water
 * Glazes/Underglazes (and/or acrylic paints)

Day by Day Procedure:
 * Week 1: Self-Portrait
 * Day 1
 * 20 Minutes: Explain the concept of self-portraits, defined by Merriam-Webster Online as “a portrait of oneself done by oneself,” noting that they can be as literal or figurative as the artist desires. Present a slideshow presentation consisting of many different types of self-portraits, emphasizing the fact that the artist can be as creative as they like in portraying their own image.

 * Effective Pictorial Examples:

 * Chuck Close, Study for Self-Portrait, 1968
 * Photo realism

 * Vincent van Gogh, Self-Portrait, 1889
 * True-to-life, realistic representation

 * Pierre Bonnard, Self-Portrait in the Bathroom Mirror, 1939
 * Realistic representation—less detailed and more conceptual

 * Picasso, Self-Portrait, 1907
 * Simplified self-image in the style of cubism

 * Jenny Dubnau, Self-Portrait as Liar, 2005
 * Exaggerated features

 * Fred Mandell, Self-Portrait, 2001
 * Non-traditional

 * Additional picture resources can be found at: http://www.artlex.com/ArtLex/s/self-portrait.html

 * 5 Minutes: Pass out supplies (paper and drawing/painting materials)
 * 5 Minutes: Answer any questions
 * 50 Minutes: Have students brainstorm and draw a couple of preliminary self-portrait sketches. Walk around the class and observe, answering any questions that may arise while giving suggestions and constructive criticism.
 * 10 Minutes: Clean up and pack up.
 * Day 2
 * 10 Minutes: Review the previous day’s info-session, allowing the floor to be open for questions.
 * 5 Minutes: Pass out drawing/painting supplies
 * 65 Minutes: Student work-time—Walk around the classroom and observe, once again answering questions while giving suggestions and constructive criticism.
 * 10 Minutes: Clean up and pack up.
 * Days 3, 4
 * Student work-time.
 * Day 5
 * Self-Portraits due.

Before assigning the next part of the project, make sure to photocopy each of the students’ self-portraits, having both the original and photocopy ready to give back to the students for the following portion.

 * Week 2: Relief Sculpture
 * Day 1
 * 20 Minutes: Give a brief PowerPoint presentation outlining the concept of creating a relief sculpture, which is, as noted by Slobodkin in the book Sculpture: Principles and Practice, simply the objective of “creat[ing] within a materially limited area the illusion of a full-bodied shape.” Once again, use pictures as examples to back up your explanation.

 * Effective Pictorial Examples:

 * http://www.bluffton.edu/~sullivanm/quercia/quercia.html

 * 10-15 Minutes: Inform the students that they are to make a relief sculpture from their previously drawn self-portraits. Then, demonstrate the process of making a relief sculpture.
 * 5 Minutes: Pass out all Supplies (clay, clay tools, etc.)
 * 40 Minutes: Student work-time—Walk around the classroom and observe, once again answering questions while giving suggestions and constructive criticism.
 * 10 Minutes: Clean up and pack up.
 * Days 2, 3
 * Student work-time.
 * Days 4, 5
 * Students should be underglazing their pieces and have them ready for bisque firing.

 * Week 3: Finishing Touches
 * Days 1, 2
 * Students overglaze their pieces, having them ready for firing.
 * Day 3
 * All projects are due.

Resource:
 * Slobodkin, Louis. Sculpture: Principles and Practice.  New York, NY: Dover Publications, Inc., 1949.

title: Ceramics/Self-Portrait Relief Sculpture


text:
File:Paint Bucket.png

Summary
Paint Bucket in PS7.

title: File:Paint Bucket.png


text: User:Keops~enwikiversity

title: User:Keops~enwikiversity


text:
Monte Carlo Integration

Please see Directions for use for more information.

Learning Project Summary

 * Project code: Monte Carlo Integration
 * School: Computer Science:
 * Department: Scientific Computing

Content summary
A brief introduction to Monte Carlo integration and a few optimization techniques.

Goals
This learning project offers learning activities to Monte Carlo integration. A student should be able to effectively apply Monte Carlo methods to integrate basic functions over set boundaries and apply some level of optimizations to a given problem.

Concepts to learn include: /concepts

Texts
[1] Numerical Mathematics and Computing Chapter 12

Lessons

 * Lesson 1: Introduction to Monte Carlo Integration

Monte Carlo methods use random samplings to approximate probability distributions. This

technique has applications from weather prediction to quantum mechanics.

One use for Monte Carlo methods is in the approximation of integrals. This is done by

choosing some number of random points over the desired interval and summing the function

evaluations at these points. The area of the desired interval is then multiplied by the

average function evaluation from the chosen points.

(1) $$\int_a^b{f(x)} \approx $$ $$ (b-a) * \sum_1^N{f(x_{n})}\over{N} $$

This technique can further be implemented in multiple dimensions where the process becomes

more useful. A rigorous evaluation of this technique finds the error approximately $$1\over\sqrt(N)$$ [1] which means

$$O{({1\over\sqrt{n}})}$$ convergence. This is not very useful in the one dimension case above, as better techniques exist, but

since the error is not bounded by the number of dimensions evaluated, when many dimensional

integrals are evaluated, Monte Carlo methods can become increasingly effective.

The following Matlab script will approximate a triple integral for a given function and

boundary. %F is the vectorized function to be evaluated %bound is a vector representing the x,y,z bounds to the integrals %N is the number of samples to use in the approximation %e.g. MonteCarlo(inline('x.*y.*z'), [0 1 0 1 0 1], 1000) function est = MonteCarlo(F, bound, N)    B = bound; R = rand(3, N); %Set the random samplings to the correct intervals R(1, :) = (B(2)-B(1))*R(1, :)+ B(1); R(2, :) = R(2, :)*(B(4) - B(3)) + B(3); R(3, :) = R(3, :)*(B(6) - B(5)) + B(5); Volume = (B(2)-B(1))*(B(4)-B(3))*(B(6)-B(5)); s = feval(F, R(1,:), R(2,:), R(3,:)); total = sum(s); avgF = total/N; Approx = avgF*Volume; fprintf('Approximation: %f', Approx);

The next step in Monte Carlo integration is to optimize the evaluation to more accurately

and quickly determine the integral. There are numerous techniques for improving on (1). The

following require some pre-existing knowledge about the function being evaluated:

 * Lesson 2: Control Variates

This technique breaks the function being evaluated into pieces in which one or more pieces

have known integral values or are more easily evaluated than the original function. In this

way, the random samplings will be more prevalent with the difficult part of the function

and not be wasted on the already known piece. e.g. let
 * $$f(x) = e^{-x^2} + sin{(x)}$$

over the interval of 0 to $$2\pi$$ then,
 * {|border=0

since sin x is an odd function, its integral is 0 on this interval. By decreasing the variance of the
 * $$\int_0^{2\pi}{f(x)}$$
 * $$\int_0^{2\pi}{e^{-x^2}} + \int_0^{2\pi}{sin{(x)}} $$
 * $$\int_0^{2\pi}{e^{-x^2}} + 0 $$
 * }
 * $$\int_0^{2\pi}{e^{-x^2}} + 0 $$
 * }
 * $$\int_0^{2\pi}{e^{-x^2}} + 0 $$
 * }

function being integrated, the approximated answer will be more accurate [2].

This technique relies on breaking the desired interval into multiple sections and evaluating
 * Lesson 3: Stratified Sampling

the Monte Carlo integration on each section individually. In this way, the more important

sections, i.e. the intervals where f(x) gives its greatest contribution to the integral, are

able to receive more random samplings in approximating their integral values. This will

allow the more important sections to contribute more accurately to the final integral.

e.g. let $$ f(x) = x^3 $$ over the interval [0,1] One can easily show $$\int_0^1{x^3} = .25$$. It can also be seen that $$\int_{.8}^1{x^3} = .1476$$. This shows that the interval of x from .8 to 1 makes up almost 60% of the integral value. Clearly this section is more important than when x is between 0 and .8. It logically follows that a more accurate approximation can be made if more of the samplings are chosen between .8 and 1 than the rest of the interval.

The Monte Carlo method then becomes the following, given that the interval is broken into m sections:

(2)   $$\int_a^b{f(x)} \approx $$ $$ \sum_{i=1}^{m}{Length_i * \sum_{j=1}^{N_i}{f(x_j)}\over{N_i}} $$ where Length_i is the length of the ith section, N_i is the number of random samplings chosen from the ith section.

If the interval lengths and number of samples for each length are chosen correctly,

this method can dramatically decrease the error in approximating the integral.

 * Lesson 4: Importance Sampling

The previous technique showed that using a non-uniform distribution of random points can

lead to better samplings and more accurate approximations of an integral. Importance

sampling is an extension of this technique, but instead of using grids to split the

interval, a distribution function is used for choosing the random points. Now when picking

the sampling points to evaluate the integral, the points must conform to some distribution

function which ideally approximates the desired function.

i.e. given a distribution function p(x) which simulates f(x). Pick N random numbers s.t. the density of the points conforms to p(x)

e.g.  if p(x) is x^2 on the interval [0,1] then more of the sampling points should appear closer to x=1 than x=0. With the non-uniform distribution of random points, the equation approximating the integral

must be revisited. Now, given a distribution of random points with a density of p(x), the

approximation of the integral becomes:

(3)	$$\int_a^b{f(x)} \approx $$$$ (b-a) * \sum_1^N{f(x_{n})\over{p(x_{n})}}\over{N}$$ [2]

Activities
Approximate Pi using Monte Carlo integration and Matlab. [hint: $$x^2 + y^2 = r^2$$ forms a circle]
 * Activity 1.

Extend the given matlab code from the introduction to perform integration on an arbitrary number of dimensions, rather than just three.
 * Activity 2.

Active participants
Active participants in this Learning Group
 * Raynigel 19:00, 12 December 2006 (UTC)

title: Monte Carlo Integration


text: File:XSqrDist.jpg

title: File:XSqrDist.jpg


text:
Template:Narrative dialog editing:Table of contents:Lesson 05 - Creating an editing workshop disk

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1 - Two example disks from Star Movie Shop
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2 - Analyze your dailies
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" | Page 3 - Tour disk vs. editing workshop disk
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4 - Distributing your editing workshop disk
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5 - The future of editing workshop disks
 * }

 * }


text:
Film editing/Creating an editing workshop disk

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; 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="2" | Lesson #05 - How to create your own editing workshop disk
 * style="width: 60%; background-color: #fffff0; 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;" rowspan="2" |
 * style="width: 60%; background-color: #fffff0; 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;" rowspan="2" |

Lesson summary

 * Publicity for your motion picture
 * Soon you will be making your own motion pictures and looking for a distributor. You will need to create as much publicity as possible.  An editing workshop disk is an inexpensive option.

 * When to begin
 * The design of an editing workshop is different if you are planning the editing workshop before it is filmed versus after it is filmed.

 * Filming for multimedia
 * An editing workshop is classified as multimedia. If you are going to take full advantage of an editing workshop disk, you need to documentary footage 10 seconds before and after each scene and you need to mike the director.

 * Analyze your footage and your goals
 * Each scene requires a totally different emphasis.

 * style="width: 40%; background-color: #e0e0ff; 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;"|

The Basic contents of an editing workshop disk

 * Finding the scene
 * To create an editing workshop for dialog editing, you need a scene which stands by itself. It must make sence when pulled out of the rest of the movie.

 * The overview movie
 * The overview movie is more than just the dailies cut apart and placed into chronological order. The overview movie is also a tour of the movie set and the most entertaining part of the disk.

 * The audio edit
 * In a conversation, the audio edit is the first step. This can be shown after the fact or the selection process can be shown, either as part of the overview movie or as a separate story.

 * Possible picture edits
 * You must decide if the editing workshop should show multiple possible edits for the picture which emphasizes one actor over another.

 * }

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffff; 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;" rowspan="2" |

The Next Page

 * The next page explains what to look for in the dailies for this scene.
 * Page 1 - Analyze the dailies

Contact Your Instructor

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

 * }


text:
Talk:Sunken relief

Possible heading change
You current have this:

 * Sunken Relief
 * Lesson plans

It can be formatted like this:

 * ==Sunken Relief==
 * ===Lesson plans===

 * etc.(also add "*" to improve formatting)

 * Note: This page can be access at "http://en.wikipedia.org/wiki/sunken_relief".

which creates this:

Lesson plans

 * This project is most likely made for high school/college students.
 * This project requires creativity, neatness, and hard work.

1. Begin showing the class about sunken relief, you must explain the history show some examples and explain the purpose of them. The Egyptians were the main ones to use sunken relief sculptures to tell stories and show the greatness of the pharaoh. This should take about 20 to 25 minutes to teach. 2. Now you start showing them how to do it, give them a demo, and let them ask questions. Start by finding a picture you or they like and let them recreate it by redoing it as a sunken relief. Now that they have a picture of their or your choice draw it on paper using coal, draw your image really dark. Now that you have your image drawn on it take a thick sheet of fresh clay and place your paper on it with the image faced down and take some rubbing alcohol and damp the paper evenly on to the clay. Carefully lift the paper up and your image should clearly show up. Take your sculpting tools and carefully start carving out your image. When done, smooth out your work, make it look neat.

3. The students should now know what to do, and ready to work. On the first two days they should take the time to find an image. On the third day they should recreate the image on paper, fourth day they should copy it on to a sheet of clay. The last day should be used to take time and clean up the project, smooth out and touch it up.

Note: This page can be access at "http://en.wikipedia.org/wiki/sunken_relief".

To erase a page...
To erase a page that you created, I think you must put the word "ORPHAN" on the top of the page and a request to deleate the page. (Sorry, I don't know the correct template for this.) Robert Elliott 20:50, 1 January 2007 (UTC)

title: Talk:Sunken relief


text:
Biomechanics

Biomechanics can be simply the application of mechanical engineering in biology. Just as mechanics deals with solids and liquids, biomechanics deals with solid and liquid substances. The solids here are bones, muscles etc and fluids are blood and other liquids in the body. Solid biomechanics deals with orthopaedic, arthroscopic and related fields whereas fluid biomechanics deals with the effect of liquids.

Biomechanics helps in understanding the role of mechanical forces in the body and developing implants or other devices to make diagonising easy.

title: Biomechanics


text:
C Programming/Before You Start

Objective

 * Get an overview of C and its benefits.
 * Learn about the creation of C.
 * Learn the uses of C.
 * Learn and acquire the tools you'll need for this course.
 * Understand the need to complete the assignments.
 * Understand the need to pace yourself.
 * Have fun!

Overview
If you have never programmed before or you want a refresher on C, then this course is for you! The C language provides a basis for understanding core programming concepts and a general feel of how the computer works. If you know how to program in C, you'll be able to transition to other C-like languages like C++, Java, and C# with relative ease. You aren't just limited to learning programming languages either, because a lot of the concepts taught in this course are associated with the field of computer science.

The Birth of C

The C language didn't just happen over night. Time, people, and events were needed in order for this language to become a reality. So, how exactly did C come to its existence? In the early 1960's the idea of time-sharing became powerful. Large amounts of money and manpower were spent on programs that allowed a large number of people to access one computer from a terminal and use some of its resource, all at the same time! One computer was able to act like 100, allowing places like Universities to efficiently give its students access to a computer at a reasonable cost. Eventually, a time-sharing operating system called Multics became prominent in the time-sharing industry. Although Multics was revolutionary in some ways, it had many problems. It's code was large and complex, which meant it wasn't very efficient to modify the operating system. In the early 1970's, the people at Bell Labs got frustrated and fed up with Multics, so they decided to create their own operating system. Today, this operating system is known as Unix. It was originally written in assembly, which led to some problems, since it isn't very portable. The solution to their problem was going to be a programming language called B, but it had some problems and inefficiencies. Dennis Ritchie created a newer and better version of B that was called C; C being a lot more powerful than B. C was so powerful, that it was able to do the job and Unix was mostly rewritten in C. This allowed Unix to be ported to many different computers with relative ease. Soon C was used for other jobs, slowly becoming one of the most influential languages ever.

C's Uses
C is widely used in education, in application programs like text editors, windows based applications, in games like Quake III, in calculations like finding interest, and for sorting, maintaining and organizing large amounts of data. C programs are used in engineering applications like plotting of curves, integration, game development and many more. C has been used in very complex things also, e.g. Operating systems like GNU/Linux, Unix. Microsoft/Windows and other Unices (SunOS, FreeBSD, et al) were also written partly in C.

Tools You'll Need
A compiler is a program that takes source code and turns it into an executable file. To learn C, you'll need a computer and operating system that has a C compiler. Generally, these can be platform specific, so they will vary in usage and performance. A list of C compilers can be found here. Each compiler has its advantages and disadvantages, for example some compilers may cost money, but you should be able to find free ones. The most popular C compiler is GCC (GNU Compiler Collection), it is usually pre-installed in GNU/Linux. If not, you can install it using your respective package manager. An IDE (Integrated Development Environment) is a software package that includes all the basic programming tools a developer may need. While not strictly necessary, all but the most proficient programmers may find it an invaluable resource. When downloading and installing the compiler or IDE, you'll need to strictly follow its manual on how to setup and use the compiler or IDE. If it has a poor manual, it is advised to beware of it. Many Windows IDE's uses GCC as their standard compiler.

If you choose not to install an IDE (which comes equipped with its own source code editor), you'll need a program to write source code. Generally, any plain-text editor, such as Windows Notepad, will do. (The key here is plain-text; you do not want to use a program that inserts 'invisible' formatting symbols, as they will cause compilation errors.)

As time passed and C became more widely used, it started to diverge from K&R C (often refereed as original version of C, which was invented by Ken Thompson and Dennis Ritchie), and branched into different standards. The first widely recognized standard was ANSI C (aka C89, C90, ISO C), declared by the American National Standards Institute (ANSI) in 1989, which was approved by the International Organization for Standards (ISO) in 1990. More recent standards are the C11 and C17 standards, which were approved in 2011 and 2018 (prepared in 2017), respectively. Many C programs were written following the ANSI C standard.

Now you have all the tools you need to start using C.

Assignments Are Good For You
This course provides many questions and exercises that test to see if you've understand the lesson. They are all contained with a section of the lesson called "Assignments" and are found at the end of the lesson. Although you're not required to do them, it's recommended that you complete the given assignments.

Have Fun!
Finally, I would like to tell you that programming can be a lot of fun. If you have that constant urge to learn, to know more, if you are inquisitive, then learning C is not only a good experience, it is also fun. Some words of wisdom, try to pace yourself when using this course. Going too fast or too slow can reduce the will to complete this course.

Assignments

 * Name a benefit gained when learning C?
 * Give a short summary on the creation of C.
 * Why was C famous irrespective of availability of other languages?
 * Where is C used? What applications use C?
 * Did you install a C compiler? If so, what's its name? Do you know how to use it?
 * Did you faithfully complete this assignment?
 * Give your suggestions that C is useful in today's world or not?

title: C Programming/Before You Start


text: File:Radiometricdatingmineral.png

title: File:Radiometricdatingmineral.png


text:
User talk:Delta Tango

Welcome to Wikiversity. --JWSchmidt 19:23, 9 December 2006 (UTC)

title: User talk:Delta Tango


text:
User:Mu301/Learning blog

My thoughts about creating learning resources, developing Wikiversity, and the broader subject of collaborative learning in a wiki environment.

I encourage discussion and comments; feel free to edit these pages. Create a subsection header if you include a block of text that is longer than about a paragraph, otherwise no need. Please sign with  --~

I also write about the history of science and technology at the Ladd Observatory blog and at my personal blog Fornax Chimiæ. --mikeu talk

title: User:Mu301/Learning blog


text:
Template:Basic filmmaking:Table of contents:Formatting the script

 * {| cellpadding="3" cellspacing="0" width="300px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2 - Analyze the story
 * }

 * {| cellpadding="3" cellspacing="0" width="300px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3 - Learn Final Draft
 * }

 * {| cellpadding="3" cellspacing="0" width="300px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4 - Type the script
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 * {| cellpadding="3" cellspacing="0" width="400px"

 * bgcolor="#ffeeee" style="border: 1px #ddd solid;" |
 * The completed assignments (Scripts formatted by students)
 * }

 * {| cellpadding="3" cellspacing="0" width="300px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Conclusion - Is it perfect?
 * }

 * }


text:
User:Rayc/Learning Blog

This learning blog was started by me, a custodian, in an attempt to see if the concept is useful enough to allow an exemption from the long standing tradition of disallowing blogs on wikimedia projects. I'm also going to bring this up at the colloquium to see if we want to delete these kind of things, so this page's live might be very short.

19:56, 8 July 2007 (UTC)
I'm written and defended my thesis, and now I'm back. Of course it takes a while to get active again in this place, but I'll seek out what's been going on and help out. Of immediate interest to me is some more links I found, free science videos and patient initiated medical research.

02:11, 6 February 2007 (UTC)
Oh, my, I haven't written for a while. The next program I downloaded was skype and then mozphone. They are both VoIP apps. Skpye has great voice quality and enough bandwidth to pump video through, using a P2P technology. Mozphone relies on *, and has a 3 to 5 second delay in sound that is annoying. The difference: Mozphone's code is published and Skype's isn't. Thus for some of the FOSS partisans, Mozphone is better. I judge things on functionality and cost. Skype works much better and is free, just not in the philosophical sense.

On the other side, people are perpetually posting links to open courseware sites over the wiki saying could I import this? Could we use that? Open courseware use a CC license, we use a GDFL. Our stuff can be used commercially, theirs can't. They are both part of the open education movement. It's just we can't talk to each other because one day we hope that someone else will make money off of our work.

I've also floated the idea that we start searching youtube for educational videos. That was shot down that youtube's copyright control wasn't good enough to be sure that we weren't linking to copyrighted work.

It's times like this I want to say, "License aren't important! Whether you can see code isn't important! Ignore all rules, we are try to educate!" Unfortunately, education seems to come in second to being free. License and copylefts are the way to be free. I just hope Wikiveristy doesn't turns into one giant link farm to unfree sites that can help people much better then we can.

22:02, 18 January 2007 (UTC)
Back to class for me, so yet again I'll be a bit busy. I've been now playing around with art of illiusion, as it is alway helpful to know how to do 3D animation. Check out my take on the logo. I think I found another person interested in the test and quiz problem. He seems to want a much larger overhall than what I've been proposing. The code from sp wikipedia works, but at the expence of all other hiddin class divs. It might be just a fluke, but I would like to have both working. In other news,

I've been listening to the wikipodcast and wondering if wikio could get off the ground here. We'll need acess to skype. Which bring me to my last point, I'm thinking that I'm going to start building user categories for experence with certain programs. Off to do that now.

03:52, 8 January 2007 (UTC)
Having a bit to much fun with the Stellerarium software. Have no idea how I could use it, but I find the scripts informative. I could write up a short point by point list to get a person to download it, and run a script, and then the script to take over as the astronomy lesson from their. I've seen scripts are possible on Google Earth, and probably on a bunch of free to download programs. First steps in moving some of the education onto a non-wiki platform.

However, first I am going to start becoming a monobook hacker, something that this wiki really needs. Of to the mediawiki to learn about that!

06:24, 31 December 2006 (UTC)
I've transformed the ping pong code into an actual working test, El Salón de Clase quizI. It's a giant pain to code, though. On the plus side, 6 people now have tried to use ABCD, and one actually wrote a modification for plants. Bit of a change around wikiversity. The Browse now looks pretty, another strong contributer has started to the astronomy pages. Bloom-clock restarted. Also, broke 1000 pages. I wanted to put that google earth "for educators" link somewhere, but haven't found a good place to put it.

20:14, 10 December 2006 (UTC)
Guess blogs are ok. A little progress in the quiz code. Ping pong works, but random order doesn't want to assign anything but text to the sorting variables. There is also some talk of banning the open proxies, all 1024 of them each month. They should set it so that the meta wiki block all open proxies for all projects.

20:24, 9 December 2006 (UTC)
Saw that people were using blogs to document there learning experiences on wikiversity. I can remember something to that effect in the project description, but can't remember if it was on site or off site.

Currently experimenting with the ping-pong flash test concept. Weakness is that people still can see from previewing the link what the answer is. Would love to see a way of setting a variable without editing, but would settle for a way of randomly shuffling the answers to a question so that it is not always "B". I'm going to give the spanish department some help and model the first ping pong test as a Spanish vocab test.

Some software work also. Software testing is reviewing my comment on becoming a software testing department for programs use on site, not just in the real world. Teh astronomy project is wondering what the fair use criteria is for star pictures from aliadin software, and I still want to build that central database of free software for educational uses somewhere.

title: User:Rayc/Learning Blog


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User:Rayc/Hidden

This page is under construction

title: User:Rayc/Hidden


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Chemicals/Reactions/Oxidation numbers

Oxidation numbers are the numbers of electrons that are released or gained from the outer shell electronic configuration of an atom. They refer to how an atom will bond with another. Due to this, they help in balancing oxidation-reduction reaction equations. There are several rules for how these are assigned.

Rules

 * 1. The oxidation number (o.n.) of an uncombined element is 0.
 * 2. The total o.n. of all of the atoms in a neutral compound is 0.
 * 3. The total o.n. of all of the atoms in a polyatomic ion is equal to its charge.
 * 4. In compounds, group one alkali metals have an o.n. of +1 and group two alkali earth metals have an o.n. of +2.
 * 5. In compounds, fluorine atom has an o.n. of -1, hydrogen atom has an o.n. of +1, and oxygen atom has an o.n. of -2.
 * 6. In two element compounds with metals, group 17 elements have an o.n. of -1, group 16 elements have an o.n. of -2, and group 15 elements have an o.n. of -3.
 * 7. The o.n. of hydrogen is +1 when bonded to nonmetals and -1 when bonded to metals
 * 8. The o.n. of fluorine is -1 in all compounds. The other halogens have an o.n. of -1 in most binary compounds When combined with oxygen, as in oxyanions, however, they have a positive oxidation state.

Practice
What are the oxidation numbers of the following atoms:

1. Oxygen in O2? 2. Carbon in CO2? 3. Oxygen in H2O? 4. Sulfur in PbSO4? 5. Oxygen in H2O2?
 * Oxygen is an uncombined element, so by rule #1, the oxidation number is 0.
 * Because CO2 is a neutral compound, the overall oxidation number must be 0. According to rule #5, oxygen has an oxidation number of -2.  Therefore, carbon must have an oxidation number of +4.
 * Oxygen in a combined element is -2, by rule #5.
 * Oxygen has an oxidation number of -2. Because we know that lead must have an oxidation number of +2, being an ion, the oxidation number of sulfur must then be +6.  (-2 * 4 oxygen = -8 + +2 lead = -6 * 1 sulfur)
 * In this rare case, where the overall o. n. must still equal 0, hydrogen is still given an oxidation number of +1, forcing oxygen to have a charge of -1, in order for it to balance to 0.

Reference
1. Petrucci, Harwood, and Herring. General Chemistry: Principles and Modern Applications. Eighth edition.

title: Chemicals/Reactions/Oxidation numbers


text: Template:Randomorder

title: Template:Randomorder


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User talk:Rayc/Learning Blog

hi, actually the question that I had for the astronomy project was on using a screenshot of the software itself. But now that I think about it I should also give some thought to the copyright on whatever image is opened in the software when I take the screenshot.--mikeu 23:20, 9 December 2006 (UTC)
 * wow, I forgot people actual can interact with these blogs. And read them. I better keep some of my more insulting opinions to myself.--Rayc 06:33, 31 December 2006 (UTC)

category
What do you think about a category for blogs? I think blogs could be useful in building collaborations and learning communities if other participants could find the blogs. --JWSchmidt 20:40, 10 December 2006 (UTC)
 * I've alway wanted to hide my blogs, but I think the first ones are being substituted onto a page somewhere. I would too, but i can't remember where it was.--Rayc 06:33, 31 December 2006 (UTC)

title: User talk:Rayc/Learning Blog


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PHP/Constants

Constants, by definition, are variables which cannot be modified during the execution of the script. Constants are typically recognizable by their recommended naming convention of ALL_CAPS.

Syntax
A coder can only define a constant with the define function. Following the API for this function, we find that constants can be defined like this:

The first parameter is the name of the constant, the second parameter is the value the constant represents, and the optional third parameter accepts a boolean TRUE or FALSE to determine whether or not usage of the constant is case insensitive. If the third parameter is omitted, the default is FALSE, causing the variable to be case sensitive. The value of a constant can only be a string, integer, boolean or a float. Constants are accessed just like variables, e.g:

Usage
Constants may just seem like glorified variables to some, but they may be useful at points, if only for the fact they are more secure and are global in scope (they can be accessed anywhere in the script).

There are a large number of pre-defined constants, that can be viewed here: http://www.php.net/manual/en/reserved.constants.php

title: PHP/Constants


text:
Historical Introduction to Philosophy/Problem+of+Evil+Works+Sited

Back

"Dictionary of Common Philosophical Terms" by Gregory Pence Copyright 2000 The McGraw-Hill Companies ISBN 0-07-282931-1

"The Longman Standard History of Philosophy" by Kolak and Thompson Copyright 2006 Pearson Education ISBN 0-321-23511-8

"The Elements of Moral Philosophy Fourth Edition" by James Rachels Copyright 2003 The McGraw-Hill Companies ISBN 0-07-119876-8

"Moral Soundings" Edited by Dwight Furrow Copyright 2004 Rowman & Littlefield Publishers ISBN 0-7425-3370-0

Webster's New World Dictionary, College Edition Copyright 1962

Columbia Encyclopedia, Sixth Edition. Copyright 2006 Columbia University Press

www.Dictionary.com Unabridged (v 1.0.1) Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

Wikipedia http://www.wikipedia.org/

Back


text:
Talk:Naming in organic chemistry

is this page only going to cover IUPAC naming or will common and antiquated names also be discussed?

I believe some common names should be noted, those which are used more often than the IUPAC names. for example, (CH3)2CH2OH is always referred to as isopropanol, never 2-methyl-ethanol.

title: Talk:Naming in organic chemistry


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Computing in Japanese

Test
Test your computer to see if it is able to display Japanese text here.

Result
If your computer failed the test for text support, read and follow the directions here. If your browser failed the test for ruby annotation support, read and follow the directions here.

Configure Computer for Japanese Text Support
Read Computing in Japanese on Wikibooks to learn how to input and display Japanese text.

Configure Browser for Ruby Annotation
If you are using a Mozilla browser, you may need to install this support patch to view Ruby annotation correctly.

Assessment
This will check to see if you configured your computer correctly.

Display
Take the test again and try again if it does not work.

Questions
Leave any questions on the talk page or here.

title: Computing in Japanese


text:
Talk:Computing in Japanese

Questions
Leave any questions here. Please sign your posts using four tildes (~).

Anyone know how to add rubi (or furigana, or whatever you call it) to text you type yourself? Gregory j 23:37, 10 November 2007 (UTC)
 * Where are you typing it. Meaning here, in Word, in an HTML document?--Balloonguy 18:46, 11 November 2007 (UTC)

Hello, I'm using Mozilla Firefox 4.0.1, and the patch for Ruby annotation isn't supported on it. I'm running on Ubuntu Linux 11.04, if that helps. --Alegend 17:34, 12 June 2011 (UTC)

title: Talk:Computing in Japanese


text:
Talk:Beginner Japanese/Introduction to the Japanese Language

Quiz problems
The quiz answers need to be clarified.

''English is an SVO (Subject Verb Object) language. What kind of language is Japanese. (three letters)?'' - This will only accept SOV (not sov) and should also accept "Subject Object Verb" or "Subject-Object-Verb" or any case variations.

What is the japanese term for "vertical" writing? - Should accept a capitalized "Tategaki" unless specified lowercase only.

What is the name of the group of general-use characters set forth by the Ministry of Education should one know in order to be literate in Japanese? - This one provides problems... the answer is "jouyou kanji" but it can be written as "jōyō kanji" (which it is referred to as on this site). Clarification needs to be made on whether or not 'ō' or 'ou' should be used, or if both are acceptable. On pages that use one spelling over another, clarification should be added.

What are the names of the syllabaries that make up the writing form Kana? - This needs to support the answers "katakana, hiragana", "katakana hiragana", "hiragana katakana" or any case variation of those. What 10:38, 19 August 2008 (UTC)
 * ありがとうございました for your help. There was made this edit (basically adding info with the | symbol). Could you have a look, if all is ok now ? (didn't try) In case you want to create new quizes you can read more about how to create/edit quizes: Help:Quiz, Erkan Yilmaz uses the Chat (try) 17:02, 19 August 2008 (UTC)
 * Thanks for making those changes. I'm not very familiar with wikis. :) what 01:16, 20 August 2008 (UTC)
 * I added some answer rules to the questions in the form of "(lowercase)" and what not to specify how it should be answered and added a few variations of answers (capitalizing a character, etc.) what 01:22, 20 August 2008 (UTC)
 * ありがとうございました, Erkan Yilmaz uses the Chat (try) 06:34, 20 August 2008 (UTC)

How would you write, "Cats eat mice" in japanese (use Rōmaji )? - This question needs a bit of work. First, saying 'use Rōmaji' isnt as specific as one might think, given that there are multiple forms of Japanese romanization. While it is true that the Hepburn romanization system is the most common form, it should be taken in to account that other forms exist. Either the question needs to have all common forms of romanization added as possible answers, or the specific form of romanization needs to be specified. (I highly suggest the second option, possibly with a link to the Wikipedia article.) Second, the verb for 'to eat' currently used in the answer (食う or sometimes 喰う) is rendered in hiragana as 'くう'. Any way you look at it, that is a long vowel (in this case a 'u'), and this needs to be in the answer. (It currently has it romanized as 'ku'.) Lastly, why is this particular verb being used? Admittedly, I only just finished a Japanese II course at my local community college, but even I am aware that this word can be a bit rude. (Jim Breen's WWWJDIC entry for this word has it tagged both as being primarily used by men and as vulgar.) At most, '食べる' should replace '食う'; at least, '食べる' should be added as one of the possible answers for the verb. Zarakinthish 10:34, 27 May 2009 (UTC) - Changed answer for number of Kanji from 1945 to the more recent new list number of 2136, this has already been changed in the textbook by someone else.DMcPhed 00:46, 27 June 2011 (UTC)

Trivia Questions
Should the quiz contain trivia questions? To me, learning the language consists of more than just memorizing hiragana, katakana or kanji and grammar. I mean questions more along the lines of the third question in the quiz. what 01:26, 20 August 2008 (UTC)
 * How about generating quizes for different levels ? Some for more advanced Japanese learners and so on. Or for different ages ? Then everyone can start where she thinks is best. For me for example, I believe - since I don't know so much about Japanese - I even would have problems with trivia questions and would have to search in the internet for help or peak into the quiz answers :-)
 * I'd say do it as you feel is best. Your time is important and we are thankful for anything you contribute to here. You don't need to do all above said: just what you like and someone else will do other things. Have fun in what you do. If you need help in any way, drop a msg, Erkan Yilmaz uses the Chat (try) 06:34, 20 August 2008 (UTC)


text:
Beginner Japanese/Introduction to the Japanese Language

Reading

 * Japanese Phrasebook — Greetings and farewell.
 * introduction to the Japanese language.

Words to know

 * Chinese ideographic characters.
 * Kana: The syllabaries used to write Japanese words and particles using characters that represent syllables. The two syllabaries are called hiragana and katakana.
 * Romanized Japanese.

Quiz
Please write all answers in lowercase and rōmaji, where applicable.

{  How would you write, "Cats eat mice" in Japanese? { neko wa nezumi o kuu|neko wa nezumi wo kuu }
 * type="{}"}

{ English is an SVO (Subject Verb Object) language. What kind of language is Japanese? (Answer is possible with three letters or all written.) { sov|subject object verb|subject-object-verb }
 * type="{}"}

{ What is the name for people of higher status and lower status (comma separated) { meue, meshita|meshita, meue }
 * type="{}"}

{ How many general-use characters set forth by the Ministry of Education should one know in order to be literate in Japanese? { 2136 }
 * type="{}"}

{ What is the name of the group of general-use characters set forth by the Ministry of Education one should know in order to be literate in Japanese? { jouyou kanji|jōyō kanji|jouyou }
 * type="{}"}

{ What are the names of the two syllabaries that make up the writing form Kana (comma separated)? { hiragana, katakana|katakana, hiragana }
 * type="{}"}

Learning Activites

 * Research more about the Japanese language and improve the Wikipedia entry on the Japanese language
 * Add more questions to the above quiz


text:
Talk:Beginner Japanese/Pronunciation of Japanese

Lesson 5
In lesson 5 a section about the moraic n with an apostrophe was taken off of the page, but it is still in the audio. I'm not sure how to add it back into the lesson without messing up the look of the page (I'm new to Wikiversity but not wikipedia). I'm just wondering how it can be fixed. Phydend 04:21, 8 April 2007 (UTC)
 * Is it fixed now? --Balloonguy 18:12, 8 April 2007 (UTC)
 * Yep, all the words in the audio are now on the page. Thanks. Phydend 02:17, 9 April 2007 (UTC)

Practice
wouldnt it be better to have the soundfiles for the practice be for individual words? it would make it easier to repeat the words. admittedly it isnt very difficult as is, but still.
 * Wouldn't it be more of a hassle though, having to download each word?--Balloonguy 23:47, 21 May 2007 (UTC)


text:
Beginner Japanese/Pronunciation of Japanese

Reading

 * Japanese – Pronunciation

Practice

 * 1) Practice pronouncing these following words.
 * 2) *[[File:Ja-LessonIntroKonPron-practice1.ogg]] (OggVorbis, 75 KB)
 * 3) 【あか】 "red"
 * 4) 【いろ】 "color"
 * 5) 【えがく】 描く "draw (a picture)"
 * 6) 【うつ】打つ "hit", "beat"
 * 7) 【おさめる】 治める  "govern"
 * 8) 【おや】 親 "parents"
 * 9) 【わび】 佗び (the Japanese aesthetic of subdued refinement)
 * 10) 【パリ】 "Paris (France)"
 * 11) 【ともだち】 友達 "friend"
 * 12) 【はな】 花 "flower"
 * 13) 【しじ】 指示 "instruction"
 * 14) 【ひざ】 膝 "knee"
 * 15) 【つもり】 積もり  "intention"
 * 16) Pronounce the following words with double vowels.
 * 17) *[[File:Ja-LessonIntroKonPron-practice2.ogg]] (OggVorbis, 125 KB)
 * 18) 【さあ】 "come now"
 * 19) 【あい】 愛 "love"
 * 20) 【あう】 会う "meet"
 * 21) 【はえ】 蝿 "fly (insect)"
 * 22) 【あお】 青 "blue", "green"
 * 23) 【いい】 "good"
 * 24) 【いう】 言う "say"
 * 25) 【いえ】 家 "house"
 * 26) 【しお】 塩 "salt"
 * 27) 【しゅるい】 種類 "type", "kind"
 * 28) 【ぬう】 縫う "sew"
 * 29) 【うえ】 上 "above"
 * 30) 【うお】 魚 "fish"
 * 31) 【れい】 例 "example"
 * 32) 【スペイン】 "Spain"
 * 33) 【うれい】 憂い "grief"
 * 34) 【でいり】 出入り "coming and going"
 * 35) 【データ】 "data"
 * 36) 【おい】 甥 "nephew"
 * 37) 【そう】 "that way", "so"
 * 38) 【おもう】 思う "think"
 * 39) 【こうし】 子牛 "calf (baby cow)"
 * 40) 【もえる】 燃える  "burn"
 * 41) 【ほお】 頬 "cheek (facial)"
 * 42) Pronounce the following words with double consonants
 * 43) *[[File:Ja-LessonIntroKonPron-practice3_4.ogg]] (Note: Numbers 3 & 4 contained in one recording) (OggVorbis, 127 KB)
 * 44) 【まっか】 真っ赤 "bright red"
 * 45) 【ひっそり】 "quietly"
 * 46) 【いらっしゃい】  "Come in!"
 * 47) 【せってい】 設定 "settings"
 * 48) 【どっち】 "which one"
 * 49) 【くっつく】 くっ付く "get stuck to"
 * 50) 【かっぱ】 合羽 "raincoat"
 * 51) Pronounce the following words with compound consonants (Contained in audio file above)
 * 52) 【とうきょう】 東京 "Tokyo"
 * 53) 【ぎょうざ】 餃子 "pot-stickers" (Chinese dumplings)
 * 54) 【ぎゅうにゅう】 牛乳 "milk (from a cow)"
 * 55) 【ひょう】 表 "chart"
 * 56) 【びょういん】 病院 "hospital"
 * 57) 【でんぴょう】 伝票 "voucher"
 * 58) 【みょう】 妙 "strange"
 * 59) 【むりょう】 無料 "free (as in beer)"
 * 60) 【りゅう】 龍 "dragon"
 * 61) 【たっきゅう】 卓球 "table tennis"
 * 62) 【はっぴょう】 発表 "announcement"
 * 63) Pronounce the following words with moraic n
 * 64) *[[File:Ja-pronunciation-moraic_n.ogg]] (OggVorbis, 151 KB)
 * At the end of a word:
 * 1) 【だん】 段 "level"
 * 2) 【きん】 金 "gold"
 * 3) 【ふん】 糞 "dung"
 * 4) 【ぜん】 善 "goodness"
 * 5) 【ほん】 本 "book"
 * Directly before a consonant:
 * 1) 【ばんざい】 万歳 "hurrah," "long live (the Emperor)"
 * 2) 【きんぎょ】 金魚 "goldfish"
 * 3) 【くんれい】 訓令 "directive"
 * 4) 【ぜんち】 全知 "omniscience"
 * 5) 【ほんてん】 本店 "main office"
 * Before m, b, p
 * 1) 【げんまい】 玄米 "unmilled rice"
 * 2) 【ほんぶ】 本部 "headquarters"
 * 3) 【てんぷら】 天ぷら (battered and fried vegetables or fish)
 * Before a, i, e, y
 * 1) 【ぜんあく】 善悪 "good and evil"
 * 2) 【けんい】 権威 "authority"
 * 3) 【はんえい】 反映 "reflection"
 * 4) 【せんよう】 専用 "exclusive use"
 * Note that there are problems with romanising the moraic nasal (ん) before a vowel. To distinguish it from syllables in the n-row, the moraic n is written n' (with an apostrophe) in those cases. This is one of the reasons we start right away with the kana syllabry. Some examples of cases where this becomes important are:
 * 1) 【かに】 (蟹, e. crab) versus 【かんい】 (簡易, e. simplicity)
 * 2) 【きにゅう】 (記入, e. fill out) versus 【きんゆう】 (金融, e. finances)
 * 3) 【コニャック】 (e. cognac) versus 【こんやく】 (婚約, e. marriage engagement)
 * 4) Pronounce the following pairs of words
 * 5) *[[File:Ja-pronunciation-practice6.ogg]] (OggVorbis, 190 KB)
 * 6) 【ゆき】 雪 "snow" and 【ゆうき】 勇気 "courage"
 * 7) 【そと】 外 "outside" and 【そうと】 僧徒 "Buddhist disciple"
 * 8) 【そと】 外 "outside" and 【そとう】 粗糖 "unrefined sugar"
 * 9) 【そと】 外 "outside" and 【そうとう】 相当 "suitable"
 * 10) 【そと】 外 "outside" and 【そっと】"softly"
 * 11) 【そっと】 "softly" and 【そっとう】 卒倒 "fainting"
 * 12) 【まき】 巻 "scroll" and 【まっき】 末期 "last period"
 * 13) 【はこ】 箱 "box" and 【はっこう】 発行 "publish"
 * 14) 【いっせい】 一斉 "all at once" and 【いせい】 異性  "opposite sex"
 * 15) 【たに】 谷 "valley" and 【たんい】 単位 "unit", "(course) credit"
 * 16) 【さんえん】 三円 "three yen" and 【さんねん】 三年 "three years"
 * 17) 【きにゅう】 記入 "fill out" and 【きんゆう】 金融 "finances"
 * 18) 【きねん】 記念 "commemoration" and 【きんえん】 禁煙 "no smoking"

Prose practice
Follow along reading while you listen to the Japanese narration from the beginning of Natsume Soseki's classic novel Botchan.

(OggVorbis, 674KB)

 * おやゆずり の むてっぽう で こども の とき から そんばかりしている. しょうがっこう に いる じぶん がっこう の にかい から とびおりて いっしゅうかん ほど こし を ぬかした こと が ある.  なぜ そんな むやみ を した と きく ひと が ある かもしれぬ.  べつだん ふかい りゆう でも ない.  しんちく の にかい から くび を だして いたら、 どうきゅうせい の ひとり が じょうだん　に、 『いくら いばって も、 そこ から とびおりる こと は できまい.  よわむしやあい、』 と はやした から で ある.  こずかい に おぶさって かえってきた とき、 おやじ が おおきな め を して 『にかい ぐらい から とびおりて こし を ぬかす やつ が あるか、』 と いった から、 『この つぎ は ぬかさず に とんで みせます、』 と こたえた.
 * しんるい の もの から せいようせい の ないふ を もらって きれい な は を ひ に かざして、 ともだち に みせて いたら、 ひとり が 『ひかる　こと は ひかる が、きれそう も ない、』 と いった. 『きれぬ こと が ある か、なんでも きって みせる、』 と うけあった.  『そんなら、 きみ の ゆび を きって みろ、』 と ちゅうもん した から、 『なんだ ゆび ぐらい この とおり だ、』 と みぎ の て の おやゆび の こう を はす に きりこんだ.  さいわい ないふ が ちいさい の と、おやゆび の ほね が かったかった ので、 いまだに おやゆび は て について いる. しかし きずあと は しぬ まで きえぬ.

Learning Activity

 * Research more about Japanese phonology and improve the Wikipedia article on Japanese phonology
 * Research more about Japanese pitch accent and improve the Wikipedia article on Japanese pitch accent


text:
File:Gradiant Screen.png

Summary
A picture of the Photoshop gradient Screen.

title: File:Gradiant Screen.png


text:
Portal:Computer networks

Welcome to the Department of Computer Networks! Also Part of Engineering and Technology

Computer networking is the scientific and engineering discipline concerned with communication between computer systems. Such networks involve at least two devices capable of being networked with at least one usually being a computer. The devices can be separated by a few meters (e.g. via Bluetooth) or thousands of kilometers (e.g. via the Internet). Computer networking is sometimes considered a sub-discipline of telecommunications.

Computer networking can be examined from either the 7 layer OSI Model, or the 4 layer TCP/IP Model

Introduction
Networking is the practice of enabling and harnessing the transmission of data between computer systems. A simple analogy of a data network is two tin cans connected by a simple string. As in the analogy, the following holds true for actual data network implementations as well: A network may require one engineer to design it, another to build it, and yet another to administer it. The skills needed by each are related, but not necessarily dependent; hence, Networking is interdisciplinary. Networking developed within the discipline of Computer Science, but an extensive background in Computer Science is not necessary to study or even practice Networking. A Network Engineer works with data networks in some form, but the scope of that work and the skills required may be as diverse - even from one job to the next - as those of any scientist.
 * The network exists merely as a medium for communications across it
 * A protocol of some form is needed to initiate and carry on conversations (this is not intrinsic to the network itself)
 * The same protocol (a spoken language) can also be used with different media for the same purpose; different networks have different advantages and uses

Topics
Networking is the practice of enabling and harnessing the transmission of data from one computer system to another. The TCP/IP model is used in presenting the following topics.

 * 1) Introduction to Networking
 * 2) TCP/IP Fundamentals
 * 3) Application Layer
 * 4) Transport Layer
 * 5) Internet Layer
 * 6) Link Layer
 * 7) Mobile Networks
 * 8) Network Security
 * 9) Network Administration
 * 10) Pursuing network certification

OSI Seven Layer Model
The alternative OSI layer can be studied here.

Each topic includes an outline, suggested activities and links to useful resources. They are constructed for self-study, but should be adaptable to a group environment.
 * Layer 7, the Application layer, provides service directly related to the applications. Those services vary on applications.
 * Layer 6, the Presentation layer, format the data to look like common for all applications
 * Layer 5, the Session Layer, establishes a connection between two nodes. Deals with whether the connection is full duplex, half duplex etc.
 * Layer 4, Transport layer, handles and delivers data, whenever it is connection-oriented or connectionless. It includes some flow control issues.
 * Layer 3, Network Layer, establishes the connection between two nodes, using the IP addressing.
 * Layer 2, the Data Link Layer, frames data and provides low-level flow control
 * Layer 1, Physical layer, transmits low bitstreams (data), deals with electrical signalling, cabling and hardware interface

Courses

 * Computer Networks
 * Internet Protocol Analysis
 * Windows Server Administration

External Resources
fr:Département:Réseau Компьютерные сети

title: Portal:Computer networks


text:
Talk:Vitalism

 * why is Daniel Dennet's "Kinds of Minds" included on the reading section? I find it unjustified under any means, there is just one single quote on that book that touches vitalism and the topic of the book is *not* vitalism. I have included instead a text by Bechtel and Richardson on vitalism. Very good teaching material

 * I think Chapter 2 is worth reading. Dennett described the approach of that book as being part of a program of "breaking old habits" in how people think about the mind. Chapter 2 starts out with the idea that "molecular machines" can account for life. Dennett's dismissal of vitalism provides a good example of a modern approach to the study of life: explore how molecular processes in living things account for phenomena rather than assume that there is some "life force". Dennett's analogy between "mindless robots" and macromolecules is a useful teaching tool for people who have not studied modern biology. Dennett is not simply dismissive of vitalism. Dennett's chapter provides a short answer to the questions, "If not vitalism, then what?" --JWSchmidt 15:34, 10 December 2006 (UTC)

Can living systems be explained by quantum mechanics?
The article begins, "Vitalism is the idea that living organisms cannot be entirely explained in terms of the same forces and materials that account for the behavior of non-living objects." There are some scientists that while they don't think that living systems are necessarily governed by different laws, they do feel that there may be principles that are used by living systems in ways that are uncharacteristic of inanimate systems and that these factors are not understood at the present time. Many of these ideas go beyond the concept of emergence. People such as Walter Elsasser, Robert Rosen and Robert Ulanowicz feel that a reductionist determinism may be insufficient to describe living systems. These tend to be more conservative than the likes of Rupert Sheldrake. The theoretical physicist, Eugene Wigner wrote an essay commenting on one of Elsasser's books and then presented an argument in the form of a mathematical proof that the probability of the existence of a self-contained, infinitely self-replicating system is zero based on assumptions derived from quantum mechanics.

In this model, a living system is represented as a state vector: v. Its environment would also have at least one state which permits the organism to multiply: w. The total state vector of the system, the organism and its environment would be represented by the direct Kronecker product of these two vectors: v X w. After replication, the state vector would be represented as v X v X r, that is two vectors representing a pair of organisms in the altered environment. This interaction was assumed to be random, more specifically, to be governed by a random symmetric Hamiltonian matrix. This assumption might be questioned. However, John Walton, at Cardiff University claims that it was this same assumption that enabled John von Neumann to complete a proof that the second law of thermodynamics is a consequence of quantum mechanics.

Other examples of this argument exist so the idea has been developed somewhat. It remains rather obscure, however, and is generally considered rather speculative and not particularly significant. Nevertheless, it suggests that something lies outside the calculation quantum mechanics. Quantum mechanics is generally considered to be a comprehensive model of any molecular system so a component "outside the calculation" would be unknown and very significant.

Wigner suggests that this component may be consciousness. This parallels another link between John von Neumann and Eugene Wigner which is the interpretation of quantum physics commonly referred to as consciousness causes collapse. In his monumental treatise The Mathematical Foundations of Quantum Mechanics, John von Neumann deeply analyzed the so-called measurement problem. He concluded that the entire physical universe could be made subject to the Schrödinger equation (the universal wave function). Since something "outside the calculation" was needed to collapse the wave function, von Neumann concluded that the collapse was caused by consciousness. The nature of this consciousness and indeed the nature of the collapse of quantum states remains unclear. This point of view was later more prominently expanded on by Eugene Wigner.

There are serious initiatives underway to create artificial living systems. They are still rather tentative. If these researchers encounter unexpected, intractable difficulties in creating a living system with comprehensive viability, they would have to concede the possibility that in using a reductionist, algorithmic approach they are missing something. Most of the people mentioned above are now deceased but the questions they asked are still largely unanswered. We may find it necessary to go back and reexamine the work they did. (Charles ware 19:34, 4 February 2010 (UTC))

title: Talk:Vitalism


text:
Algebra/Proofs

An Algebraic Proof is a proof of a Theorem (or Lemma or Corollary) that relies highly on symbolic manipulation of equations to go from the assumption(s) to the conclusion(s). An algebraic proof may be contrasted with a combinatorial proof, which involves more discussion of the objects themselves, rather than the symbols representing them.

Example
Theorem: $$ {n \choose k} + {n \choose k+1} = {n+1 \choose k+1}$$.

Proof: $$ LHS = \frac{n!}{k!(n-k)!} + \frac{n!}{(k+1)!(n-k-1)!} $$ $$= \frac{n!(k+1)}{(k+1)!(n-k)!} + \frac{n!(n-k)}{(k+1)!(n-k)!}$$ $$= \frac{(k+1+n-k)n!}{(k+1)!(n-k)!} = \frac{(n+1)n!}{(k+1)!(n-k)!}=RHS$$

title: Algebra/Proofs


text: Category:Algebra

title: Category:Algebra