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User talk:ChristopherHailey

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 * Christopher,
 * Good luck with "Ulysses"! A great poem.
 * Best, Stevenarntson 16:38, 12 May 2009 (UTC)

 * Christopher,
 * Just a note that another student followed up on your univocalic haiku idea!
 * Best, Stevenarntson

Charles Olson "Field Poetry"

"Lessons of Darkness" Werner Herzog

 * Christopher,
 * I
 * absolutely
 * love
 * your modern poem.
 * Or perhaps I should say that I love its (or rather, your) cleverness in writing it.
 * I think I've read it
 * once
 * each week
 * since you posted it.

 * (Sorry, I'll have to stop now... writing that way drives me absolutely insane!)
 * I also hate that particular style of poem. We had a unit on them in high school, and I was not impressed.  Not to mention I prefer my poetry to rhyme.  And I can't stand tossing out all punctuation.  I firmly believe in the power of a well placed exclamation point!
 * But I suffered through that unit and wrote some terrible drivel. And then there's the way you wrote it - mockingly making fun of the poem as it goes on - which is so brilliantly creative!  (Every time I read it, it makes me laugh!)  Each part gets better and better: from admitting it's pretentious to no punctuation to repetition, repetition, repetition, and then there's the keyboard solo.  That's my favorite part.  You even covered all the main points while listing what they are.  I applaud you on capturing exactly what I feel when reading those poems.  May you continue to make brilliantly sarcastic spoofs on other bad poetry!

CarrieBerg 01:59, 16 June 2009 (UTC)

title: User talk:ChristopherHailey


text:
Chinese Finance/Current Topics

Chinese Finance

 * The Stimulus Package

http://www.hoover.org/publications/clm/issues/44613157.html - Understanding the Chinese Stimulus Package by Barry Naughton

 * Sovereign Wealth Funds

 * Capital Markets

 * Private Equity

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

title: Chinese Finance/Current Topics


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User talk:Colm~enwikiversity

 Hello Colm, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 20:52, 12 May 2009 (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 Colm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Colm~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Colm~enwikiversity


text:
User:Salvekvick

 * From Sweden
 * Joined 13 may 2009

title: User:Salvekvick


text:
User talk:La comadreja

Welcome!
Welcome to my Talk Page. It's quite active, so you might want to look at the archives.

 * Archive '08-'09
 * Archive Summer '09
 * Archive '09-'10

Account name
Hi - how are things? Just wondering if you wanted for the AFriedman account to be renamed to La comadreja - see Changing username? -- Jtneill - Talk - c 11:06, 4 August 2010 (UTC)
 * Thanks for asking. I'm about to respond on your Talk page.  --La comadreja formerly AFriedman RESEARCH (talk) 02:18, 8 August 2010 (UTC)
 * Heh, now I should write your new name to my memmory.--Juan de Vojníkov 08:34, 8 August 2010 (UTC)
 * FYI, the way in which you've switched account names is a bit problematic - ideally we would have simply renamed your AFriedman account and then all your history, rights, etc. would have been automatically switched over. Now you have edits in two different accounts - I'm not sure about whether they can be merged, because a rename can only happen to an account name that doesn't exist. We could simply flag this La comadreja account and then you would have two custodian accounts, but with separate histories. Or we could rename La Comadreja to something else e.g., La Comadreja (temp) then rename AFriedman to La Comadreja and then you would at least have the bulk of your history in your main account, but not the recent La Comadreja. I'm a bit of a novice at account renames, so perhaps there are other better solutions. -- Jtneill - Talk - c 11:38, 23 August 2010 (UTC)
 * I would discourage having multiple custodian accounts. The latter suggestion is probably the best solution.  --mikeu talk 13:24, 23 August 2010 (UTC)
 * I second that. If you'd rather not do the rename, please just request removal of the AFriedman tools on meta, and I or one of the other 'crats can add them to this account (though please make that request while logged in to the other account just for i-dotting and t-crossing purposes). --SB_Johnny talk 16:55, 23 August 2010 (UTC)

Thanks for the info. I just requested removal of my custodian tools on meta. As long as the custodian tools are on the new account, I think it's less serious that the old edits are not. The formal rename was made official on Wikipedia. --La comadreja formerly AFriedman RESEARCH (talk) 01:26, 5 September 2010 (UTC)

File:WikiversityPresentation02-2010.pdf
Hi, you were noticed that it is a copyright violation, because of some images. Could you offer a source of those images or replace them by images from Wikimedia Commons?

Note that compilations which include WMF logos, maybe used as PD, with exclusion of those logos. There is a special template for this: commons:Template:Copyright by Wikimedia. This kind of file can be deployed on WMF projects, but it is not fully free. So I recommend to remove from presentations all non free images and upload it to Commons without them. If the image is important and it is not freely available, you can put there a box and write "there that there was a copyrighted image of…". I did something same with my presentation of a wikiversity: (its indicated there, where I hide non free media). I hope, that you will come up with more such presentations in the future!--Juan de Vojníkov 09:10, 8 August 2010 (UTC)
 * How do you download the file's several pages to edit them as one file? My hard drive has crashed since I gave the talk, and the copy on Wikiversity is the one I can most easily access.  I don't think the nonfree images are critical to content.  --La comadreja formerly AFriedman RESEARCH (talk) 03:19, 23 August 2010 (UTC)

Well, I click on the file. It opens in PDF readable window and I can save it to hard disk. Or you can click right button on mouse and there should be something like Save as...

Well nonfree images are problem. It is a license violation and it is a law violation. So if you will not fix it, the presentation will be deleted.--Juan de Vojníkov 07:13, 23 August 2010 (UTC)
 * I've uploaded a new version of the file, which does not have images. You can't see the changes yet, but when you click on the new version for download, you will see that there are no images.  --La comadreja formerly AFriedman RESEARCH (talk) 01:53, 5 September 2010 (UTC)

Thank you.--Juan de Vojníkov 14:37, 12 September 2010 (UTC)

Graeme's Book Update
Hi Anne I am still working on my latest version of the Memory Mechanics book, Molly has been helping me edit it for readability and we have rewritten the first 8 chapters. I just thought I would drop you a line to say I haven't forgotten you.

--Graeme E. Smith 01:34, 18 August 2010 (UTC)
 * Best wishes! Who is Molly?  --La comadreja formerly AFriedman RESEARCH (talk) 03:11, 23 August 2010 (UTC)

Wikiversity Signpost
I'm trying to start up a Wikiversity equivalent of the Wikipedia Signpost. Someone suggested that I ask you if you have any ideas or if you would like to write an article yourself. Thanks, Rock drum (talk • contribs) 11:48, 24 August 2010 (UTC)
 * Hi Rock drum, Very interesting. How is the effort going?  BTW, I recently presented about Wikiversity in the New York City conference last weekend.  We mentioned the idea of someone writing an article about Wikiversity's efforts in the Wikipedia signpost, as a way of increasing awareness of this project.  What do you think of this idea?  Have you been involved with the Wikipedia signpost at all?  BTW, are you also interested in the discussion about how research on Wikiversity should be displayed and coordinated?  PS I like your Username a lot.  --La comadreja formerly AFriedman RESEARCH (talk) 01:56, 5 September 2010 (UTC)

Steward requests/Permissions
I've left a note for you regarding your request. Please review and reply when you have an opportunity. Thank you. Kylu 14:52, 5 September 2010 (UTC)
 * Thanks. --La comadreja formerly AFriedman RESEARCH (talk) 14:09, 12 September 2010 (UTC)

MediaWiki:Sitenotice id
Note that you'll also need to bump this page in order for changes to MediaWiki:Sitenotice to display to users. -- Jtneill - Talk - c 11:14, 6 September 2010 (UTC)
 * James, I'm not positive, but I think that there has been a change to MediaWiki where we no longer need to do that. --mikeu talk 16:53, 7 September 2010 (UTC)

What do you mean by "bump"? Increase the number on the page by 1? Also, my request for removal of custodian tools was successful and so I won't be able to bump the page until the tools are transferred to my new account. --La comadreja formerly AFriedman RESEARCH (talk) 14:10, 12 September 2010 (UTC)
 * Ah, sorry. That's ✅ now. Welcome back :-). --SB_Johnny talk 14:17, 12 September 2010 (UTC)

Thanks. I've made a couple changes to the main page just now, from my new account. --La comadreja formerly AFriedman RESEARCH (talk) 15:30, 12 September 2010 (UTC)

Your edit to Cetegory:18th_Century_European_History
. As you can see by going to the page, backing up to the redirect, and looking for what links there, this was merely a category created with a mispelling, by me, which is why I tagged it for speedy deletion, and I was the only "contributor." It should simply have been deleted, I'd have thought. Is there some reason that you removed the speedy tag? Would you consider simply deleting this page that I created in error? Thanks. --Abd 19:29, 16 September 2010 (UTC)
 * It's a plausible typo to make and could be made again, which is why I initially changed the page to a redirect. Deleting the page isn't a big deal and I've just done that.  --La comadreja formerly AFriedman RESEARCH (talk) 03:22, 17 September 2010 (UTC)

A wave from afar
I hope all is well with you, la c. Just ran into a lot of great uni-liaisons at a 'wiki in higher ed' conference in Boston; you would have loved it! –SJ + > 21:16, 10 July 2011 (UTC)

You are invited to register for the Wikiversity Assembly

 * The Assembly has been established as a technique for developing reports on topics of import for Wikiversity administration. The Assembly is not a decision-making body, per se. Rather, it is designed to create or discover or estimate consensus, through focused, facilitated, thorough deliberation. Assembly reports may be referenced in regular Wikiversity discussions, but will not directly control outcomes. Where full consensus is not found, minority reports may be issued.
 * I invite you to register for the Assembly by adding your user name to the Delegable proxy/Table.

 * Registering for the Assembly creates no specific obligation, but does consent to direct communication as the Assembly may determine is appropriate. You may opt out of such direct communication by adding "no messages" to the Table when you register, in the user comment field, but it is unlikely that the default (communication allowed) will create burdensome traffic for you.

You are invited to name a proxy

 * When you register for the Assembly, you may optionally designate a "proxy."

 * I suggest that you nominate, as a proxy, the user whom you most trust to participate positively in a Wikiversity discussion if you are unable to participate yourself. The proxy will not be voting for you in any process. Rather, the proxy will be considered to loosely represent you, as a means of estimating probable large-scale consensus based on small-scale participation, in the event that you do not personally participate.

 * If you name a proxy, you will be consenting to direct communication with you by that proxy. If a named proxy accepts the proxy, you become, as long as you maintain the nomination (you may change it at any time), the "client" of the proxy, and by accepting, a proxy has consented to direct communication from the client.

 * See Delegable proxy for details.

Comments
I'm inviting all relatively inactive custodians to register for the Assembly, and to name a proxy as described. This is because you who have been and remain custodians have yourselves been trusted by the community, and your proxy choice, if you name one, may carry some reasonable weight, due to your experience. You may, of course, participate directly, whether you do or do not name a proxy. Thanks for considering this. --Abd 01:41, 12 September 2011 (UTC)

PLE feedback
Hello, I think I listed you here, perhaps you could share your experiences since then with PLEs, e.g. here? Thanks, Erkan Yilmaz uses the Chat + Identi.ca 05:45, 13 February 2012 (UTC)

Your admin status
Hello. I'm a steward. A new policy regarding the removal of "advanced rights" (administrator, bureaucrat, etc.) was adopted by community consensus recently. According to this policy, the stewards are reviewing administrators' activity on wikis with no inactivity policy. You meet the inactivity criteria (no edits and no log actions for 2 years) on enwikiversity, where you are an administrator. Since that wiki does not have its own administrators' rights review process, the global one applies. If you want to keep your rights, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at m:Stewards' noticeboard, and link to the discussion of the local community, where they express their wish to continue to maintain the rights, and demonstrate a continued requirement to maintain these rights. We stewards will evaluate the responses. If there is no response at all after approximately one month, we will proceed to remove your administrative rights. In cases of doubt, we will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact us on m:Stewards' noticeboard. Best regards, Rschen7754 20:58, 23 November 2014 (UTC)

title: User talk:La comadreja


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User:Graeme E. Smith/Phenomenally Explicit Memory: Scope and Limitations

Phenomenally Explicit Memory Scope and Limitations Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/Portal:GreySmith_Institute   http://en.wikiversity.org/User:GreySmith_Institute  grysmith@telus.net

Fodor and Karmiloff-Smith have between them defined the limitations of explicit memory. Fodor suggested that there had not yet been found a method of addressing phenomenal memory elements in such a way as to create addressing of distinct elements within the memory, and Karmiloff-Smith showed that memory happened in phases that depended on redescription. In the article immediately previous to this article, Phenomenally Implicit Memory: Scope and Limitations, I showed that explicit memory, depended on Phenomenal Memory elements, and that therefore the Scope of Phenomenally Implicit Memory overlapped the scope of explicit memory blurring the distinctions, but the main difference between the two memories was the place-code addressing that made explicit memory access possible. In this article I discuss the scope and limitations of explicit memory and why addressing mechanisms are critical to its classification.

I am a proponent of early redescription. There are some that will talk of implicit memory as if you could recall it. But phenomenally implicit memory cannot be recalled, it can only be triggered by content. This means that even in the case of the short term working memory suggested by Allen Baddely & Lawrence Weiskrantz as promoted in Attention: Selection, Awareness and Control, A tribute to Donald Broadbent there needs to be a separation in function between the implicit memories of primary perception, and the explicitly retrievable memories of the Working Memory that can be retrieved if only by rehearsal. I call this second type of memory phenomenally explicit memory, if only because as I mentioned in Phenomenally Implicit Memory: Scope and Limitations, it may be addressable using place code addressing but it's output is a quale, just as the output of implicit memory was. In The Bottleneck: A New Perspective I described the mechanism for conversion between implicit and explicit forms, and the necessity for a redescription stage was covered in The Dual Mode Cortex. What I want to stress here, of course, is that the first step beyond the conversion between implicit Content Addressing, into explicit place-code addressing, is the point where the Quale is first addressable by place-code addressing right after the bottleneck. Thus the bottleneck defines the earliest stage of Phenomenally explicit memory. If others accept this limitation and scope, and the primary difference between implicit and explicit memory is accepted as being the addressing methodology, then potentially Phenomenally explicit memory could have a scope that covers all forms of memory that involve place-code addressing. In fact, in Annette Karmiloff-Smith's Beyond Modularity: A Developmental Perspective on Cognitive Science she introduces the RR Hypothesis that defines three phases of Explicit Memory. While this interpretation is indeed reasonable if you assume that there are really only two types of representation going on in the brain, However, I believe that in an early redescription mechanism, the 2 year gap between phases of redescription, she notes in childhood development is problematic. While we certainly don't complete the redescription of large systems in a shorter period of time, we do perceive elements that could not be present under the scope and limitations of phenomenally implicit memory, suggesting that there is a relatively short turn around in early redescription, and that there might be a later form of redescription that takes more time. If this is so, then why would we need a new form of redescription? The answer lies in the topic of Declarative Memory. Essentially, Declarative memory is memory that we declare to ourselves that we know. I don't want to get tied up in the mechanisms such as the feeling of knowing (FOK) that tells us that we know something, in this article, because this article is about Phenomenally Explicit Memory, but that is the main difference between vanilla Explicit Memory and Decalartive Memory. However I posit the existence of an index of indexes or Meta-Index that we can use to find a specific memory in Explicit Memory. Because this Index is stored in a separate location in memory and uses a different type of addressing mechanism (I suspect the Subiculum takes the place of the Thalamus)mapping memory into the index, is not as simple as just remapping it in the same explicit memory. As a result, a Redescription Phase is needed to add to the index. This suggests a definition of redescription, If a new phase of memory requires a new area of the brain, and cannot be mapped across because there is no direct mapping convention that can be used, the brain has no option but to redescribe the memory. The mapping in the case of the Meta-index is associated with slow waves, and seems to be a mapping mechanism that maps memories to index elements. Part of the remapping involved might be the mapping of CHUNK arrangements to symbolic addresses in the Striate cortex, and translation back from the symbolic address to the CHUNK arrangements via the Nucleus Accumbens and Nucleus Reticularis Thalami. If this is a true reflection of how the translation is done in the striate cortex, then in episodal memory for instance, a single cell in the hippocampus could represent a symbolic address in the Nucleus Accumbens, which would represent in turn a CHUNK arrangement that would trigger a specific quale from the cerebral cortex, linking that cell to the information about a specific memory element. Using this symbolic form of addressing no object size would affect the mapping of location against the place cells in the hippocampus CA3 Area. a single cell in the hippocampus could trigger a massive functional cluster in the cortex. Such size-invarient coding has been noted at the hippocampus level, which supports this possible scenerio. The idea is that Episodal Memory, is just one of a number of different types of indexing going on in the hippocampus area, that the subiculum is able to act as the place-code addressing mechanism to recover specific elements at the cellular level from as many as 4 separate indexing mechanisms that all output in all probability through the Entorhinal Cortex. Making the Entorhinal cortex the index of indexes for the Cerebral Cortex. If we assume that this meta-index is part of declarative memory, then the fact that it involves multiple areas of the brain such as the striate cortex, the hippocampal area etc., suggests that it also involves a complex redescription mechanism, that maps cerebral cortex addressing to indexing maps. Thus remapping from the explicit memory system is not done directly, and Declarative memory must be seen to be a new representation of Explicit Memory and therefore outside it's limitations. However since the declarative memory has as it's object the selection of specific cerebral cortex memories using the explicit memory system, The explicit memory system is not outside the scope of the Declarative Memory system. Essentially anything that has been converted to explicit memory could be, also converted to declarative memory. However, this is unlikely since the redescription mechanism is complex enough to preclude every element of memory from the explicit conversion reaching the declarative memory. For my own version of RR, what I call the Extended RR Hypothesis, I have therefore suggested a slightly different mapping of terms. Instead of limiting myself to implicit and explicit memory, I have used three different terms Implict, Explicit, and Declarative. Also because I have defined redescription as being required when a memory phase requires a new location in memory, a new process of addressing and cannot be directly mapped to the previous representation due to limitations of the representation, I have defined a number of new forms of each term.
 * I1 Short Term Implicit Memory
 * I2 Long Term Implicit Memory (Requires different cellular process to achieve and is stored in physical processes rather than in synapses Redescription is biochemical)
 * E1 Short Term Explicit Memory (Address CHUNKS stored in working memory requires Bottleneck for conversion from implicit representation)
 * E2 Derivative Explicit Memory (Secondary Areas of Cerebral Cortex, requires recruitment of secondary perception and possibly tertiary perception to produce}
 * D1 Declarative Memory (Hippocampus area mapping from slow wave sequences, probably produced in parietal lobe}
 * D2 Declarative Memory Image in Cerebral Cortex, possibly inferior Temporal Lobe area (requires consolidation to complete archive image }

Because the Declarative Memory parallels the Main Memory Loop, and affects the recovery of individual memories from within the cerebral cortex it's scope overlaps the Explicit memory System needed to actually retrieve the cerebral cortex memories. This means that failures of the Declarative Memory are often seen as failures of the explicit memory such as in amnesia. This is why I have included it in the main memory mapping. Another system parallels the main memory loop, and this system is the SKILL Memory System. However rather than taking advantage of the striate cortex ability to symbolize addresses, the Skill Memory System takes advantage of the ability of the inferior olive to symbolize the actions of the attention mechanism I call the complicit attention system. Essentially, each action/function trigger in the cerebral cortex is echoed onto a single cell in the inferior olive, this symbolizes the action/function call, which is then used to activate a cell called the purkinje cell in the cerebellum. Information on context possibly redirected from the basal ganglia, or directly from the cerebral cortex, is then fed into the cerebellum via a different pathway. The standard implicit memory configuration links multiple patterns of activation to specific contexts. Feedback from the purkinje cells, is used to create pseudo-sequences, where activation of one purkinje cell feeds back into the context of another influencing its willingness to fire. An interesting effect, is one of time-compression, where the relationships are formed without reference to time, and so relatively slow movements become much faster under the influence of adrenaline. The general effect of this processing is that the cerebellum feeds back bottom-up memory addresses in sequences to the thalamus where they could address the cerebral cortex, and trigger actions or functions. In parallel, the Top-Down attention system is in direct connection to the SMA via the ventro-lateral PFC, the SMA collects information about the sequences triggered by the cerebellum, and derives information to allow the PFC to select from among the sequences. This information is sent to the Anterior Cingulate Cortex, where selection of bottom-up sequences is controlled by suppression of alternate quales. The result is that in some cases the ACC selects one sequence to complete without involving any other processing. However if it can't resolve the selection by itself it triggers a process called intention, that uses automation to make the decision if automation is available. Failing intentional selection, then the next step is to invoke Volition to make the decision. In the meantime, a wait process holds up the selection from among the sequences. The volition system either selects from among the sequences, or defines a new, and hopefully better sequence, which is entered into the Thalamus via the PFC and the Nucleus Accumbens/Nucleus Reticularis Thalami connection, thus triggering bottom-up addressing of the required actions/functions, and in doing so programming the cerebellum to offer a new sequence if it is selected often enough to lay in a memory trace in the cerebellum. This means that action/function sequences can be laid in in a top-down fashion even though the Skill Memory does not have a direct connection to the PFC. Because the Skill Memory acts on the cerebral cortex but does not have a direct connection to the PFC and therefore only automates what the PFC demands from the Cerebral Cortex, I do not feel that it needs to be incorporated in the Main Memory description of the Extended RR Hypothesis. However it should be incorporated into the ERR in some manner at some future date.


text:
User:Utahraptor ostrommaysi

Utahraptor uses his Wikimedia commons page and his Wikipedia page as places to put most information. Please take a look!

title: User:Utahraptor ostrommaysi


text:
User:Romart/courses

Here some interesting courses to take for PhDs at CIRCLE:

Getting my research into journals - Faculty Department of Innovation and Organizational Economics
Format: phd course, 2 days, 350€, 1,5 ECTS

Course Coordinator: Professor Peter Maskell, CBS

Prerequisite/progression of the course: Continuous publishing in academic journals has increasingly become not only a criterion for initial employment, subsequent tenure, and possible promotion, but also a necessity for most academics employed by universities and business schools. This workshop is intended to deal with the basic issues of the process of publishing in the learned journals and will address questions such as: How to choose a journal? What constitutes a valuable contribution? In what style should it be written? How do I address an editor? What do the reviewers look for? At the end of the workshop, students will be familiar with the requirements for publishing articles in various types of outlets in management and related fields.

Lectures: Professor Keld Laursen, Professor Peter Maskell, CBS and invited editors from relevant journals.

Content:
 * What is a good scientific contribution: Some criteria and examples
 * Developing a publication project
 * Publishing strategies
 * The pros and cons of publishing in edited volumes contra in journals
 * Co-authorship, acknowledgements, credit-management
 * How to deal with reviews and reviewers
 * Web tools: Assessing journals and authors using ISI Web of Knowledge
 * Editors' Round-Table.

Literature: Enrolment
 * Journal of Management Studies Guidelines for Authors
 * Industrial and Corporate Change Guidelines for Authors
 * Regional Studies Guidelines for Authors
 * Huff, A.S. (1999): Writing for Scholarly Publication, Thousand Oaks, CA: Sage [this is the most important item on the reading list]
 * Floyd, S.W., Schroeder, D.M., Finn, D.M. (1994): "Only if I'm first author: Conflict over credit in management scholarship", *Academy of Management Journal, 37(3): 734-747
 * Starbuck, William H (2003): “Turning lemons into lemonade: Where is the value in peer reviews?” Journal of Management Inquiry, 12(4): 344-351
 * Whetten, D.A. (1989): "What constitutes a theoretical contribution?", Academy of Management Review, 14(4): 490-495.

Website: http://uk.cbs.dk/forskning_viden/forskeruddannelser/alle_ph_d_kurser/ph_d_kurser_paa_cbs/phd_courses_2009_spring/getting_my_research_into_journals_june_2009

English for Research Writing
Format: distance course, 8 ECTS, no fees

Comment: good course/material, teacher very committed to help students.

Teacher: Rowena Jansson, Kalmar University  (Rowena.Jansson@hik.se)

How do I learn? You learn by studying basic guidelines for writing the different sections of specific research articles. There are different practical tasks to do, both individually and in groups. There are exercises in grammar points which are particularly useful for writing research papers. You will need to have an article you have written previously or one that you are in the process of writing. You will evaluate it and improve on it where necessary. Most of the texts used in the course are articles in medical and environmental sciences. These are analysed so that you learn first from a good model, then from other people's mistakes and successes, and finally, by doing it yourself. It should be noted that these texts can present some difficulty for some students who do not have a background in the natural sciences. However, the aim of the course is to study the language of writing research articles and not the language of science in itself.

What do I learn? Essentially, the course consists of guidelines for structuring the different sections of academic papers. Structure can mean the overall discourse patterns relevant to scientific writing, for example, problem - solution, or general - specific - detail - example. Other structures are grammatical - specific points of grammar, and lexical - specific vocabulary relevant to each section of an article.

Website: http://www.hik.se/pages/cgi-bin/PUB_Latest_Version.exe?allFrameset=1&pageId=8333

National PhD Course: Research Frontiers in Contemporary Economic Geography
Format: PhD course hold 2 days each in Uppsala/Stockholm, Lund and Göteborg; 7.5 ECTS Credits

Course coordinators: Claes G Alvstam, Göteborg University (Co-ordinator) Bjørn T Asheim, Lund University Anders Malmberg, Uppsala University

Course description: The course is jointly arranged by the professors of economic geography at the universities of Göteborg, Lund and Uppsala. It builds on a format developed during four previous courses on the same theme, held at Uppsala 1999, 2001 and 2007, Göteborg 2003 and Lund 2005. The course should be seen as an introduction to contemporary research perspectives and approaches in economic geography. While it primarily targets PhD students working on theses within economic geography, the course is designed to be accessible also to PhD students in human geography generally, as well as in related economic and social science disciplines. PhD students who took the course in 2007 can follow also this course, since the contents and literature have been renewed. PhD students affiliated with Swedish geography departments taking part in the national collaboration on PhD courses in human geography are given priority, but also students from other universities in Sweden and beyond will be accepted if there are slots available. We aim at getting 15-25 students in the course. The course will be taught in English.

The course gives an introduction to research questions, concepts and theories in contemporary economic geography. The core questions of this discipline – related to the role of place and space in processes of economic development – have in recent years attracted interest not just from geographers but also from economists and others who study industrial and technological development, firm innovation processes, effects of economic integration and globalization etc. Themes dealt with in the course include: economic geography as a (sub)discipline, regional specialization, agglomeration, industrial systems, networks, clusters and regional innovation systems, the geography of creativity, uneven regional economic development, industrial, innovation and regional policy etc.

The course is literature-based. Connected to the themes dealt with during the course, there is a core curriculum of texts that will be read by every participant, and also a list of reference literature from which each participant makes his/her own selection. The lectures and seminars during the course will not cover every aspect of this literature. The participating student is expected to read the literature, take active part in the sessions arranged and to up write a course paper (4000-5000 words), related to the literature. The basic reading consists of a couple of recently published collections of papers (see below). There will be a mix of lectures and seminars held by the three organizers and other teachers in the organizing departments, alongside a series of guest lectures held by invited, mainly international, colleagues.

Infos from 2009: http://www.kultgeog.uu.se/futb/ProgramEcongeo2009.pdf

DIMETIC training sessions
Format: three sessions of two weeks each year, taking place in Strasbourg, Pecs and Maastricht

Objectives:
 * To offer younger researchers a specific training in the new developments of the Dynamics of Institutions and Markets in Europe
 * To provide an opportunity for direct interaction between younger researchers and "seniors" known for their expertise in the field.

Public Concerned
 * Younger researchers, in particular PhD students at an early stage in their research work. However other applications will also be considered.

Format of Training and Calendar: Three sessions of two weeks (Spring, Summer and Fall) each year. Participants are expected to attend two sessions at least. Each session includes a series of seniors’ lectures, PhD presentations discussed by one PhD and one senior, and various forms of Round Table or Summary Meetings.

Thematic Coverage Each session will try to keep a balance between different disciplinary fields as well as theory and empirics and between formalised and “softer” approaches.
 * Micro-Economics of Innovation and Knowledge Management,
 * Evolutionary Modelling of Technical Change,
 * Economic Dynamics, Innovation Networks and Spillovers,
 * Clusters and Systems of Innovation (NIS/RIS),
 * Science, Technology and Innovation Policy,
 * Economic Geography,
 * Spatial Econometrics,
 * Macro-growth.

Website: http://dimetic.dime-eu.org/

title: User:Romart/courses


text:
User:Suvigya Vijay

Suvigya Vijay
21-22 Jangampur, Mahamanapuri, I.T.I. Road, Suswahi, Varanasi, Uttar Pradesh, India

My BioData
Name : Suvigya Vijay Profession : Student Location : 21-22 Jangampur, Mahamanapuri, I.T.I. Road, Suswahi, Varanasi, Uttar Pradesh, India Hobby : Computers

Other
I study in Sunbeam School, Bhagwanpur. I am a Middle School child.

title: User:Suvigya Vijay


text:
User:Supardiyo

Nama Lengkap : Supardiyo

Kota Kelahiran : Klaten, Solo

Agama : Islam

Email : supardiyo@gmail.com supardiyo@yahoo.co.id supardiyo@plasa.com

Kontak Person : 0813 8151 2999

Blog / Website : http://supardiyo.co.nr

Alumni : SD Negeri Ceporan II SMP Negeri 1 Wedi Klaten SMK Muhammadiyah 3 Klaten Utara

title: User:Supardiyo


text:
User talk:Grasastelpa

 Hello Grasastelpa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --86.141.141.44 19:46, 13 May 2009 (UTC) 86.141.141.44 19:46, 13 May 2009 (UTC)

Copied to your userspace
User:Grasastelpa/Euphorbia pulcherrima
 * The text wasn't in English. Thanks for your cooperation.
 * - Sidelight12 Talk 22:01, 8 September 2013 (UTC)

title: User talk:Grasastelpa


text:
Plant identification/Achillea millefolium

Add this to a quiz page by copying and pasting


text:
User talk:DerronBorders

 Hello DerronBorders, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 19:50, 13 May 2009 (UTC) Victuallers 19:50, 13 May 2009 (UTC)

title: User talk:DerronBorders


text:
Plant identification/Tussilago farfara

Add this to a quiz page by copying and pasting

title: Plant identification/Tussilago farfara


text:
User:Bueshami

Hi im currently a student at ljmu studying HND built environment hoping to go into Architecture. I have 5 months spare time so i joined wikiversity to help me improve my skills and knowlege withing the built environment and to give myself a head start.

title: User:Bueshami


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User talk:Mdd

-- Mdd 23:18, 13 May 2009 (UTC)

title: User talk:Mdd


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User:Mdd

I am mostly working at the Dutch and English Wikipedia. If you want to get in touch with me, you can also try my userpage here. Thanks!

title: User:Mdd


text:
Analysis of variance/Assumptions

==Assumptions==

ANOVA models are parametric, relying on assumptions about the distribution of the dependent variables (DVs) for each level of the independent variable(s) (IVs).

Initially the array of assumptions for various types of ANOVA may seem bewildering. In practice, the first two assumptions here are the main ones to check. Note that the larger the sample size, the more robust ANOVA is to violation of the first two assumptions: normality and homoscedasticity (homogeneity of variance).

 * 1) Normality of the DV distribution: The data in each cell should be approximately normally distributed. Check via histograms, skewness and kurtosis overall and for each cell (i.e. for each group for each DV)
 * 2) Homogeneity of variance: The variance in each cell should be similar. Check via Levene's test or other homogeneity of variance tests which are generally produced as part of the ANOVA statistical output.
 * 3) Sample size: per cell > 20 is preferred; aids robustness to violation of the first two assumptions, and a larger sample size increases power
 * 4) Independent observations: scores on one variable or for one group should not be dependent on another variable or group (usually guaranteed by the design of the study)

These assumptions apply to independent sample t-tests (see also t-test assumptions), one-way ANOVAs and factorial ANOVAs.

For ANOVA models involving repeated measures, there is also the assumptions of:
 * 1) Sphericity: the difference scores between each within-subject variable have similar variances
 * 2) Homogeneity of covariance matrices of the depending variables: tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across groups (see Box's M)

title: Analysis of variance/Assumptions


text:
Survey research and design in psychology/Tutorials/ANOVA/Exercises/Francis

 * 3.3 (Analysing Differences)
 * Independent samples t-test
 * One-way ANOVA
 * One-way repeated measures ANOVA
 * Factorial ANOVA
 * Mixed Design ANOVA
 * 5.2 (ANCOVA)
 * 5.3 (MANOVA) (not covered in this tutorial; indepth knowledge of MANOVA is not examinable, but understanding when you might/would use MANOVA is important)

Data files

 * AQUES.sav
 * Motiv.sav


text:
Analysis of variance/Follow-up tests

Presentation
There are two types of follow-up tests: planned contrasts (when you have hypothesised specific group comparisions) and post hoc tests (when you haven't hypothesised specific differences - tests all pairs of groups).

To learn more about conducting follow-up tests for ANOVA, consult:

 * 1) Allen & Bennett (SPSS for the health and behavioural sciences):
 * 2) Chapter 7.3.3 Follow up analyses (One-way ANOVA Example 1)
 * 3) Chapter 7.4.3 Follow up analyses (One-way ANOVA Example 2)
 * 4) Chapter 8.4.2 Follow up analyses (Factor between groups ANOVA Example 2)
 * 5) Chapter 9.4.3 Follow up analyses (One-way repeated measures ANOVA)
 * 6) Howell (Fundamental Statistics):
 * 7) Section 16.5: Multiple comparison procedures (375-383)
 * 8) Howell (Statistical Methods): Chapter 12: Multiple comparison among treatment means (343-389)
 * 9) Francis (Introduction to SPSS for Windows):
 * 10) Section 3.3.6.1: Post hoc tests and planned contrasts (61-63)
 * 11) Francis (Introduction to SPSS for Windows):
 * 12) Section 3.3.8.4: Planned contrasts for within subjects ANOVA (71-71)

Planned contrasts
Technically, planned tests (or the use of planned contrasts) are not "follow-up" tests that are done following a 'significant' omnibus F value from an Anova. Planned t-tests can be conducted instead of an Anova (or even notwithstanding a 'non-significant' Anova F value) by virtue of their having been planned prior to collecting the data in that experiment or study. A full complement of planned contrasts will consist of one less than the number of means in the study, and they should all be at least linearly independent of one another (if they aren't mutually orthogonal - a stronger form of linear independence). Two other procedures that are appropriately used with planned contrasts (besides t-tests) are Dunnett's many-one method and Bonferroni's inequality.

Regardless of the number of means (say, J) in the study, the J-1 planned contrasts collectively have a df1 (numerator degrees of freedom) value of 1, and these are the ONLY contrasts that can be evaluated for those J means. The important advantage offered by post hoc procedures is that whenever there are more than two means in a study, a potentially infinite number of contrasts can be created and evaluated (so pairwise comparisons typically just scratch the surface of the contrasts that are possible). The method of planned t-tests uses a decision-based (per contrast) error rate (as does Rodger's post hoc method). The Bonferroni and Dunnett procedures use an experiment-wise error rate.

Commonly used post hoc tests
For a factorial ANOVA, if you get a significant F for an IV which has more then 2 groups and you had made no hypotheses, then your main options are to followup with post hoc tests, choosing among:

 * 1) Fisher's Least Significant Difference (LSD) (or protected t test))
 * 2) Newman-Keuls multiple range test
 * 3) Tukey's test (or Tukey's Honestly Significant Difference (HSD)):
 * 4) Particularly useful for comparing groups of unequal cell sizes
 * 5) Scheffé's method

In order to get these analyses:

SPSS
 * > Analyze
 * > General Linear Model
 * > Univariate
 * > Insert DV and Fixed Factors (IV)
 * > Post hoc
 * > Insert Factors for post hoc analysis
 * > Tick the boxes for the post hoc tests you want ---> OK

You only need to report one set of post hoc analyses.

Once you get the results, interpretation is pretty straightforward, because you will have a series of comparison tests between each pair of means, showing either significant or non-significant differences.

A statistically more powerful alternative
A post hoc procedure that is more powerful than all of the post hoc procedures mentioned above is Rodger's method. It can't currently be used with SPSS, but the free, Windows-based program Simple, Powerful Statistics (SPS) which is available from an external link on the Wikiversity page on Rodger's method (link above) makes it relatively easy to use this procedure with independent or correlated means, proportions, or ranks. In addition to its increased power, Rodger's method also offers unlimited post hoc data analysis that is accompanied by a guarantee that the long-run expectation of type 1 errors when using this procedure can never be greater than Eα (i.e., .05 or .01). Both the increased power that Rodger's method possesses (as contrasted with other post hoc procedures), and the impossibility of type 1 error rate inflation, are the result of using a decision-based error rate (as is also used with the method of planned t-tests).

title: Analysis of variance/Follow-up tests


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User:Sepet~enwikiversity

hello

title: User:Sepet~enwikiversity


text:
User:Peter Higgins

Quick links

 * http://en.wikibooks.org/wiki/Accounting/

 * Foreign Languages
 * http://en.wikibooks.org/wiki/Welsh

 * Programming
 * http://www.w3schools.com/

title: User:Peter Higgins


title: File:Percent.1.A.pdf


text:
Analysis of variance/General steps

==General steps for ANOVAs==

 * 1) Establish the design and type of ANOVA. Clearly identify:
 * 2) IV(s) (categorical)
 * 3) DV(s) (at least interval), and
 * 4) CV(s) (dichotomous or at least interval) - for ANCOVA
 * 5) Develop a hypothesis and/or research question for each main and interaction effect
 * 6) Examine assumptions
 * 7) Examine descriptive statistics and histograms for each cell and marginal totals for the descriptive statistics
 * 8) Create bar, error-bar, or line graph
 * 9) Interpret significance test (F) results and direction of main and interaction effects
 * 10) Conduct follow-up tests if warranted
 * 11) Report and interpret effect sizes
 * 12) * eta-square (omnibus) and partial eta-square
 * 13) * standardised mean effect size (difference b/w two means, e.g., Cohen's d)

title: Analysis of variance/General steps


text:
Survey research and design in psychology/Tutorials/ANOVA/Visualising ANOVA

Visualising ANOVA

 * 1) Explore Understanding ANOVA visually and try to work out:
 * 2) Under what conditions would F be the smallest?
 * 3) Under what conditions would F be the largest?


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Survey research and design in psychology/Tutorials/ANOVA/Error bar graphs

Error-bar graphs
Use any dataset from the ANOVA tutorial to:
 * 1) Conduct a one-way ANOVA and graphically present the means and confidence intervals using an Error Bar Graph - is this error bar chart consistent with the statistical results?
 * 2) Conduct a two-way ANOVA and graphically present the means and confidence intervals using an Error Bar Graph - is this error bar chart consistent with the statistical results?


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Analysis of variance/Calculators

 * Power.xls
 * Cohensd.xls
 * Z table / calculator

title: Analysis of variance/Calculators


text:
User talk:Perogies

hey i would like to help you leanr python as i am learning it as well and i think that its good to know people who know what you know, if you stillw ant help i am available at hamsolo474@hotmail.com

title: User talk:Perogies


text:
User:구동영

구동영

title: User:구동영


text:
Intercultural Communication

Joachim Grzega's class on "intercultural communication (Eurolinguistics)" works on new and revised presentations of several ICC topics for later integration into Wikipedia.

 * overview of intercultural communication
 * Intercultural Communication/Anxiety/Uncertainty Management (page for improvement)
 * Intercultural Communication/Communication Accommodation Theory (page for improvement)
 * Effective Group Decision Making
 * Identity Management Theory
 * Identity Negotiation Theory

title: Intercultural Communication


text:
Intercultural Communication/IMT

Identity Management Theory (linguistics)
Identity Management Theory (also frequently referred to as IMT) is an intercultural communcation theory from the 1990s. It was developed by William R. Cupach and Tadasu Todd Imahori on the basis of Erving Goffman's Interaction ritual: Essays on face-to-face behavior (1967). Cupach and Imahori distinguish between intercultural communication (speakers from different cultures) and intracultural communication (speakers sharing the same culture).

To understand IMT, it is important to be familiar with Cupach and Imahori's view of identities. Among the multiple identities which an individual possesses, cultural and relational identities are regarded as essential to IMT.

Cupach and Imahori claim that presenting one's face shows facets of an individual's identity. Whether an interlocuter is able to maintain face or not, reveals his or her interpersonal communication competence. The use of stereotypes in intercultural conversations often results from the ignorance of each other's culture; the application of stereotypes, however, is face threatening. Being able to manage the resulting tensions, is part of intercultural communication competence. For becoming competent in developing intercultural relationships, the following three phases have to be passed: Cupach and Imahori call these phases "cyclical" as they are gone through by intercultural communicators for each aspect of their identities.
 * 1) "trial and error": act of looking for similar aspects in certain identities.
 * 2) "mixing up" the communicators' identities to achieve a relational identity acceptable for both participants
 * 3) renegotiating the distinctive cultural identities with the help of the relational identity that was created in phase 2

title: Intercultural Communication/IMT


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Intercultural Communication/INT

Identity Negotiation according to Dr. Stella Ting-Toomey
Stella Ting-Toomey applied the concept of Identity Negotiation on the field of intercultural communication. Based on her cross-cultural-face-negotiation-theory, Ting-Toomey argued that identity negotiation is the precondition for successful intercultural communication.

Ting-Toomey argues that the effective identity negotiation process depends on various aspects which influence each other and therefore determine the degree to which an individual is able to manage intercultural communication. In her theory Ting-Toomey states that every human being has so called “multiple self identity images” like for instance cultural, social or personal identity images which exert influence both on peoples` communicative motivation and the sense of identity coherence which is also resultant from a low or rather high personal self-esteem. Beside the motivation to communicate and a person’s identity coherence, cognitive, affective as well as behavioural resourcefulness additionally affect the negotiation process: How mindful is a person? To what extent are people able to manage reactive emotions or the self-esteem? According to Ting Toomey all those aspects have impact on the process of identity negotiation. Moreover this process does not only involve interactive identity confirmation but also coordination a well as interactive identity attunment, which can be seen as essential precondition for successful intercultural communication.

Ting-Toomey emphasized that “the effective identity negotiation process between two interactants in a novel communication episode” is an important basis for intercultural communication competence. Therefore, Ting-Toomey postulates eight assumptions:

 * Everyone has multiple images concerning a sense of self;
 * Cultural variability influences the sense of self;
 * Self-identification involves security and vulnerability;
 * Identity boundary regulation motivates behavior;
 * Identity boundary regulation involves a tension between inclusion and differentiation;
 * Individuals try to balance self, other, and group memberships;
 * Managing the inclusion-differentiation dialectic influences the coherent sense of self and;
 * A coherent sense of self influences individual’s communication resourcefulness (i.e., “the knowledge and ability to apply cognitive, affective, and behavioral resources appropriately, effectively, and creatively in diverse interaction situations”.

Ting-Toomey included 20 propositions in the identity negotiation theory:
 * The more secure individuals’ self-identifications are, the more they are open to interacting with members of other cultures. (P1)
 * The more vulnerable individuals feel, the more anxiety they experience in these interactions. (P2)
 * Individuals’ vulnerability is affected by their needs for security. (P3)
 * The more individuals need inclusion, the more they value ingroup and relational boundaries. (P4)
 * The more individuals need differentiation, the more distance they place between the self and others. (P5)
 * Individuals’ resourcefulness in negotiating identities is affected by effectively managing the security-vulnerability (P6)
 * and inclusion-differentation dialectics. (P7)
 * The more secure individuals`self-identifications, the greater their identity coherence (P8) and global self-esteem. (P9)
 * The greater individuals’ self-esteem (P10) and the greater their membership collective esteem (P11), the more resourceful they  are when interacting with strangers.
 * Individuals`s motivation to communicate with strangers influences the degree to which they seek out communication resources (P12)
 * The greater individuals`cognitive (P13), affective (P14), and behavioural resourcefulness (P15), the more effective they are in identity negotioation.
 * The more diverse individuals` communication resources are, the more effective they are in interactive identity confirmation (P16), coordination (P17), and attunement (P18).
 * Finally, the more diverse individuals` communication resources, the more flexible they are in “co-creating interactive goals”(P19) and “in developing mutual indentity meanings and comprehensibility”(P20) (Ting Toomey, 1993, p.110)

title: Intercultural Communication/INT


text:
Intercultural Communication/ICC-overview

Intercultural Communication is sometimes used synonymously with cross-cultural communication. In this sense it seeks to understand how people from different countries and cultures act, communicate and perceive the world around them. As a separate notion, it studies situations where people from different cultural backgrounds interact. Intercultural communication has played a role in anthropology, cultural studies, linguistics, psychology and communication studies.

Theories
The following types of theories can be distinguished in different strands: focus on effective outcomes, on accomadation or adaption, on identity negotiation and managment, on communication networks, on acculturation and adjustment.

Theories focusing on effective outcomes

 * Cultural Convergence
 * Anxiety/Uncertainty Management
 * Effective Group Decision Making

Theories focusing on accomodation or adaption

 * Communication Accommodation
 * Intercultural Adaption
 * Co-cultural Theory

Theories focusing on identity negotiation or management
The Identity Management Theory is based in interpersonal communication competence as identities provide exceptions for individuals' behavior. Especially identities within specific relationships are central to identity management. The maintenance of face is very important for human interactions but often stereotypes are used. Furthermore, there are three phases in developing intercultural relationships.
 * Identity Management

This theory says that intercultural communication competence is the effective identity negotiation process between two interactions in a novel communication episode. The theory is moreover based on eight assumptions. Besides, there are 20 further propositions forming identity negotiation theory, e.g. that individuals' motivation to communicate with strangers influences the degree to which they seek out communication resources.
 * Identity Negotiation

This theory is an interpretive one concerning cultural identities in intercultural interactions. The theory consists of six assumptions, five axioms and one theorem. One of the axioms e.g. says that the more individuals have intercultural communication competence, the better they are able to develop and maintain intercultural relationships.
 * Cultural Identity

Theories focusing on communicatino networks
The theory states that personal networks emphasize the links between individuals. Ego's conscious and unconscious reliance on the network members in order to perceive and interprete various attributes is very important. There are many theorems, e.g. the closer the ties individuals have with outgroup members, the more their outgroup communication competence.
 * Networks and Outgroup Communication Competence

This theory explains the difference between individuals' intracultural and intercultural networks as the theory claims that there is more variance in behavior between cultures than within cultures. Furthermore, the theory consits of six theorems which e.g. say that intracultural networks are more dense. Additionally, there is also less transivity (that is when my friend's friends are my friends) in intercultural networks than in intracultural networks.
 * Intracultural Versus Intercultural Networks

This theory links social networks to immigrant acculeration. The theory consists of seven assumptions and seven propositions. Immigrants e.g. tend to be linked to those individuals who define their identities. A further proposition is that as immigrants become integrated into host communities their social networks change.
 * Networks and Acculturation

Theories focusing on acculturation and adjustment

 * Communication Acculturation
 * Anxiety/Uncertainty Management
 * Assimilation, Deviance, and Alienation States

Intercultural Communication Competence
Intercultural Communicative Competence has been said to combine three components:
 * knowledge (= information necessary to interact appropriately and effectively)
 * motivation (e.g. positive affect toward the other culture, empathy)
 * skills (= behavior necessary to interact appropriately and effectively


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Template:MovedToMediaWiki

Usage

 * Parameters:
 * page title (optional): The location of the page at mediawiki.org. If omitted, it is assumed to be at the same title as it was on Meta.

The template categorizes the pages in which it's included to the category Moved to MediaWiki.org.

title: Template:MovedToMediaWiki


text: Template:MovedToMetaWiki

title: Template:MovedToMetaWiki


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Help talk:Watchlist

I don't think this is a helpful approach.Leutha 13:52, 28 January 2012 (UTC)

title: Help talk:Watchlist


text:
Talk:Lunar Boom Town/Earth-Gravity Simulation Facility

like a bank of centrifuges perhaps? maybe with a slanted floor, so that the moon's gravity helped with the centrifugal force instead of giving people a weird sideways-gravity sensation.


text:
User:CarrieBerg/The Tale of the Wyf of Bathe

By Geoffrey Chaucer.

Here biginneth the Tale of the Wyf of Bathe.

In tholde dayes of the king Arthour,

Of which that Britons speken greet honour,

Al was this land fulfild of fayerye.

The elf-queen, with hir joly companye,

Daunced ful oft in many a grene mede;

This was the olde opinion, as I rede.

I speke of manye hundred yeres ago;

But now kan no man see noon elves mo.

For now the grete charity and prayers

Of lymytours and other holy freres,

That serchen every lond and every streem,

As thikke as motes in the sonne-beem,

Blessinge halles, chambers, kitchenes, boures,

Citees, burghes, castles, hye toures,

Thropes, bernes, shipnes, dayryeres,

This maketh that ther been no fayeryers.

For ther as wont to walken was an elf,

Ther walketh now the lymytour him-self

In undermeles and in morwenings,

And seyth his matins and holy thinges

As he gooth in his lymytacioun.

Wommen may go saufly up and doun,

In every bush or under every tree;

There is noon other incubus but he,

And he ne wol doon hem but dishonour.

And so bifel that this king Arthour

Had in his hous a lusty bacheler,

That on a day cam rydynge fro ryver,

And happed that, allone as she was born,

He saugh a mayde walkynge hym biforn,

Of whiche mayde anon, maugree hir heed,

By verray force, he rafte her maydenheed;

For whiche oppressioun was swich clamour

And swich pursute unto the king Arthour,

That dampned was this knight for to be deed

By cours of lawe, and sholde han lost his heed -

Paraventure, swich was the statut tho -

But that the queen and other ladies mo

So longe preyeden the king of grace,

Til he his lyf him granted in the place,

And yaf him to the queen al at hir wille,

To chese, whether she wolde him save or spille.

The queen thanketh the king with al hir might,

And after this thus spak she to the knight,

Whan that she saugh hir tyme, upon a day:

"Thou standest yet," quod she, "in swich array

That of thy lyf yet hastow no suretee.

I grante thee lyf, if thou kanst tellen me

What thing is it that wommen most desyren?

Be war, And keep thy nekke-boon from yren.

And if thou kanst nat tellen it anon,

Yet wol I yefe thee leve for to gon

A twelf-month and a day to seche and leere

An answere suffisant in this matere.

And suretee wol I han, ere thou pace,

Thy body for to yelden in this place.

.:.:.:.:.:.

Here's where I'll be stopping, yes the tale continues on and on, but this gets the listeners up to the most important part: the beginning of the quest. I might add part of the quest, but this I all I'm planning on memorizing, as of now.

Troublesome lines that trip the tongue:

But now kan no man see noon elves mo. --- The double negative tripped me up. And the slang "more." Would this make Chaucer an Original Gangsta?

And he ne wol doon hem but dishonour. --- Sentences thankfully, are no longer like this! Again, this is a double negative, and doubly confusing.

That of thy lyf yet hastow no suretee. --- Hastow? What kind of word is that!

Yet wol I yefe thee leve for to gon --- Eek!!! All the "e's"!!! Alliteration at it's worst...

Middle English isn't as hard as you may first think it is. A lot of the words are the same as English today, the spelling was just much, much looser. There were no rules yet, so words can be spelled any way the author wanted to write them. Even so, there are some major differences. So, here is a list of words you may not recognize (courtesy of The Riverside Chaucer):

lymytour - friars

serchen - haunt

boures - bowers, a.k.a. bedrooms

thropes - villages

bernes - barns

shipnes - shipyards

dayryeres - dairies

undermeles - late morning, from 9 to 12

morwenings - morning, dawn

lymytacioun - territories

saufly - safely

ryver - hawking for waterfowl

maugree hir heed - against her will

paraventure - perhaps, by chance

yaf/yeve - gave/give

suretee - first mention: security, second mention: pledge

seche - search

leere - learn

yelden - surrender


text:
User:Oliver Duenas-Ramirez

BIO
My name is Oliver Duenas I am a student at the Art Institue of Seattle and working on my BMAA.

Response
Hey Derek

So I am here to respond to some of your works, and the first one I will comment is your short poem Seasons in you Style section. So first I want to say how clever it was that you only used the letter “s” as the start at every line, so having said that, the next thing I want to compliment you on is your use of imagery that makes me see a clear picture in my mind and they also go really well with the words you chose to use it makes more of an impact in the mind of the reader sort of giving it a little Shakespearean twist to the whole text. The other part of your chrestomathy I wanted to comment on was your Personal section where you decided to right the style as a 3rd person POV but since I know you and know that the guy is you in the story it was predictable but that’s only because it’s me reading it, had it been someone else that doesn’t know you for sure they would consider turning the person into anybody they wished. Going back the work itself, I really liked the style you wrote it in, kinda reminded me of the lead character from the movie “Wanted.”

Hey Christine

So I am here to comment on your writings, and the first one I want to do it on is the Cool Cat in the Hat poem, first off…that was the coolest poem EVER! Oh my god, I never thought that story itself could get twisted but you managed to make it so wickedly funny honestly I can really see this as a good animation if you ever get the time, I could even help if you’d like, hahaha. Anyways, going back to the poem, I would say that it would be a safe bet to say that Dr. Seuss would be proud. Another thing I wanted to comment on was your poems, Exposure I believe was the name of it. So this poem really struck me as awe inspiring especially with the imagery and use of subtle but sometimes powerful words an example:

The sun drops a misty veil Lilacs, roses, and orchids clutch A breeze pushes drops on their way, the dew dancing with everything Senses awaken

I can just picture being an insect and looking at this beautiful image for myself.

Hey Luc!

So I am here to read your writing and respond.

So the first awesome piece of text I want to comment on is your Perspective writing which is pretty awesome seeing as I am a bit of a Star Wars fan, not hardcore but enough. Anyways the thing that really got my attention was you decided to do the perspective from someone in the movie that gets really no camera time. And if I saw the movie through the eyes of this guy up to the point where he got shot dead, I would have felt sorry for him. I am really glad you made your Compare and Contrast on the Star Wars and Star Trek Sagas, as both have made a return in these past couple of years and there is still this on going feud between the so called “trekkies” and “fan boys” but thanks to your writing both parties can see that each has flaws and each has there great strengths, and through these strengths they have both been able to stay afloat in this mainstream media world that we live in,

Style
Using Doug Nufer's style only one vowel, "O" short words short snobs worlds to bonds nod to stop stop to crop from orbs sobs to honor from mobs to nooks short words short books

Hey Oliver, its Aaron commenting on your choice for your poem. It flows vary well from one section to the next, or is it a hiaku? Anyways, Its great that you worked it through the word and sentence labarynth. one might pursue a little side hobbie like this! Anyways, see you later!

Compare/Contrast
I will be comparing and contrasting two songs with different translations but the same music and rhythm.

"Piano" Italian Version On the road of the heart That it carries me from you It blows the wind of the time Tonight that it goes Always here it will find us Plan without do noise It turns the world them hours How much hustle that has A memory tomorrow Tonight it will be Always here then it will return The sun is born That things It will find embraced us Its hand On the slow door It opens the sky to the morning Day while arrival the winter A faithful return Its snow will fall And the clearer night This evening will be When the puio will come down The sun is born That things It will find embraced us Its hand On the slow door It opens the sky to the morning Strong and I want to scream it This stronger love Tonight it will be How many times In the bed it has awakened with me This love is for you compared to "Memory" from Cats. Daylight See the dew on the sunflower And a rose that is fading Roses whither away Like the sunflower I yearn to turn my face to the dawn I am waiting for the day. ..

Midnight Not a sound from the pavement Has the moon lost her memory? She is smiling alone In the lamplight The withered leaves collect at my feet And the wind begins to moan

Memory All alone in the moonlight I can smile at the old days I was beautiful then I remember the time I knew what happiness was Let the memory live again

Every streetlamp Seems to beat a fatalistic warning Someone mutters And the streetlamp gutters And soon it will be morning

Daylight I must wait for the sunrise I must think of a new life And I musn't give in When the dawn comes Tonight will be a memory too And a new day will begin

Burnt out ends of smoky days The stale cold smell of morning The streetlamp dies, another night is over Another day is dawning

Touch me It's so easy to leave me All alone with the memory Of my days in the sun If you touch me You'll understand what happiness is

Look A new day has begun

So the similarities of these two pieces is that they are both have the same tone and rhythm when they are played and they are both used for stage performances and they are usually sung by women. The most important similarity is that these two pieces talk about the past, a "memory." These pieces have more contrast, which one being that "Piano" talks about a woman who loves a man no matter what obstacles are in the way and all the wonderful things that seem to be happening in her Euphoric pursuit of Love. As in the Cats Version The women is singing about her days when she used to be a beautiful cat, opposed to the bedraggled mangy feline that she has become. She also seems to be longing for someone to hold her or touch her anything that would make her feel and tell her that she is still living and not forgotten.

Personal
"The Coldest Day of My Life"

I had woken up to the sound of my alarm clock at around 4:00am in my hometown of San Diego, California. I got out of bed and headed into the bathroom to splash some cold water on my face to wake up. "Hurry up Oliver or you're going to be late for the airport." said my mom as I was busy changing into some cargo shorts and a t-shirt. I got out of my room and went straight to the kitchen to grab some breakfast and snacks to take on the plane since they charge you more for a meal than the plane ticket. As i was getting done, I heard a car horn blaring outside, it was my best friend Michael, he had agreed to take me to the airport seeing that I was going to leave to Washington to start my college for a while and he wanted to spend as much time with me as possible. So I said my goodbyes to my parents and sister and grabbed my luggage and put them in the car. As I finished I tapped the trunk a few times as a signal to Michael that I was ready. So we where on the road for about 45 minutes when i saw the LAX International Airport. I could see planes taking off and landing left and right. Michael finally found some parking and helped me unload my and check it in. So I said goodbye to my friend and gave him a hug and I went inside to claim my ticket and wait for the boarding call to Seattle. The announcer finally called my boarding section and I boarded the plane. I found my seat and waited for take off which took about 20 minutes. While in the air I plugged in my ipod and slept the 5 hour plane ride to SeaTac. I awoke to the pilot informing us that we would be landing soon followed by the "fasten seat belt" sign dinging over head. another 10 minutes past until we finally landed and to my surprise it was raining and hailing like crazy! As I got off the plane and made my way to the exit gates I could see people carrying umbrellas heavy coats and rubber boats. I looked at my self feet first and noticed that I was dressed for weather back in California. As I made my way outside to meet up with my uncle who was picking me up, I got a call from him and he told me that he was at the other side of the parking area and that I needed to walk a quarter mile! I couldn't believe what he was asking of me! As I made my way through the rain and hail, I could feel the stinging pains on my legs from the cold and pelting ice hitting my limbs, face and head. Finally I made it to where he was parked, and as he got out he had the audacity to ask me how come I was so wet and shaking with chattering teeth. Needless to say, the next day I developed a severe fever due to the laziness of one uncle.

Ekphrastic
Claes Oldenberg & Coose van Bruggen’s Typewriter Erase

Little Mag’s Adventure

Long ago, there lived a little girl of nine years of age with pigtails on raven colored hair, “Mag” was what they called her since she was found bundled up in random magazines. She lived in an orphanage along with 250 other children. Mag was always a very imaginative child, she would love exploring the orphanage and since it was a mansion before, there were thousands of square feet she could investigate.

One morning after eating breakfast she left back to her room that she shared with 20 other children. Each child had a bed, pillow, blanket and a chest at the foot of their beds so they could put what ever they thought was precious in them. Mag went straight to her chest kneeled and opened the top; she rummaged through drawings and coats for the winter time. “Finally!” she shrieked as she pulled out a very old cigar box which she had found in one of the rooms years ago. She made sure that there was no one else in the room before she opened it. In it where her most treasured things, the last page from a magazine they found her in, there was also some dried leaves and flowers, and then she pulled out an old safari hat and binoculars that the caretaker, Mrs. Peers had given her for her birthday.

With her hat on her head and binocular around her neck, she was almost ready. All that remained was to get a flashlight from the janitor’s closet, but since Mag had been doing this for years, it was a piece of cake. She finally managed to snag a flashlight while Byron the janitor cleaned up an accident in the bathroom. With her equipment all at hand she eagerly walked to the west end of the mansion where there was territory to still be explored. She got to the hallway and saw nothing but doors. To her they looked like the house had a lot of teeth. Mag straightened up, adjusted her hat and opened the first door closest to her. As she opened it she could hear the creaking of the rusty un-oiled hinges and see the cobwebs that formed along the edges. She shined the light into the room and saw dozens of old paintings along the floor. And some still hung up on the walls. Old men just stared at Mag as she walked in the room. It was really dark so Mag used the flashlight to illuminate the room more. Before she could take another step something blinded her peripheral. She looked around to see where it was coming from but she couldn’t tell. That’s when she got an idea, she ran her hands along the edges on the paints frames and gathered dust particles in her hand and blew it into the air. Where she saw the dust become a bright beam, she followed it. It led her to a whole in the wall. She leaned into see what was the object that gave off that light. With one eye in the hole she could see that there was a secret room. Mag quickly moved all the paintings out of the way to reveal a door, she opened it and stepped inside and made her way to what appeared to be a desk. On top of that desk stood a very old typewriter, “this is ancient!” thought Mag. Since she was still too young and short to reach the typewriter, she piled papers on top of each other and made a crooked yet sturdy stepping stool. When she finally reached the top she stared at the typewriter and ran her fingers on the keys and pressed one, “shnnk!” it went and out fell a tiny red wheel with strands from it. Mag had no idea that it was an eraser for the typewriter she just knew she wanted it. Before she could put it in her pocket, she was startled by the lunch bell and fell back on a pile of papers. When she got up she didn’t have the wheel. She looked up and saw that there was a small nook on a window that led to the garden. The wheel must have slipped out from her hands and gone out to the garden. She rose up from the ground and looked at the window thinking she had to get the wheel back, Mag straightened up, adjusted her hat and left the room to explore the vast gardens of the mansion, but that is another adventure for another time.

Hey Oliver! This is Derek, and I am writing my Response to your Ekphrastic, “Little Mag's Adventure” First of all, I enjoyed the details and descriptions throughout the whole thing. They really helped bring me into the world of Little Mag. I also thought it was clever that instead of “Mag” being short for Maggie or Magdalene, it was a nickname that hearkened back to her origins, being found on a pile of magazines. It also alludes to her interest in the typewriter, as it is a tool used to create magazines. The imagery of the dusty old orphanage was nice, and the sheer scale of the place was a nice contrast to the small stature of Mag, and adds to the feeling of adventure. Mag is portrayed well in a charming light, and adds an element of whimsy to her quest. This is especially evidenced in her snagging a flashlight from the janitor as he cleaned up an accident. The nature of Mag also gave me an image of her actually causing the accident in order to distract him. After Mag walks to the west end of the mansion, and gets the hallway with nothing but doors, she immediately chooses the first one, and moves on. Given her curious nature, it might have been fun to have her maybe open a couple of them, and peer in, just to quench her curiosity, and add some build-up to when she finally chooses a room to fully explore. You could also use this as an opportunity to add more history and magic to the orphanage, and paint it as more of a character in itself. When Mag enters the room, and “Old men just stared at (her) as she walked in...” it was a little confusing. A little clarification that these were ornate paintings of old men, creepily watching her as if they were alive, would have been helpful. Or maybe they are alive! When she enters the secret room with the typewriter, it would have been nice to get some imagery as to what the secret room looks like. As a reader, a secret room is exciting and awesome, but the lack of detail and imagery lessened the overall impact of the discovery. The “small nook on a window that led to the garden” could have benefited from a more detailed description. I have no idea what a small nook off a window looks like, and if there is a nook, do you have to climb out the window to get there? And if the nook leads to the garden, then the garden could technically lead to the secret room, making it not-so-secret anymore. Just something to think about. Overall, I enjoyed the whimsical nature of the story, and felt the charm that you were instilling into the character of Little Mag. I also liked the scale of the orphanage, and the magical and mysterious possibilities for Mag in the future are essentially endless. The ending left me wanting to keep reading, and experience the vast gardens of the mansion with Little Mag. All in all, a good read.

Memorization
Child of the pure unclouded brow from: Alice in Wonderland

Child of the pure unclouded brow And dreaming eyes of wonder! Though time be fleet, and I and thou Are half a life asunder, Thy loving smile will surely hail The love-gift of a fairy-tale.

I have not seen thy sunny face, Nor heard thy silver laughter; No thought of me shall find a place In thy young life's hereafter - Enough that now thou wilt not fail To listen to my fairy-tale.

A tale begun in other days, When summer suns were glowing - A simple chime, that served to time The rhythm of our rowing - Whose echoes live in memory yet, Though envious years would say 'forget'.

Come, hearken then, ere voice of dread, With bitter tidings laden, Shall summon to unwelcome bed A melancholy maiden! We are but older children, dear, Who fret to find our bedtime near.

Without, the frost, the blinding snow, The storm-wind's moody madness - Within, the firelight's ruddy glow, And childhood's nest of gladness. The magic words shall hold thee fast: Thou shalt not heed the raving blast.

And though the shadow of a sigh May tremble through the story, For 'happy summer days' gone by, And vanish'd summer glory - It shall not touch with breath of bale The pleasence of our fairy-tale.

Self Assessment
Coming into the class was a little nerve=wrecking for me because i am not that good in the Literature department, or any writing for that matter.

Even though i had my little fears, the class turned out to go smoothly once i got the rhythm of the operation. I also wanted to take a chance to thank you Steve for making me read a book (My Jim) that didn't involve the psychotic mind of Stephen King.

I felt that the quarter could have gone better on my part, which to I am referring my contribution for the class but alas we are in a school that gives us 5 classes to deal with. I only wished that i would have worked more on my stage presence when reciting my memorization piece, I had it in the bag but my nerves got the better of me.

All in all, I really enjoy the classes that you teach, Steve. You are one of those teachers that actually gives us a breakdown and explains what the reading is about. But thanks for another excellent quarter and i wish to see you in at least another.

CHEERS!!

title: User:Oliver Duenas-Ramirez


text:
School talk:Philosophy/Message board

Someone has probably thought of this before, but what do you think on this question/answer:

Why is there so much evil in the world?

Do you think this explanation is possible:

Consider the people that believe in God versus people who do not believe (in reality, in their heart of hearts).

If one does not believe in God, it would be natural to see mankind as the pinnacle of [the natural world]. Therefore, that group of people, the non-believers, would be motivated to have children, because, they are in effect creating gods of their own. There would be no point in delaying this activity, because of no pressing need for contemplation or purification to face God.

Therefore ungodly people would tend to multiply and fill up the world (assuming actual deep-down non-believers are the majority). 76.26.140.180 06:23, 15 May 2009 (UTC)

I have to take exception to the above-stated proposition:

"If one does not believe in God, it would be natural to see mankind as the pinnacle of [the natural world]."

The implied belief that atheists would be extreme humanists is not born out by either history or current events. Starting with the atheistic French Revolution, people who failed to go along with the revolutionists' program were liquidated en masse, which reflects a point of view of humans as all too disposable, rather than any sort of "pinnacle," to use your term. Subsequent atheistic regimes, such as Nazi Germany, and the Soviet Union, have only increased the rates of mass-killings, as well as their unsubtle premise that humans are, essentially, trash. So, contrary to your assertion that atheistic humans would tend to over-value themselves, lacking any reason to view themselves as unique, their ultimate self-assessment would be negative.

title: School talk:Philosophy/Message board


title: File:Round.1.A.pdf


text: Help talk:Images and other uploaded files


text: Help talk:Redirects

title: Help talk:Redirects


text:
Exploratory factor analysis/Assumptions

There are several requirements for a dataset to be suitable for factor analysis:
 * 1) Normality: Statistical inference is improved if the variables are multivariate normal
 * 2) Linear relations between variables - Test by visually examining all or at least some of the bivariate scatterplots:
 * 3) Is the relationship linear?
 * 4) Are there bivariate outliers?
 * 5) Is the spread about the line of best fit homoscedastic (even (or cigar-shaped) as opposed to fanning in or out))?
 * 6) If there are a large number of variables (and bivariate scatterplots), then consider using Matrix Scatterplots to efficiently visualise relations amongst the sets of variables within each factor (e.g., a Matrix Scatterplot for the variables which belong to Factor 1, and another Matrix Scatterplot for the variables which belong to Factor 2 etc.)
 * 7) Factorability is the assumption that there are at least some correlations amongst the variables so that coherent factors can be identified. Basically, there should be some degree of collinearity among the variables but not an extreme degree or singularity among the variables. Factorability can be examined via any of the following:
 * 8) Inter-item correlations (correlation matrix) - are there at least several small-moderate sized correlations e.g., > .3?
 * 9) Anti-image correlation matrix diagonals - they should be > ~.5.
 * 10) Measures of sampling adequacy (MSAs):
 * 11) *Kaiser-Meyer-Olkin (KMO) (should be > ~.5 or .6) and
 * 12) *Bartlett's test of sphericity (should be significant)
 * 13) Sample size: The sample size should be large enough to yield reliable estimates of correlations among the variables:
 * 14) Ideally, there should be a large ratio of N / k (Cases / Items) e.g., > ~20:1
 * 15) e.g., if there are 20 items in the survey, ideally there would be at least 400 cases)
 * 16) EFA can still be reasonably done with > ~5:1
 * 17) Bare min. for pilot study purposes, as low as 3:1.

For more information, see these lecture notes.

title: Exploratory factor analysis/Assumptions


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User:Kylnso/windbreakRZ

LAST UPDATE - 5/15

PRODUCING & DIRECTING
4-10 minute short film. Work with group members in class to complete a short film.

PROJECT DESCRIPTION
(EXAMPLE) "WindbreakRZ" A web series about two male college geeks who love video games, comic books, movies, MMORPGs, etc...and their day-to-day adventures while trying to solve the unsolvable mystery that is the opposite sex.

CREW
- Evan Barbeyto (Writer/Director) - Ray Skeets (Director of Photography) - Kaylen So (Producer) - James Schmidt - Ben Ace - Ashley Holeman - Troy Thompson - Dan Torok

SCRIPT
with EVAN - 1st draft complete - 2nd draft - complete - Final draft - COMPLETE

STORYBOARDS
guide http://www.mcli.dist.maricopa.edu/authoring/studio/guidebook/storyboard.html

?

SHOT LIST
with EVAN and RAY - in progress

VTR LOG
guide http://imaginarydigital.com/downloads/forms/VTR-Log-Sheet.doc http://www.nku.edu/~strobelc/archive/vtrlog.doc

CALL SHEET
with KAYLEN - in progress

TECH SCOUT REPORT
with EVAN - in progress

EQUIPMENT LIST
- Panasonic DVX 100 / Tripod - Sony HVR-Z1U / Tripod - HVR Battery - CGP Battery - Power Strip - Extension Cord - Lowel VIP Kit - Gloves - Reflectors - Gels - A/C Power - Fishpole - Sennheiser Shotgun Mic - XLR Cable - Tote Bag

BUDGET
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title: User:Kylnso/windbreakRZ