text:
User:Kaihsu/EUlawD3

Constitutional and institutional law of the European Union.

Section D: General principles of European Union law.

Chapter 3: [Non-discrimination and] Citizenship.

Notes by Kaihsu Tai, 2011-08-12.

Legal basis: the Treaties
"In all its activities, the Union shall observe the principle of the equality of its citizens, who shall receive equal attention from its institutions, bodies, offices and agencies. Every national of a Member State shall be a citizen of the Union. Citizenship of the Union shall be additional to and not replace national citizenship."

Part 2 TFEU (non-discrimination and citizenship of the Union; Articles 18 to 25) includes: "1. Citizenship of the Union is hereby established. Every person holding the nationality of a Member State shall be a citizen of the Union. Citizenship of the Union shall be additional to and not replace national citizenship.

2. Citizens of the Union shall enjoy the rights and be subject to the duties provided for in the Treaties. They shall have, inter alia:

(a) the right to move and reside freely within the territory of the Member States;

(b) the right to vote and to stand as candidates in elections to the European Parliament and in municipal elections in their Member State of residence, under the same conditions as nationals of that State;

(c) the right to enjoy, in the territory of a third country in which the Member State of which they are nationals is not represented, the protection of the diplomatic and consular authorities of any Member State on the same conditions as the nationals of that State;

(d) the right to petition the European Parliament, to apply to the European Ombudsman, and to address the institutions and advisory bodies of the Union in any of the Treaty languages and to obtain a reply in the same language.

These rights shall be exercised in accordance with the conditions and limits defined by the Treaties and by the measures adopted thereunder."

The provision in Article 20(2)(a) has been interpreted in the light of the specific provisions in Part 3, Title IV TFEU (free movement of persons, service and capital) and Directive 2004/38/EC of the European Parliament and of the Council of 29 April 2004 on the right of citizens of the Union and their family members to move and reside freely within the territory of the Member States. Article 7(1)(b) of the directive provides that the non-working, non-student immigrant (and family) has to “have sufficient resources for themselves and their family members not to become a burden on the social assistance system of the host Member State during their period of residence and have comprehensive sickness insurance cover in the host Member State”.

Scope ratione personae
“A citizen of the European Union, such as the appellant in the main proceedings, lawfully resident in the territory of the host Member State, can rely on [Article 18 TFEU] in all situations which fall within the scope ratione materiae of [Union] law, including the situation where that Member State delays or refuses to grant to that claimant a benefit that is provided to all persons lawfully resident in the territory of that State on the ground that the claimant is not in possession of a document which nationals of that same State are not required to have and the issue of which may be delayed or refused by the authorities of that State”; this discrimination cannot be justified: Case C-85/96 María Martínez Sala v Freistaat Bayern, confirmed in Case C-184/99 Rudy Grzelczyk v Centre public d’aide sociale d’Ottignies-Louvain-la-Neuve.

Article 18 TFEU (ex Article 12 TEC; non-discrimination) precludes “national legislation which grants students the right to assistance covering their maintenance costs only if they are settled in the host Member State, while precluding a national of another Member State from obtaining the status of settled person as a student even if that national is lawfully resident and has received a substantial part of his secondary education in the host Member State and has consequently established a genuine link with the society of that State”: Case C-209/03 The Queen (on the application of Dany Bidar) v London Borough of Ealing and Secretary of State for Education and Skills. A five-year residence requirement for educational grant eligibility is valid: Case C-158/07 Jacqueline Förster v Hoofddirectie van de Informatie Beheer Groep.

“A Member State which applies to citizens of the Union not Directive 64/221 on the co-ordination of special measures concerning the movement and residence of foreign nationals which are justified on grounds of public policy, public security or public health but general legislation relating to foreign nationals which makes it possible to establish a systematic and automatic connection between a criminal conviction and a measure ordering expulsion fails to fulfil its obligations under Directive 64/221”: Case C-50/06 Commission v Netherlands.

“Article 20 TFEU precludes national measures which have the effect of depriving citizens of the Union of the genuine enjoyment of the substance of the rights conferred by virtue of their status as citizens of the Union. A refusal to grant a right of residence to a third country national with dependent minor children in the Member State where those children are nationals and reside, and also a refusal to grant such a person a work permit, has such an effect”: Case C-34/09 Ruiz Zambrano at 42 and 43; similarly see Case C-413/99 Baumbast and R v Secretary of State for the Home Department.

Directive 2004/38
Article 5 of Directive 2004/38 provides “[...] Member States shall grant Union citizens leave to enter their territory with a valid identity card or passport and shall grant family members who are not nationals of a Member State leave to enter their territory with a valid passport. ¶ No entry visa or equivalent formality may be imposed on Union citizens. [...] The Member State may require the person concerned to report his/her presence within its territory within a reasonable and non-discriminatory period of time.” Article 4 similarly grants the right of exit.

Article 7 grants the right of residence beyond 3 months for workers, students, family member of the above, or those with sufficient resources and sickness insurance to ensure they do not become a social-service burden for the host Member State.

“Union citizens who have resided legally for a continuous period of five years in the host Member State shall have the right of permanent residence there” subject to other provisions in the same chapter: Article 16(1).

“Subject to such specific provisions as are expressly provided for in the Treaty and secondary law, all Union citizens residing on the basis of this Directive in the territory of the host Member State shall enjoy equal treatment with the nationals of that Member State within the scope of the Treaty. The benefit of this right shall be extended to family members who are not nationals of a Member State and who have the right of residence or permanent residence”: Article 24(1), confirming Martínez Sala. The host Member State is not obliged to grant social assistance until this right has been granted, or to students: Article 24(2).

title: User:Kaihsu/EUlawD3


text:
User:Kaihsu/EUlawD4

Constitutional and institutional law of the European Union.

Section D: General principles of European Union law.

Chapter 4: Legal certainty.

Notes by Kaihsu Tai, 2011-01-07.

Clarity
Legal certainty, part of the EU legal order, “requires that legal rules be clear and precise, and aims to ensure that situations and legal relationships governed by [Union] law remain foreseeable”: Case C-63/93 Duff and Others v Minister for Agriculture and Food.

Individuals “should have the benefit of a clear and precise legal situation enabling them to ascertain the full extent of their rights and, where appropriate, to rely on them before the national courts”; this is not the case where a Member State does not transpose a directive correctly, despite case-law interpreting national legislation in accordance with the directive: Case C-236/95 Commission v Greece.

Non-retroactivity
“Although in general the principle of legal certainty precludes a Community measure from taking effect from a point in time before its publication, it may exceptionally be otherwise where the purpose to be achieved so demands and where the legitimate expectations of those concerned are duly respected”: Case 99/78 Decker v Hauptzollamt Landau.

Legitimate expectations
Where a producer “has been encouraged by a Community measure to suspend the marketing [of his products] for a limited period in the general interest and against payment of a premium he may legitimately expect not to be subject, upon the expiry of his undertaking, to restrictions which specifically affect him precisely because he availed himself of the possibilities offered by the Community provisions”: Case 120/86 Mulder v Minister van Landbouw en Visserij.

“The principle of the protection of legitimate expectations may be invoked as against Community rules, only to the extent that the Community itself has previously created a situation which can give rise to a legitimate expectation”: C-177/90 Kühn v Landwirtschaftskammer Weser-Ems. This is confirmed in Duff: “economic agents cannot legitimately expect that they will not be subject to restrictions arising out of future rules of market or structural policy.”

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

title: User:Kaihsu/EUlawD4


text:
User:Kaihsu/EUlawD5

Constitutional and institutional law of the European Union.

Section D: General principles of European Union law.

Chapter 5: Proportionality (and subsidiarity).

Notes by Kaihsu Tai, 2011-10-17.

Conferral of competences, proportionality, and subsidiarity
"1. The limits of Union competences are governed by the principle of conferral. The use of Union competences is governed by the principles of subsidiarity and proportionality.

2. Under the principle of conferral, the Union shall act only within the limits of the competences conferred upon it by the Member States in the Treaties to attain the objectives set out therein. Competences not conferred upon the Union in the Treaties remain with the Member States.

3. Under the principle of subsidiarity, in areas which do not fall within its exclusive competence, the Union shall act only if and in so far as the objectives of the proposed action cannot be sufficiently achieved by the Member States, either at central level or at regional and local level, but can rather, by reason of the scale or effects of the proposed action, be better achieved at Union level.

The institutions of the Union shall apply the principle of subsidiarity as laid down in the Protocol on the application of the principles of subsidiarity and proportionality. National Parliaments ensure compliance with the principle of subsidiarity in accordance with the procedure set out in that Protocol.

4. Under the principle of proportionality, the content and form of Union action shall not exceed what is necessary to achieve the objectives of the Treaties.

The institutions of the Union shall apply the principle of proportionality as laid down in the Protocol on the application of the principles of subsidiarity and proportionality."

Also see Protocol (No 2) on the application of the principles of subsidiarity and proportionality, annexed to TEU (ex No 30 of 1997).

“In order to establish whether a provision of Community law complies with the principle of proportionality, it must be ascertained [1] whether the means which it employs are suitable for the purpose of achieving the desired objective and [2] whether they do not go beyond what is necessary to achieve it”: Case C-426/93 Germany v Council. This is confirmed in Case C-84/94 UK v Council (Working Time Directive): “the Council must be allowed a wide discretion in an area which, as here, involves the legislature in making social policy choices and requires it to carry out complex assessments. Judicial review of the exercise of that discretion must therefore be limited to examining whether it has been vitiated by manifest error or misuse of powers, or whether the institution concerned has manifestly exceeded the limits of its discretion.”

Proportionality in Union action
“The obligation to purchase at [...] a disproportionate price constituted a discriminatory distribution of the burden of costs between the various agricultural sectors. Nor, moreover, was such an obligation necessary in order to attain the objective in view [...]. It could not therefore be justified [...]”: Case 114-76 Bela-Mühle v Grows-Farm.

Proportionality in state actions when implementing Union law
“Appraising the proportionality of national rules which pursue a legitimate aim under Community law involves weighing the national interest in attaining that aim against the Community interest in ensuring the free movement of goods. In that regard, in order to verify that the restrictive effects on intra-Community trade of the rules at issue do not exceed what is necessary to achieve the aim in view, it must be considered whether those effects are direct, indirect or purely speculative and whether those effects do not impede the marketing of imported products more than the marketing of national products. [... Article 34 TFEU] is to be interpreted as meaning that the prohibition which it lays down does not apply to national legislation prohibiting retailers from opening their premises on Sundays”: Case C-169/91 Stoke-on-Trent and Norwich v B&Q.

“[The] prohibition of cold calling by the Member State from which the telephone call is made, with a view to protecting investor confidence in the financial markets of that State, cannot be considered to be inappropriate to achieve the objective of securing the integrity of those markets”: Case C-384/93 Alpine Investments.

“[...] on a proper construction of [Article 34 TFEU], a Member State is not precluded from taking, on the basis of provisions of its domestic legislation, measures against an advertiser in relation to television advertising, provided that those provisions affect in the same way, in law and in fact, the marketing of domestic products and of those from other Member States, are necessary for meeting overriding requirements of general public importance or one of the aims laid down in [Article 36 TFEU], are proportionate for that purpose, and those aims or overriding requirements could not be met by measures less restrictive of intra-Community trade”: Case C-34/95 De Agostini.

“The right to property, and likewise the freedom to pursue an economic activity, form part of the general principles of Community law. However, those principles are not absolute but must be viewed in relation to their social function. Consequently, the exercise of the right to property and the freedom to pursue an economic activity may be restricted, provided that any restrictions in fact correspond to objectives of general interest pursued by the Community and do not constitute in relation to the aim pursued a disproportionate and intolerable interference, impairing the very substance of the rights guaranteed”: Joined Cases C-154/04 and C-155/04 The Queen, on the application of Alliance for Natural Health and Others v Secretary of State for Health and National Assembly for Wales.

Horizontal cases
A Member State may rely on the protection of fundamental rights, provided this was proportionate, to justify a restriction on Treaty freedoms: Case C-112/00 Schmidberger v Austria and Case C-36/02 Omega. But likewise, a trade union’s right to collective action restricting Treaty freedoms is also subject to a review of proportionality: Case C-438/05 Viking Line and Case C-341/05 Laval.

title: User:Kaihsu/EUlawD5


text:
Talk:Communication and Identities in Institutional Arenas - Part I

I would like someone from wiki to respond to me at the earliest. I responded to the notice on my course resource over 5 days ago. I intend to remove the notice tomorrow. The course resource has been made public to the participants and course teachers.

Thanks in advance! --120.62.14.99 17:06, 10 January 2011 (UTC)

I am not sure I understand why this page should be deleted. Could someone please assist me in understanding this. The page will be used as a learning resource shortly by graduate students and faculty. I created a "higher level" wikipage subsequently (see http://en.wikiversity.org/wiki/Education_research) which will be the "entry point" to the learning resource KOIIA-I.

--Sangeeta Bagga-Gupta 10:10, 5 January 2011 (UTC)

Please also check out mu user page now - I have modified it.

--Sangeeta Bagga-Gupta 19:29, 5 January 2011 (UTC)

Links to previously created pages
Just wanted to inform you that I have found this KOIIA I page and pose a question: Which is preferable in this context now that a new Wiki site has been created for this course; Continuing to work on my previous Wiki page or adding reading logs to the links provided in KOIIA I pages? Thanks, --Liinanna 14:43, 10 January 2011 (UTC)

background info on this course (from 2008)
Colloquium/archives/April_2008, Erkan Yilmaz uses the Chat 10:05, 11 January 2011 (UTC)


text:
User talk:TeresaKron

 Hello TeresaKron, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:04, 5 January 2011 (UTC)

title: User talk:TeresaKron


text:
Psycholinguistics

Defining Psycholinguistics

Psycholinguistics is an approach to language study just like phonology, morphology, syntax, semantics, pragmatics, and sociolinguistics. Considering the morphological components of the word "Psycholinguistics", two terms are traceable-- "psycho" and "linguistics". The former term, which is "psycho" has its etymology from the Greek word, "psȳchḗ" which means "mind". The later concept, "linguistics", has language as its root. Hence, the concept of Psycholinguistics simply describes the relationship between language and the human mind. Human is emphasised in the description of the concept of Psycholinguistics because of the peculiarity of language as an attribute of humans, animals use paralinguistic cues.

Scope of Psycholinguistics

Psycholinguistics is the study of language from a psychological perspective. To be more precise, studying the psychology of language in relation to its use is the core of Psycholinguistics. Defining the scope of Psycholinguistics revolves around the following questions:

i. how do languages start?

ii. what are the components of language?

iii. what are the processes of communication?

Participants

 * List of Participants

Foundations

 * History and Major Theories - Charlie Kramer
 * Language and Thought - Midas
 * Language and the Brain - Jennifer Chetwynd
 * Hemispheric Lateralization of Language - Jennica Lounsbury

 * Connectionist Models - Ben Corrigan

Language Perception

 * Speech Perception
 * Components of Speech - Chantel Deck
 * Articulatory Phonetics - Garrett Nicolai
 * Acoustic Phonetics - Katelyn Grechuk
 * Perception of Continuous Speech - Andrea VanderHeyden
 * Models of Speech Perception - Meg Smith
 * Neural Basis of Speech Perception - Suzanne Walsh
 * Reading- Jacqueline Vincent
 * Morphology - Jillian Baker
 * Words, Meaning, and Word Recognition
 * What is a Word? - Eleanor Greer
 * The Mental Lexicon - Nathanael Crawford
 * Semantics in the Brain - Heather Gallant
 * Neural Bases of Lexical Access - Ramz Aziz
 * Sentence Processing (Syntax)
 * Formal Models of Grammar
 * Parsing - Elaine Toombs
 * Individual Differences in Syntactic Processing - Ju wen Ou
 * Syntax in the Brain - user:Alicataroo
 * Prosody - Keegan Colville
 * Discourse - Catherine McIntyre

Language and Other Human Cognitive Artefacts

 * Language and Music - Claire Brousseau
 * Language and Arithmetic - Samantha Arseneau

Language Output

 * Speech Errors - John Boudreau
 * Chronometry - Ben Parker
 * Models of Speech Production - Moragh Jang
 * Neural Components of Speech Production - Emma Horner
 * Gesture - Kathryn Fraser
 * Writing - Hilary Van Loon

Language Acquisition

 * Theories and Models of Language Acquisition- Megan J Mac Donald
 * Pidgins, Creoles, and Home Sign - Emily McGuire
 * Development of Speech Perception - Bengisu Gonul
 * Development of Speech Production - Jennifer Browning
 * Acquisition of More than One Language - Laura Doane
 * A comparison of language processing in Chinese and English - Minzhou Sun
 * Neural Basis of Multi-Lingualism - Joel Sardinha

Language Disorders

 * Aphasia - Amie Windle
 * Aphasia Rehabilitation - Taylor Dyon
 * Dyslexia - Matt Orr
 * Language in Down's Syndrome

title: Psycholinguistics


text:
User:Editor ICPSC

"The "International Concrete Polishing and Staining Conference" welcomes all those interested in documenting and advancing the scientific foundation of the concrete polishing profession.

title: User:Editor ICPSC


text:
User talk:Editor ICPSC

 Hello Editor ICPSC, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:43, 5 January 2011 (UTC)

title: User talk:Editor ICPSC


text:
User talk:Eltronix

 Hello Eltronix, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:38, 5 January 2011 (UTC)

title: User talk:Eltronix


text:
User talk:Jrobbw

 Hello Jrobbw, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:58, 5 January 2011 (UTC)

title: User talk:Jrobbw


text:
John Keats

John Keats (1795 – 1821) was one of six major British Romantic poets. During a short poetic career terminated by tuberculosis, he was able to complete many well known and influential poems that span multiple genres. This page provides short summaries of his major works as a quick reference guide for students.

Ode on a Grecian Urn

 * Ode on a Grecian Urn

title: John Keats


text:
John Keats/To Autumn

Keats wrote "To Autumn" in 1819, a year where he found himself torn between a career devoted to poetry or one in which he would earn money as a surgeon. To compound the matter, Keats found himself unable to complete his epic Hyperion and his brother, George, was in need of financial support. 1819, to Keats, was the last time he would devote himself to poetry, and he wrote five of his major odes during that spring. The poem was immediately inspired by Keats's walk along the River Itchen on 19 September 1819. He described the scene and its inspirational aspects to Joshua Reynolds, an artist and his friend: "How beautiful the season is now – How fine the air. A temperate sharpness about it [...] I never lik'd stubble fields so much as now [...] Somehow a stubble plain looks warm – in the same way that some pictures look warm – this struck me so much in my sunday's walk that I composed upon it." The poem was eventually included in Keats's 1820 collect of poetry, Lamia, Isabella, the Eve of St. Agnes, and Other Poems.

The first stanza of the poem describes natural processes as it presents a harvest in its final stages. The Stanza provides a union of maturation and growth, two oppositional forces within the work, and this union instills an idea within nature that the season will not end. The second stanza reverses the images of the first stanza and describes the process of harvesting. Autumn, a harvester, is not actually harvesting but exists in a stasis. Only near the end of the stanza is there movement. Within the final moments of the poem, there is an introduction of the harvest and Autumn is manifested in the role of a harvester. The end approaches within the final moments of the song and death is slowly approaching alongside of the end of the year. However, Autumn is replaced by an image of life in general, and the songs of autumn becomes a song about life in general.

"To Autumn" is thematically connected to many of Keats's 1819 odes. For example, his "Ode to Melancholy" introduces the acceptance of the process of life and "To Autumn" deals with accepting the end of life. Additionally, there is a union between the ideal and the real which leads to fulfillment found in many of his poems. Of all of Keats's poems, "To Autumn" most closely describes an actual paradise while focusing on the archetypal images that are connected to autumn, a season that represents growth, maturation, and death's approach. The poem also defends art's role in helping society in a manner similar to Keats's "Ode on Indolence" and "Ode to Psyche". "To Autumn" describes a system in which nature and culture are two separate parts of the universe, and nature is turned into culture by an artist. Civilization is furthered by man's ability to use nature for agricultural cultivation. The artist, like the farmer, has to process nature into a consumable object, which in turn allows people sustenance. The end of the poem is joined in song as nature gives way to civilization, which represents the self-sacrificing of both nature and the artist for society.

The three stanzas of "To Autumn" are able to suggest both a movement from summer to early winter and also day turning into dusk. This temporal movement is joined with a shift from the sensation of touch to sight and then to sound, creating a three part symmetry which is missing in Keats's other odes. Although there is the suggestion of physical motion within the poem, there is no action and there is an emphasis on the lack of movement. Within the second stanza, autumn is described through metaphor as an exhausted labourer. Near the end of the stanza, the steadiness of the gleaner in lines emphasizes a motionlessness within the poem. The individuals are burdened or merely watch the events surrounding them. The poem as a whole creates within the imagination an image of death and a finality that is seemingly welcomed. The poem lacks an emphasis competing themes common to the other Great Odes. Instead, "To Autumn" reveals how progression is no longer necessary because maturation has taken over, and growth and death are in harmony. Along with this harmony, the placing of the couplet before the end of each stanza creates a suspension of closing within the poem and reinforces the theme of continuation.

 * Bate, Walter Jackson. John Keats. Belknap Press, 1963.
 * Bloom, Harold. The Visionary Company. Cornell University Press, 1993.
 * Bloom, Harold. "The Ode To Autumn" in Keats's Odes ed. Jack Stillinger. Prentice-Hall, 1968.
 * Keats, John. The Life and Letters of John Keats. Read Books, 2008.
 * McGann. "Keats and the Historical Method in Literary Criticism", MLN, 94 (1979): 988–1032.
 * Sperry, Stuart. Keats the Poet. Princeton University Press, 1973.
 * Vendler, Helen. The Music of What Happens. Harvard University Press, 1988.
 * Wagner, Jennifer. A Moment's Monument. airleigh Dickinson University Press, 1996.

title: John Keats/To Autumn


text:
User:Erkan Yilmaz/cses

1. I try to post remarks on identi.ca (which then sends to twitter) while reading. Perhaps we could do this with a certain tag, so one can filter these? e.g. tag: #cses (didn't use tag yet, so nothing there)

postings so far:
 * when I saw course pages first time: ,
 * initial though on week1 reading:

2. some other tasks perhaps:
 * read + update Wikipedia pages in regards to topic: Resilience (ecology)

title: User:Erkan Yilmaz/cses


text:
User:Saga City

Thanks for dropping in, see my wikipedia page for details. Saga City 19:20, 5 January 2011 (UTC)

title: User:Saga City


text:
User talk:Susanflander

 Hello Susanflander, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:32, 5 January 2011 (UTC)

title: User talk:Susanflander


text:
Comparative law and justice/North America

Comparative Law and Justice Wiki Project
Countries with completed wiki pages that are located in North America, Central America, or the Caribbean

../The Bahamas/

../Barbados/

../Belize/

../Canada/

../Costa Rica/

../Cuba/

../Dominica/

../Dominican Republic/

../El Salvador/

../Greenland/

../Guatemala/

../Jamaica/

../Mexico/

../Panama/

../St. Lucia/

../United States/


text:
Comparative law and justice/South America

Comparative Law and Justice Wiki Project
Countries with completed wiki pages that are located in South America

../Argentina

../Brazil/

../Colombia

../Paraguay/

../Uruguay/

../Venezuela/


text:
Comparative law and justice/Africa

Comparative Law and Justice Wiki Project
Countries with completed wiki pages that are located in Africa

../Gabon/

../Cape Verde/

../Democratic Republic of the Congo/

../Ghana/

../Liberia/

../Nigeria/

../Rwanda/

../Sierra Leone/

../South Africa/

../United Republic of Tanzania/

../Uganda/

title: Comparative law and justice/Africa


text:
Comparative law and justice/Oceania

Comparative Law and Justice Wiki Project
Australia and other countries with completed wiki pages that are located in Oceania and the Pacific

../Australia/

../New Zealand/

title: Comparative law and justice/Oceania


text:
Comparative law and justice/Europe

Comparative Law and Justice Wiki Project
Countries with completed wiki pages that are located in Europe

../Armenia/

../Belarus/

../Finland/

France

../Germany/

../Greece/

../Iceland/

../Italy/

../Romania/

../Poland/

../Portugal/

Russia

../San Marino/

../Scotland/

../Spain/

../Sweden/

title: Comparative law and justice/Europe


text:
Comparative law and justice/Asia

Comparative Law and Justice Wiki Project
Countries with completed wiki pages that are located in Asia and the Middle East

../Afghanistan/

../China/

../India/

../Sri Lanka/

../Japan/

../Jordan/

../Oman/

../Russia/

../Saudi Arabia/

../Thailand/

../United Arab Emirates/

title: Comparative law and justice/Asia


text:
User talk:Avize~enwikiversity

 Hello Avize, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:57, 5 January 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Avize. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Avize~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Avize~enwikiversity


text:
User:Tasvir007

♛ кĨηĞ øŦ äŁŁ ʞ Ĩℵԍ ᵴ™ ♀♥♂

"Cocktail of Strength & Charisma...a fine blend of Character, Passion N Courage...along with remarkable oratory ability wit a pint of wiCked seNse Of humoR! = ♀ - ♥ - ♂

dats ME....Tasvir A R Chowdhury™ ♛ ;-)

hmmm....ensuring a GUD tym "alwayz"...as well as Xplorin...reachin' new heights...followin' regular norms...helpin' ppl...at times...breakin' boundaries..crossin' limits & bending rulez a bit - PersonallY, ProfessionallY & SociallY..! ! !

In other words...I'm an independent soul...with a balanced personality...a simple head & a clean heart...who's content wit one's own lyf...dat involves a lot of INTERACTION...(ya know wat i mean!)....mutual communication ...fascination.... sharin' of thoughts...desire...passion & emotions...in da end...tryin' 2 be a better humanbeing on dis complex planet...!

Ultimate goal iz...2 live life 2 da FULLEST..Live lyk a KING...since..ya just get 1 life 2 live! So..'LIVE IT'...dats my philosophy ...(NOT urs) !!! :-)

Be happy and make others happy...with you..ur deeds and ur dealings.

Tasvir A R Chowdhury™

title: User:Tasvir007


title: File:Fe1.s11.mtg1.djvu


title: File:Nm1.s11.mtg1.djvu


text:
User talk:Tasvir007

 Hello Tasvir007, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:05, 6 January 2011 (UTC)

title: User talk:Tasvir007


text:
Category talk:ESL for Primary School

Don’t Tell Learners To Turn Off TV

Ask Families To Turn On TV Captions To Let Kids Practice Reading

How TV Captions Help Learning to Read   TV captions create an unrivalled opportunity for a learner to connect the sound of the spoken word with the sight of the printed word in the context of the picture and action unfolding on the screen to explain and reinforce the meaning of the words. It’s like having a story read aloud. Not every child may benefit, but over time, TV captions can benefit a great many,

Federal Legislation Is In Place, The Research Has Been Done   After decades of lobbying by organizations for the deaf, federal mandates since January 2006 require TV captions to be available 20 out of 24 hours a day (generally not between 2am and 6am) on virtually all programs on almost all stations. For a recent summary of the value of TV captions by the National Center for Technology Innovation, see Captioned Media: Literacy Support for Diverse Learners, available on line at www.readingrockets.org/article/35793. Unfortunately, most research studies languished in academic journals of limited and specialized circulation while television has become a major conduit of our culture and daily information for over fifty years.

Free TV Captions For Reading Practice  But TV captions are not just for the deaf or for airports and bars. TV captions can provide practice at home for anyone learning to read or needing to read better. TV captions can have a profound impact on English language learners.

Children & Classrooms Need Help In Reading  Last year’s National Assessment of Education Progress (NAEP) report found that nationally a third of 4th grade students fail to read at a basic level. When NAEP figures are analyzed by race or ethnicity, over 50% of both black and Hispanic students fail to read at the basic level by the 4th grade. Schools need innovative help for such students. The recently released the report of Program for International Student Assessment (PISA) show that children in Finland lead in international reading skills while the United States is 12th. How do the Finns do it? One factor is that TV captions are on most Finnish television programs in Finnish homes.

Many Parents Need Help Too  We have many literacy organizations dedicated to the invaluable work of asking families to read to their children. This is most useful when there is a dedicated and literate family to call upon. But where there is only a single parent with two jobs and little free time or where a foreign language is spoken at home or where the reading skills of the family are shaky, other sources of help are badly needed. TV captions can provide that help tirelessly and free for viewers.

Using TV Captions Is Easily Scalable   Of course free TV captions are not a substitute for credentialed classroom instructors or for family members who read to their children. But when the average child watches television 5 to 7 hours a day, opening TV captions presents a chance, for thousands of hours every year, for students to practice reading at home. With television sets in 97% of US households, the use of free TV captions is easily scalable and sustainable. It’s much easier to ask families to turn on the TV captions than it is to tell kids to turn off the television. It’s tragic to waste the educational TV potential of TV captions while so many students fail to learn to read well enough in school.

Selecting Appropriate Television Programs  There have been many objections that children watch too much television, usually without reference to the content. However, more recently the pediatrician Dimitri A. Christakis, MD, and professor Frederick J. Zimmerman, PhD, in their book, The Elephant in the Living Room (2006), analyze television content and context in depth, concluding “Television viewing can be beneficial. It can be entertaining, broadening and educational. It just has to be used properly.” In other words, use those great, age-appropriate programs from PBS, the Discovery channel and the History channel.

How To Open TV Captions  TV captions can be turned on with a click of the CC button on the remote control. If your remote control doesn’t have a CC button, use the television’s menu. Yes, using the television’s menu may need a person who can read to plow through the choices.

Give TV captions a try yourself.

title: Category talk:ESL for Primary School


title: File:Crossprodfig5.svg


title: File:Iteration.1.A.pdf


text:
User:ErrantX

My name is Tom, you can find me mostly over on en.wiki :)

I work in digital forensics and aim to try and build a course on this subject.

title: User:ErrantX


text:
User talk:ErrantX

 Hello ErrantX, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:58, 6 January 2011 (UTC)

title: User talk:ErrantX


text:
Strength of materials/Appendix A

Centroids of Plane Areas
A centroid is the center of a given area. In physical terms, if the area was assigned a uniform density, the centroid would be the center of mass. In order to fully explore the idea of centroids, a firm understanding of calculus will be required, especially integration. We start by taking an area and dividing it up into differential areas. The total area is ∫ dA. We find the first moment of area by the following equation: $$Q_x = \int y dA \;, \; Q_y = \int x dA$$ We define the centroid as the first moments divided by the total area: $$\bar{x}=\frac{Q_y}{A}=\frac{\int x dA}{\int dA} \;, \; \bar{y}=\frac{Q_x}{A}=\frac{\int y dA}{\int dA}$$ Using differential areas, we can find the centroid of any complicated area we have an equation for: In this example, we know the equation of the top line, so finding the centroid involves finding the area and then the first moment of area: $$A=\int dA=\int\limits_0^b y \, dx = \int\limits_0^b \left [ a+c \left ( \frac{x}{b} \right )^2 \right ] \, dx=\frac{b(3a+c)}{3}$$ $$Q_y=\int x\, dA=\int\limits_0^b x (y \, dx) = \int\limits_0^b x \, \left [ a+c \left ( \frac{x}{b} \right )^2 \right ] \, dx = \frac{b^2(2a+c)}{4}$$ $$Q_x=\int\limits_0^b \frac{y}{2} \, dA=\frac{1}{2} \int\limits_0^b y^2 \, dx = \frac{1}{2} \int\limits_0^b \left [ a+c \left ( \frac{x}{b} \right )^2 \right ]^2 \, dx = \frac{b(15a^2+10ac+3c^2)}{30}$$ $$\bar{x}=\frac{Q_y}{A}=\frac{3b(2a+c)}{4(3a+c)}$$ $$\bar{y}=\frac{Q_x}{A}=\frac{15a^2+10ac+3c^2}{10(3a+c)}$$ Equations can be built for all kinds of functions using similar techniques. For simple shapes like triangles and rectangles, the centroids and areas can be determined easily. Knowing this can greatly simplify finding centroids for more complicated areas.

Centroids of Composite Areas
Most common shapes for beams are composites of simple shapes, like triangles and rectangles. Since the centroids of those simple areas can be easily found, the centroid of a composite of those shapes can be found with little more effort. The equations for the centroid of a composite of shapes is: $$ \begin{align} A & =\sum A_i \\ Q_x & = \sum \bar{y_i}A_i \\ Q_y & = \sum \bar{x_i}A_i \\ \bar{x} & = \frac{Q_y}{A} = \frac{\sum \bar{x_i}A_i}{\sum A_i} \\ \bar{y} & = \frac{Q_x}{A} = \frac{\sum \bar{y_i}A_i}{\sum A_i} \\ \end{align}$$ These equations can easily be derived. The ith terms are the individual simple shapes. The centroids of the shapes are denoted with a bar over the variable.

Moments of Inertia of Plane Areas
The moments of inertia are also known as second moments of area. This can be seen in the equation: $$I_x=\int y^2 dA$$ $$I_y=\int x^2 dA$$ The physical meaning of the moment of inertia is related to its name. If the region of area was to be spun around the axis we are finding the oment of inertia about, this would be how "hard" it would be or how much torque is required if the area is assigned a density. The same types of techniques used to find the centroid can be used to find the moment of inertia. Moments of inertia can be found around any set of axes desired. In the next section, we will see how to more easily find moments of inertia at different axes. In addition to the above techniques, moments of inertia of composite shapes can be added together: $$I_x = \sum_{j=1}^n I_{x_j}$$ $$I_y = \sum_{j=1}^n I_{y_j}$$

The Parallel Axis Theorem
The parallel axis theorem allows us to "shift" the axes we want to find the moments of inertia about. Usually, we know the moments of inertia of a certain shape about the centroidal axes (axes that pass through the centroid), but not around a specific set of axes. For example, an I-beam consists of 3 rectangular pieces joined together. The moment of inertia about centroidal axes of each individual piece can be found, but that of the total I-beam can be solved for using piecewise functions and the integral method, but we can use the parallel axis theorem to find it very easy. In the figure above, the centroid C of the ellipse is already known. The moment of inertia of the ellipse is easy to find around the axes that run through the centroid, but what about the axes that run through the origin? The parallel axis theorem can be derived from this case: $$ \begin{align} I_x & = \int y^2 dA \\ & = \int ( \bar{y} + y_c)^2 dA \\ & = \int \bar{y}^2 dA + 2 \int y_c \, \bar{y} \, dA + \int y_c^2 \, dA \\ & = \bar{y}^2A+2\bar{y} \underbrace{\int y_c \, dA}_0 + I_{x_c} \\ & = \bar{y}^2A + I_{x_c} \end{align} $$ $$ \begin{align} I_y & = \int x^2 dA \\ & = \int ( \bar{x} + x_c)^2 dA \\ & = \int \bar{x}^2 dA + 2 \int x_c \, \bar{x} \, dA + \int x_c^2 \, dA \\ & = \bar{x}^2A+2\bar{x} \underbrace{\int x_c \, dA}_0 + I_{y_c} \\ & = \bar{x}^2A + I_{y_c} \end{align} $$ The c subscript denotes the y value in relation to the centroid. This theorem is really powerful because the moment of inertia about any set of axes can be found by finding the moment of inertia about the centroidal axes and adding the distance-area term to it. This works especially well when the general shape of the area can be decomposed into simpler shapes for which the moment of inertia is calculated for.

Polar Moments of Inertia
A polar moment of inertia is defined as the moment of inertia if you try to rotate a plane area around the axis coming out of the plane. It is defined as: $$ \begin{align} I_p & =\int \rho^2 dA \\ & = \int (x^2+y^2) dA \\ & = I_y + I_x \\ & = (\bar{I}_y+A\bar{x}^2)+(\bar{I}_x+A\bar{y}^2) \\ & = \bar{I}_y + \bar{I}_x + A(x^2+y^2) \\ & = \bar{I}_p + Ad^2 \end{align} $$ where d is the distance from the origin of the axes to the centroid of the area. The parallel axis theorem applies here as well.

title: Strength of materials/Appendix A


text:
Permutations and Combinations

In mathematics, the notion of permutation relates to the act of permuting (rearranging) objects or values.

Question 1: How many ways can you re-arrange the following bunch of numbers? (1,2,3)?

 * Process 1:
 * (1,2,3)
 * (1,3,2),
 * (2,1,3),
 * (2,3,1),
 * (3,1,2), and
 * (3,2,1).

 * Answer1: 6 ways.

This is where the concept of factorials comes in: (Continue adapting information found at permutation here)

title: Permutations and Combinations


text:
User:Golies/Books/C++TheWikiVersityCourse

The Wikiversity Course

 * C++
 * Introduction to C++
 * Variables and User Input
 * C++/Simple Math
 * Conditional Statements
 * Loops (C++)
 * Functions and Recursion
 * More Functions
 * C++ pointers
 * Classes and Inheritance
 * Templates 1
 * Templates 2
 * The STL
 * C++/STL Algorithms


text:
User talk:Golies

 Hello Golies, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:31, 6 January 2011 (UTC)

title: User talk:Golies


text:
User:Ouleena

Hey there. I'm a Bostonian studying sociology and communications at UMass Boston. I'm researching what I'd like to major in when I go to grad school.

title: User:Ouleena


text:
User:Aericanwizard~enwikiversity

Aericanwizard is the most frequently used alias of Garrett Nicolai, a student currently studying Linguistics at Dalhousie University in Halifax, Nova Scotia, Canada. Upon completion, he hopes to work on his PhD in Computer Science, using what he knows about linguistics in the field of Natural Language processing.

This semester, he will be contributing a chapter to a textbook on Psycholinguistics. This chapter will concern articulatory phonetics, the study of the production of speech sounds by the human vocal apparatus, and he can assure you, kind reader, that the chapter will be a must-read. Keep checking either this page or the Psycholinguistics page for updates on the status of the chapter.

Aericanwizard also exists on Wikipedia, although his editing has largely been reduced to proofreading and grammar correction.

Week ending January 16, 2011
Although I don't believe that thought and language are inextricably tied together, I have to wonder how those with limited language experience thought. In particular, I'm thinking of people who were born deaf. When I am thinking, I hear an inner voice speaking to me, my thinking occurs as an interior monologue. I can't help but wonder how thoughts are expressed by those who have never heard speech. It wouldn't surprise me if they experience thought in the same way; although I think of my thoughts as being an interior monologue, there is no stimulation of the auditory nerve, and I don't actually hear a voice. The voice is merely the way I perceive my thoughts. It is entirely possible that deaf people process thought in the exact same way that I do, albeit they perceive it in a completely different manner, whether it be as sign language, writing, or some other form that I haven't really thought about. The answer to my question may be a simple one, but for me, thought is expressed linguistically, and I have trouble imagining how it could be expressed in any other way. Aericanwizard 00:30, 17 January 2011 (UTC)

Week ending January 23, 2011
This Friday, in our lecture on Speech perception, we briefly talked about Phonotactic constraints, that is, the rules of a language that prevent certain combinations of phonemes in certain positions of syllables. It led me to thinking about the issue of speech segmentation and speech acquisition. Spoken speech can be very hard to segment for a new learner of a language, and in my experience, I've used phonetic cues to be able to separate streams of speech. I imagine that children who are learning their first languages similarly make use of phonotactics to segment the speech that they hear into words. That then makes me think of bilingual children. I wonder, if when they are learning two languages that have severely different phonotactic constrains, if they have more difficulty separating words in either language. I realize that children are more adept at learning language, and seem to be able to differentiate between multiple languages, but when they are learning two languages, it would seem that they would be less likely able to separate words if the end of one word and the start of another form a legal phonetic combination in the other language. Aericanwizard 02:38, 24 January 2011 (UTC)

Week ending January 30, 2011
As a computer scientist, the problem of speech perception and production is of particular interest to me. Although both areas have progressed, synthesized speech still sounds very unnatural, and speech recognition requires an amazing amount of tuning to a particular individual, and still achieves lower than desired accuracy. This week, we also discussed how phoneme recognition plays a rather large role in the development of reading skills, which came as quite a surprise to me, although now that I've thought about it, it seems only natural (even now, when I encounter new words, I "sound them out" as I'm reading). I wonder if phoneme recognition also plays a role in other "passively acoustic" activities (by passively acoustic, I mean tasks that don't actually involve hearing speech sounds, but in some way rely on them, such as memory or mathematical tasks). Math is similar to literature, albeit "words" tend to be shorter, and less dependent upon smaller phonemes. However, memory is often reliant on the spoken word, and if phoneme recognition is faulty, it may be possible that memory could become skewed. I'm not entirely sure how memory is processed, but it would be interesting to see if faulty phonemes are preserved as such when they are transferred to memory. I know that my memory is not perfectly faithful when it comes to speech, generally maintaining semantic information instead of phonological, and that it seems to be better for read information than heard information. I have to wonder at the re-encoding that is going on when information passes into memory. Although the semantic information is stored, and I very rarely can recite exactly from memory, I know that when I memorize something on purpose, phonological cues are very important. Songs and rhymes are very useful in memory, and often, memories are brought to mind by hearing a particular word or phrase. Aericanwizard 04:00, 31 January 2011 (UTC)

Week ending February 6, 2011
This week was cut short by the snowstorm and Munro day, but we did get a chance to touch upon Morphology, and my mind got to thinking about the issue of overgeneralization. I have younger siblings, and my mother runs a daycare, so I've been around young language learners my entire life, and have experienced this phenomenon numerous times. Interestingly enough, I find the same thing happening in my current approach to German. I currently find myself making mistakes in conjugation and noun derivation that I never would have made two years ago. Strangely enough, my conjugation generalizations are towards irregular verbs; I tend to conjugate irregular verbs properly, but over-extend the irregular rules onto regular verbs. Other than that, my language learning is progressing much like a first language, although I had linguistic knowledge "going in", something that first language learners are lacking. I'm also learning Mandarin, which has no particular morphology, and thus would have no real chance for overgeneralization on morphological bases. It makes me wonder what kind of speech errors are common for young learners of languages like Mandarin. I make mistakes in the language largely due to my Germanic language background, but for infants going in with Tabula Rasa, I have to wonder if there are less learning mistakes, or if the mistakes are centred on a different area of the language such as phonology (Mandarin is a tonal language), or semantics (Mandarin has many homophones that are only distinguishable by context). I would imagine learning errors would be more of the latter and less of the former, but I have no real basis other than my own experience as reference. Aericanwizard 05:06, 7 February 2011 (UTC)

Week ending February 13, 2011
First, I have to say that I love the idea of Zipfian distribution. The idea that a natural system such as language could evolve to follow such a precise distribution definitely appeals to me. I also like the idea of a a generative grammar, although I find the idea of traces to be kind of a clumsy workaround for alternate phrase structure such as passives and questions (they do work, and show the relationship that the trace originally had in the sentence, but I still find them awkward). As I was thinking about the generative grammars, I got to thinking about how the brain would go about constructing one on the fly. Things like garden-path sentences show that the brain can shift the grammar as necessary (albeit with a timing delay). Although sample sentences for generative grammars tend to be fairly co-operative when it comes to related items coming together in the sentence, this is not always the case (relative clauses and other linguistic gimmickry can separate parts of phrases). Furthermore, in languages like German, dependent clauses always push the verb, which is usually early in the sentence, to the end, causing a reader to not be able to parse phrases until the very end of a sentence, and then all at once. I imagine that working memory is able to put place-holders for various items that the brain knows will be coming later, but what about speakers with affected memory? Do they have more difficulty understanding complex sentence forms? Do they tend to use them less, relying on shorter, less oblique manners of speech and writing? And, tying back to the beginning of this post, if Zipfian distribution can be attributed to the principle of least effort, how can we describe the persistence of such structurally complex devices as relative and dependent clauses, if minimal effort is rewarded evolutionarily? Aericanwizard 03:57, 14 February 2011 (UTC)

Week ending February 27, 2011
This week, we explore music and mathematics, and their relationship to language. I almost see the three as existing along a continuum, along one side of the continuum is music, which I see as being a free form of expression, with a very broad capability for interpretation (although even here there are rules in its composition). On the other end, we have mathematics, which is very rule-governed, with little leeway in how the representation can be interpreted. Somewhere in the middle is language, which slides along the continuum, with different languages being more or less dependent upon rules, yet still open to wide interpretation. Interestingly enough, music can still be translated into a mathematical formula, and analysed using natural language. Furthermore, music and mathematics seem more contrived than natural language: we know that language can be acquired passively, but although one may have an "ear for music" or an "aptitude for math", their manipulation and production must be taught explicitly. That said, the teaching of the three does not separate nicely: children learn to count before they learn to read, and some of the most beautiful language seems to have a musical quality to it (such as poetry, or wonderfully flowing prose, not to mention the relation between music and prosody). I have to wonder if exposure to mathematics and music affect production and understanding of language. I can't help but think that someone with a "critical ear" for music would be more adept at learning foreign languages, simply due to an ability to distinguish new sounds. Likewise, the problem solving skills required in mathematics would aid in the decoding of both foreign and abstract language. I understand that there are conditions that affect one area of the continuum, but not others, which calls my theory into question, but there are also conditions that affect speech, but not comprehension. I'm one those people that has trouble believing in the "Language Acquisition Device"; I believe that language, like all critical thinking, makes use of a coordinated brain, and as such, there must be some overlap between all areas of thought, mathematics and music included. Aericanwizard 02:32, 28 February 2011 (UTC)

Week ending March 6, 2011
Before marking on anything else, I had an interesting linguistic moment this week. I was listening to music on Youtube, and finding the same songs in several different languages. Interestingly enough, when I would switch to a new language (and one that I can understand fairly well), my mind was unable to comprehend the data for a short period of time as the song started. I could hear the music, and hear the words, but they were a "garbled mess". I may just have been tired, but it seemed that my brain needed some time to adjust to the new language; I was kind of shocked (in a good way). Now from garbled perception to mistakes in production. Starting last week, we started getting into speech production, and used the idea of speech errors as a source of investigation into the ordering of phonology, syntax, and semantics. Personally, I don't know what to think; I've been guilty of phonetic, semantic, and syntactic errors, but I rarely think about whether there was anything particularly in common with any of the similar cases. My tongue will lock up on certain words, but I know the meaning of what I want to say, but can't access the word. As for the experiments that we looked at investigating gender (syntax) and meaning, I'm not sure that they can be separated. The gender of a word is tagged to the meaning in languages that have grammatical gender. In German, the word for shoe is not "Schuh", but rather "der Schuh", complete with grammatical gender attached. In a case like this, semantics and syntax almost become one entity (German is also a heavily inflected language, so case will be tied to a noun's role, and thus meaning in a sentence). I don't think it's as simple as saying one comes before the other, or one activates the other; I would need to see more proof. I'll end this week's post on an inquisitive note: we saw numbers suggesting that English is perhaps a friendlier language for psychoanalysis (our slips of the tongue seem to translate into an inordinately high amount of real words), but could it just be because we have a large number of rhyming mono-syllabic words? I don't know the numbers, but English does like to make use of its few inflecting affixes. All of our verbs end the same (within reason), all of our plurals end the same, and our pronouns rhyme. It is no surprise that switching onsets gives existing words. If every single person attempted to parlay in multisyllabic utterances, the likelihood of embarrassing malaprops would decrease sharply. Aericanwizard 11:29, 7 March 2011 (UTC)

Week ending March 13, 2011
Happy Pi Day!! Last week, when we were discussing writing, I got to thinking about spelling errors. There are certain words that, a high majority of the time, I spell incorrectly. However, once I put them on the page, I look at them, and am able to see that I've made a mistake in their transcription. My knowledge of the word contains the correct spelling, but for whatever reason, I often end up being unaware of an incorrect spelling until I actually see the word. To me, this seems to provide fairly strong evidence of a disconnect between reading and writing, and that words are potentially stored twice, once for production, and once for recognition (although this seems highly inefficient, and goes against every intuition). It could just be that I have tied the incorrect spelling (that I probably learned initially) to some form of muscle memory; as soon as I go to write the word, this memory takes over, and needs to be corrected nearly every time by my correct knowledge. I can write the words correctly upon the first attempt, but I need to "picture" the shape of the word in my mind first. I have to wonder at the perseverance of memory and how often it gets in the way of performance. In most cases, assigning word production to motor memory would seem to be an evolutionary advantage, so that thoughts can be constructed on the fly (the words have been assigned to the hand or the tongue while other parts of the brain work at creating a viable conclusion to the phrase or paragraph. Even as I type this, I'm thinking four or five words ahead of where I'm typing.  However, it would seem that there can also be a potential downside (typists can "trip over their fingers" when they're working).  I also have to wonder at cases of speech and writing disfluency, if an impaired ability to assign words into a "motor queue" is somewhat responsible. Aericanwizard 01:53, 14 March 2011 (UTC)

Week ending March 20, 2011
Bilingualism is a topic of personal interest to me; I was enrolled in a French Immersion program at the age of five, and my love of language has only grown since. Through personal experience, I tend to disagree with the idea that a critical period exists, after which it is impossible to learn a new language, albeit I do believe in a modified version of the hypothesis. After witnessing countless friends and acquaintances struggle through high-school French classes, I had accepted that perhaps early exposure was key to learning language. However, having taken foreign languages in University, I have seen both success and failure that seems to be unrelated to age (but often seems related to the amount of effort put in by the students, something that distinguishes it from early linguistic learning, which requires less conscious effort). Using my own experiences as a guide, I am now inclined to believe that "bilingualism" is like a switch in the brain that is much easier to be activated at a young age. If the speaker activates the switch, he or she may be more adapted to learning languages at a later age (although some people seem to just have a skill for language), although the speaker must still put in the effort to achieve proficiency. It's possible that habit and incentive play a large role in language acquisition. Children strive to imitate adults to the best of their ability, yet many adults are not motivated enough to learn a language at a native level; once they are understood, they are happy with their level of progress, and in a busy schedule, find little incentive to devote the necessary effort to improving their language for what would amount to a minimal gain (the Principle of Least Effort applies here). It would be interesting to see examples of native speakers of lesser-spoken languages immersed in cultures that are dominant in another language. The problem with studying English, Mandarin, Spanish, or other major languages is that no matter where the speaker is (especially if a lab for language research exists), there is some probability that their native language is spoken, and they can make themselves understood. If the only manner of understanding would be through a (for the speaker) second language, I imagine that their proficiency would eventually reach a very high level. Studies have shown that the brain is more able to pick up language at a young age, but other studies have shown the massive adaptability of the brain following various trauma. Should the brain need to fully acquire a new language, I have no doubts at its ability to do so. On a final, unrelated note, I wonder about so-called "Foreign Accent Syndrome," where a speaker acquires a foreign accent in their native tongue after a brain trauma. It's possible that this is just a disruption of normal speech production that sounds foreign to native ears, but I have to wonder if the part of the brain that unconsciously works towards "sounding like a native" when learning a new language is related to the area of the brain that is damaged in such a syndrome. Aericanwizard 02:03, 21 March 2011 (UTC)

Week ending March 27, 2011
Well, the semester is starting to run down, and we get into the debates. Not surprisingly I guess, I find myself arguing a concept that considers linguistic diversity. I am interested in the role that language plays on cognition, and if the Wharfian hypothesis even holds. Although I am arguing against the idea of linguistic relativity, I personally believe that our thoughts are shaped by the language that we speak. I'm hoping that by researching the contrary, I will be more inspired to find data that conclusively (or at least convincingly) demonstrates that my intuition is false. I will likely be more skeptical of weak counter-arguments than I would be of weak supporting arguments. At least in theory. I mentioned in my very first post that I felt that language and cognition are inextricably tied, and I find it hard to believe that our thoughts aren't at least partly shaped by the language that we speak. Part of my love of language is involved in the exposure to new cultures and new ways of thinking that I hadn't yet considered. I've been lucky to have the opportunity to study several cultures, and I'm sure that my views of the world are highly influenced by my exposure to other traditions. That said, I have no real basis to compare it against, and as such, I can't scientifically show that my way of thinking is different than it would be had I grown up under different circumstances, or under a different language. Experience (and moreover, shared experience) may be the main guide of cognitive processes, regardless of language. Humanity has a set of morals and concepts that appear universal, and others that vary from culture to culture, even with a shared linguistic heritage. The English don't quite look at the world the same way as Canadians, Americans, or Australians, despite sharing a mutually understandable (for the most part) language. I'm looking forward to the debates and hope that even if I don't change my opinion regarding the Language-Cognition debate, at least that I can learn to appreciate the opposite side (the one for which I am arguing), as well as find some scientific basis for my opinions, rather than "I just feel it should be this way".

Week ending April 3, 2011
Getting into the final week of classes, it's time to comment on the debates that we've had thus far. I personally like the format as an alternative to a term paper. Research is still required, but the method of presentation is altered. Furthermore, we get to see the topics covered by other groups, rather than just our own. Generally, I appreciated the debates of the previous week, and although time limited how much I could learn about any particular topic, I received enough information regarding Ebonics, Dyslexic treatment and schooling of students with cochlear implants that I can begin further research, should I wish to. I think I was most interested in the discussion of Ebonics, and the teaching of Ebonics in classrooms. The question of minority schooling is a tricky topic; both sides make compelling arguments, and although I can appreciate the argument that a certain language (in this case, English) is more useful in the wider world, at the same time, I lament the decline of minority languages around the world. unfortunately, it is this type of thinking, which, although practical, is leading to the extinction of lesser-spoken tongues, and with them, the death of their respective cultures. As English becomes a Lingua Franca of the educated world, it becomes less and less practical for children to learn their native tongues, or to promote them beyond their own generation. As a personal example, my Great-grandfather moved to Canada from the Ukraine in the early 20th century, and spoke multiple languages. He taught his children Ukrainian at home, and they, including my grandfather, spoke Ukrainian fluently. However, my grandfather refused to use Ukrainian outside his home, and I did not find out that he was even bilingual until after his death. The stigma attached to being a cultural minority led to a loss of linguistic diversity as English was more "practical". Similarly, my other grandfather spoke fluent Fries and Dutch, neither of which I ever heard him speak. Unfortunately, as governments around the world proclaim, as Germany's Chancellor Merkel has, that "Multi-culturalism has failed", I'm afraid that more and more mother tongues will be lost. At this rate, I'm not surprised that in "Star Trek", all members of Star-fleet speak the same language. Aericanwizard 04:08, 4 April 2011 (UTC)

Week ending April 10, 2011
It always surprises me how quickly the winter semester goes by; the fall semester always crawls into Christmas, while the winter semester seems to be done almost before it begins. I have to say that I had a really positive experience with the end-of-semester debate. I have had some poor experiences in the past re: group work, but this debate went by without a hitch. All of the members of my group put forward maximum effort to ensure that we could co-ordinate several busy schedules to produce a wonderful final product. I was quite pleasantly surprised. I mentioned a few weeks ago that I was arguing against my intuition concerning Linguistic relativity, and while my research has not fully convinced me to change my view, I was surprised to learn that although many people feel the way I do, scientific support is very hard to come by. I have quickly become very skeptical of any "support" for linguistic relativity; although I would still like to believe the hypothesis, I am perfectly willing to believe that it may be false. Regarding the class in general, I really liked the format of the class, and was somewhat surprised at how well it flowed. I generally like classes with a lot of feedback, i.e. assignments, to ensure that I am understanding the material, but I think that the wikiversity chapter/debate was a wonderful way of ensuring that we really understood a few aspects of the course material (and often areas that we ourselves were already interested in), as well as being able to be presented with some of the current research through the debates and chapters, even as we learned the necessary background information. All in all, I had a very pleasant semester, and this class definitely played a part in that. Have a wonderful summer! Signing off one last time, Aericanwizard 03:00, 11 April 2011 (UTC)

title: User:Aericanwizard~enwikiversity


text:
User talk:Aericanwizard~enwikiversity

 Hello Aericanwizard, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:05, 6 January 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Aericanwizard. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aericanwizard~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Aericanwizard~enwikiversity


title: File:StrMatAppACentroid1.JPG