text:
User:JodyBostic

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

I have always wanted to...
 * Research Component

Learn how to fly fish and actually catch one!
 * week 1

Research while saving money for supplies.
 * week 2

Research and save money for supplies, as well as finding year round fishing areas.
 * week 3

Aquire supplies,gear and a license to go fishing.
 * week 4

Practice at a "U-Fish" pond.
 * week 5

Practice on Lake Tapps.
 * week 6

Practice on a river if possible.
 * week 7

Practice and patience makes perfect.
 * week 8

If I can catch a fish, learn how to properly clean and then fry!

Midterm Assignment 1: Taste & Aesthetics
“The Eagle” by Alexander Calder was the one sculpture that stood out to me. I saw a huge, ugly orange, metal thing that I just don’t understand. I’ve never been a fan of any abstract art, and have always been more impressed with sculptures by H.R. Giger and the ones found in ancient civilizations. In those I can see the talent and time that it takes to complete because I also love to sculpt. Then, go figure, I went to my next class and the artist I was suppose to research because we’re going to go see his display at the Seattle Art Museum was Alexander Calder! Ironic! I did read about his life and the art that he has done all over the world, and came to like the creepy little carnival scenes that he started in his early twenties (1926-1931). He also led a pretty interesting life, especially since he had tried to do camouflage for the military during World War 2 and was denied. That reminded me of your Ellsworth Kelly story and how he started out doing camouflage, which I thought was pretty funny too. I still don’t really care for the large structures and mobiles because I can’t really relate to them, but I definitely respect was he has achieved. I understand what he was representing in his structures as far as acceleration and movement, but it still doesn’t strike me like other art does. I guess, I hated it at first, came to understand it a little better, and now I still don’t care for it but I definitely learned something. It is totally true about the first impression may not be the best example, because if I had seen the little Cirque Calder first, I would have definitely had a different impression of the artist to start with.

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
It took a little longer than I expected to acquire supplies because it was a little more expensive than I thought it was going to be. I do have everything I need, pole, line, flies, etc. and have been practicing my technique in my yard, yet I haven’t been able to get to any water to practice. My technique still needs a lot of work and I still plan on taking it to the water, but I am not sure that I will be able to achieve my original goal of catching a fish, or perfecting “the art of” fly fishing. It’s a bit harder than I expected.

Final Presentation

 * Topic (10%)

Learn to fly fish

 * Research (20%)

<>

 * 1) Internet site:www.flyfishing-flies.com
 * 2) Book:Basic Fly Fishing by: Jon Rounds
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):www.cabelas.com

 * Your accomplishment (20%)

<> I did achieve my goal of learning how to fly fish (even though I am definitely not really good yet) and I did catch a fish and learn how to clean it.
 * Project Review (50%)
 * 1)What went well
 * 2)What went poorly
 * 3)Future strategies

What went well: the guidance I was able to get from friends and being able to acquire the supplies at the price that I did. I also enjoyed that style of fishing a lot more than I expected. When I was younger I had tried to fish with a regular hook and worm a lot and never was able to get one bite. So I really didn’t like fishing and never did it. But fly fishing is entirely different and a lot more fun. I still need practice on my casting, or at least getting it in the same spot when I want to but I definitely enjoyed it a lot more than I had expected. What went poorly: definitely the time of year that I chose not only because of the terrible weather but at the end of fishing season and not having a boat which was required at the sites that I had planned to visit. And not having my own transportation or properly planned childcare. My future strategies: take the weather into consideration because casting would be possible as well as being able to take the kids with me. Summer time! I should have looked into where supplies were available instead of assuming because that made a huge difference on the price and when I was able acquire them. I think I should work on my planning/organization skills as well.

title: User:JodyBostic


text:
User:JulieK~enwikiversity

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

My topic will be learning to play "Fur Elise" by Ludwig van Beethoven
 * Research Component

I'll be researching the composer Ludwig van Bethoven.
 * week 1

Learn first page of the song.
 * week 2

Work on first and second page of Fur Elise
 * week 3

Continue to work on the first, second and possibly the third page and research Beethoven
 * week 4

Work on the third page of Fur Elise. Do more research on Beethoven.
 * week 5

Work on the third and fourth page.
 * week 6

 * week 7

 * week 8

Midterm Assignment 1: Taste & Aesthetics
The sculpture I picked was by Claes Oldenburg and is called “Typewriter Eraser” which is painted stainless steel and fiberglass. When I first started researching Oldenburg’s I wasn’t quite sure what to expect because I really didn’t like the sculpture in the park, however when I started looking at all the different things he has done I was very impressed. What Oldenburg does is take everyday things and does weird and interesting things with them. For instance one thing he did was he made a huge fountain that looks like a spoon with a cherry with the water coming out of the steam. As far as the “Typewriter Eraser” goes even when I went back a second time I realized that the reason why I didn’t like it was just because it wasn’t for me. I think the color scheme is really what set me back and the combination of stainless steel and fiberglass. So in the end I wasn’t able to manipulate my mind on this specific sculpture and honestly I don’t really mind because while researching I found that I like the artist, just not this particular piece. I’m not truly disappointed or depressed that I couldn’t really change my mind because it in this case I honestly wouldn’t give it a second thought. Another reason I’m not depressed is because as far as big sculptures go I just really think this is ugly this really is just something I don’t like and I don’t really think I’ll change my mind about it any time soon, plus this I did find that the artist does make some other amazing pieces of art.

Midterm Assignment 2: Manipulation
www.youtube.com/watch?v=VdU2pShhNMk

http://www.youtube.com/watch?v=KbFJciHMH7I&feature=player_embedded

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
When I first started the project I intended to learn one song on the piano but ended up doing the “Fur Elise” by Beethoven. Learning this song hasn’t been the really tough part for me, what is tough is putting it all together. For instance I’ll learn the entire right hand then the left hand but when it comes to putting them together it can be hard but I am getting there. As far as finding information on the composer it hasn’t been a problem because he is really well known. So far for this project it is going really well.

Final Presentation

 * State your final topic (10%)

<>

 * Research (20%)

<>

 * 1) Internet site:
 * 2) Book:
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

 * Your accomplishment (20%)

<>

 * Project Review (50%)
 * 1)What went well
 * 2)What went poorly
 * 3)Future strategies

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

title: User:JulieK~enwikiversity


text:
Cultural differences in sexuality

Cultural differences in sexuality (15 mins)
You might want to preface this section by saying that if people find the discussion of sexual motivation uncomfortable, they should be free to leave. Warn them that some of the material you are about to present is quite graphic.

Read the snapshots of the following three societies and then lead a class discussion on how there are many areas in which people’s sexual behavior differs including culturally.

Janet Hyde (2003 ) provides brief snapshots of three societies that vary in their patterns of sexual behavior. You might present them in class as an extension of the text discussion of sexual practices.

The following refers to a rural community in Ireland according to research done in 1966. Although Inis Beag is still a small and largely secluded community today, these beliefs are no longer likely to be this conservative and are definitely not representative of Ireland's beliefs as a whole.

Inis Beag, a small island off the coast of Ireland, is among the most naive and sexually repressive societies in the world. The islands abhor nudity, with adults washing only the parts of the body that extend beyond their clothing.

Even marital partners keep underclothes on during sexual activity. Premarital sex is essentially unknown, as is female orgasm. The husband invariably initiates sex, foreplay is limited to kissing and rough fondling of the buttocks, and the male-on-top position is the only position used.

The male has orgasm quickly and immediately falls asleep. Men believe that intercourse is hard on their health and will not engage in sex the night before an energy-demanding task. Moreover, they do not approach their wives sexually during menstruation or for months after childbirth.

The island women fear both menstruation and menopause. It is commonly believed that the latter can produce mental disorder. Thus, some women have retired from life in their mid-forties and a few have even confined themselves to bed until death years later.

Sex education is virtually nonexistent. Parents merely trust that, after marriage, nature will take its course.

Based on the studies of cultural anthropologist John Cowan Messenger.

Mangaia, an island in the South Pacific ocean, stands in sharp contrast to Inis Beag. Sex exists for both pleasure and procreation and is a principal interest and activity.

The Mangaian boy hears of masturbation at about 7 and begins the practice at age 8 or 9. At age 13, he undergoes the superincision ritual (a slit is made on the top of the penis, along its entire length) and the expert who performs the surgery gives him explicit sexual instruction.

About two weeks after the operation, the boy has intercourse with an experienced woman who provides him with practice in various acts and positions. She specifically trains him in restraint so that he can have simultaneous orgasms with his partner.

The young girl receives similar expert instruction and will typically have three or four successive boyfriends between the ages of 13 and 20. Mangaian parents encourage their daughters to have sexual experiences with several men so that they can find a marriage partner who is congenial.

Boys aggressively seek out girls, typically having coitus every night. The average boy may have ten or more girlfriends before marriage.

At around age 18, the Mangaians typically have sex most nights of the week with about three orgasms per night. All women apparently learn to experience orgasm. Bringing his partner to orgasm is one of the man’s primary sources of pleasure.

Based on the studies of anthropologist Donald S. Marshall.

While the people of Inis Beag seem to have little sex and plenty of anxiety and those of Mangaia have plenty of sex and little anxiety, the citizens of Mehinaku, a central Brazilian village, seem to have plenty of both.

Sex is fascinating, the culture is highly eroticized, and there is an openness with children about sexual matters. For example, children typically know the names of their parents’ many extramarital lovers.

Men openly compete with each other for women’s sexual favors, often by bringing small gifts such as fish. At the same time, however, there is a high degree of gender segregation.

If a woman enters a “man’s” house and views what is forbidden, she may be taken to the woods and gang-raped. In every other respect, the culture is nonviolent.

Women are believed to have a much lower sex drive, there seems to be little recognition of female orgasm, and menstruation is understood to be dangerous. Dreams and fables speak to the culture’s sexual anxiety.

In myths, those who engage in extramarital sex typically die in fantastic ways. Although people seem to experience intense ambivalence and anxiety over sexuality, they continue their interest and vigorous pursuit of the activity.

title: Cultural differences in sexuality


text:
User:Yueh-JuJaw

=Humanities I/The Commons=

Self-Assessment
I think going into the class I really had no idea what to expect. The course description was vague and I signed up thinking this would be one of the classes I would dread going to during the quarter. I was pleasantly surprised that the class was relaxed and open, and most of all, interesting. I think I learned a lot about public art and some different forms of expression, specific artists, and a lot about Seattle. I like that this class opened up a new area to explore instead of something I learned in class I’ll never think about again. The things we discussed and class and watched videos on were fun to share with friends and in turn they’d bring up interesting things that they’ve heard about in the public domain. I thought it was interesting that this is one of the only classes I’ve had where most other people were eager to talk about it or share their thoughts and opinions. I’ve never gotten that kind of reaction when I talk about my speech or accounting classes.

I believe I tried hard and put in a lot of effort for my midterm and final presentations. I found them interesting to research and rewarding to put time into. I could have done better with attendance. I missed a few classes due to personal reasons.

I think I feel prepared to learn more about this subject. I certainly would be interested in taking another class. I think it is hard to judge whether or not I feel prepared or unprepared to continue my studies because the class itself was not extremely structured in terms of grades. I honestly have no idea how I scored, or how my projects were graded. However, in terms of pure interest I believe I am prepared.

title: User:Yueh-JuJaw


text:
User talk:Artid~enwikiversity

 Hello Artid, 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! --Mu301Bot 07:17, 8 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 8 October 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 Artid. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Artid~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 23:29, 17 March 2015 (UTC)

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

title: User talk:Artid~enwikiversity


text:
User talk:Hypotaxis~enwikiversity

 Hello Hypotaxis, 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! --Mu301Bot 07:18, 8 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 8 October 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 Hypotaxis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hypotaxis~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 23:38, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Hypotaxis~enwikiversity


text:
User talk:Superericren

 Hello Superericren, 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! --Mu301Bot 07:18, 8 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 8 October 2009 (UTC)

title: User talk:Superericren


text:
User talk:Night-Timer

 Hello Night-Timer, 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! --Mu301Bot 07:18, 8 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 8 October 2009 (UTC)

title: User talk:Night-Timer


text: File:Bottle of Pilgrim Beer.png

title: File:Bottle of Pilgrim Beer.png


text:
User:Myrecovery/sandbox1

Myrecovery

title: User:Myrecovery/sandbox1


text: File:3.C.Magnetic Sensor.pdf

title: File:3.C.Magnetic Sensor.pdf


text: File:4 .B.Temp Sensor.pdf

title: File:4 .B.Temp Sensor.pdf


text: File:5.A.Displacement Sensor.pdf

title: File:5.A.Displacement Sensor.pdf


text: File:6.A.Detect Sensor.pdf

title: File:6.A.Detect Sensor.pdf


text:
User:Benyapha/Assignment 1: Create a wiki university account

→ This is the first Computer Essentials homework.

→ The instructor, Mr. Brian Phillips, assigned this work since Monday 21st September, 2009.

→ This work is due on Monday 28th September, 2009.


text:
User:Benyapha/Assignment 2: Best of the Best

Apple iMac "Core 2 Duo" 3.06 24-Inch (Early 2009) Specs (MB420LL/A)

1.Introduction Date: March 3, 2009

2.Discontinued Date: N/A

3.Processor: All Intel “Core 2 Duo” processors include two independent processor “cores” on a single silicon chip.

3.1 Processor Type: Core 2 Duo (E8435)

3.2 Processor Speed: 3.06 GHz

3.3 Processor Upgrade: ZIF Socket

3.4 FPU: Integrated

4. System Bus Speed: 1066 MHz

5. Cache Bus Speed: 3.06 GHz (Built-in)

6. ROM/Firmware:

6.1 ROM/Firmware Type: EFI

6.2 ROM/Firmware Size: N/A

7. L1 Cache and L2/L3 Cache:

7.1 L1 Cache: 32k/32k

7.2 L2/L3 Cache: 6 MB (on chip)

8. RAM: Supports 1066 MHz PC3-8500 DDR3 SO-DIMMs.

8.1 RAM Type: PC3-8500 DDR3

8.2 Min. RAM Speed: 1066 MHz

8.3 Standard RAM: 4 GB

8.4 Maximum RAM: 8 GB

8.5 Motherboard RAM: None

8.6 RAM Slots: 2

9. Video Card: GeForce GT 130

-This model has a NVIDIA GeForce GT 130 with dedicated GDDR3 memory for video.

10. VRAM

10.1 VRAM Type: GDDR3

10.2 Standard VRAM: 512 MB

10.3 Maximum VRAM: 512 MB

11. Display:

11.1	Built-in Display: 24.0” Widescreen

11.2	Native Resolution: 1920x1200

11.3	2nd Display Support: Dual/Mirroring

11.4	'''2nd Max. Resolution''': 2560x1600

12.	Standard Hard Drive: 1 TB (7200 RPM)

13.	 '''Int. HD Interface''': Serial ATA

14.	 Standard Optical: 8X DL “SuperDrive”

15.	Standard Disk: None

16.	 Standard Modem: None

17.	Standard Ethernet: 10/100/1000Base-T

18.	 Standard AirPort:  802.11a/b/g/n

19.	 Standard Bluetooth: 2.1+EDR

20.	 USB Ports: 4 (2.0)

21.	Firewire Ports: 1 (800)

22.	 Expansion Slots: None

23.	 Expansion Bays: None

24.	 '''Incl. Keyboard''': Apple Keyboard*

25.	 '''Incl. Input''': Mighty Mouse

26.	 Case Type: All-in-one

27.	 Form Factor: iMac Core 2 Duo (2009)

28.	 Apple Model No: MB420LL/A

29.	  Apple Subfamily: Early 2009

30.	 Gestalt/Model ID: N/A

31.	 Machine Model: iMac9,1

32.	 Battery Type: N/A

33.	 Battery Life: N/A

34.	  Pre-Installed MacOS: X 10.5.6 (9G2030)

35.	 Maximum MacOS: Current

36.	 MacOS 9 Support: None

37.	 Windows Support: Boot/Virtualization

38.	 Dimensions: 20.5 x 22.4 x 8.1

39.	 '''Avg. Weight''': 25.4 lbs. (11.5 kg)

40.	Original Price: US $2199

41.	 Est. Current Retail: US $2199


text:
User:Benyapha/Assignment 3: Twitter

http://twitter.com/Benyaphaben '''Question 1. How is Facebook and Twitter the same?''' Answer: The first similarity between Facebook and Twitter is that a user can update a current status. The second similarity between Facebook and Twitter is that a user can find friends and add/follow friends via the tool of Facebook and Twitter. The third similarity between Facebook and Twitter is that a user can post a picture into those websites. Question2: Why do you think Facebook is worried about competition from Twitter? Answer: Perhaps the registration process of Twitter is not that complicated like Facebook. On Twitter, a user fill the personal information in a few boxes, but on Facebook, a user has to fill the personal information in many boxes. Also, the functions of the Twitter website can be used very easily. Therefore, these two reasons may be an answer for this question. A twitter user can follow many main news reports from BBC, NYTIMES, and Financialtimes very easily. A twitter user will be able to hfollow celebrities and Prime Misters of Thailand or the United States of America.

title: User:Benyapha/Assignment 3: Twitter


text: File:SmallAss.png

title: File:SmallAss.png


text:
User:Banji~enwikiversity/Average of business law

business law simple means a body of law which govarn business and commerce and is often considred be a site of civil law and deal'


text: Category:Bloom Clock/Global Comparisons/September


text: Category:Bloom Clock/Global Comparisons/July


text: Category:Bloom Clock/Global Comparisons/August


text: Category:Bloom Clock/Global Comparisons/December


text: Category:Bloom Clock/Global Comparisons/March


text: Category:Bloom Clock/Global Comparisons/November


text: Category:Bloom Clock/Global Comparisons/October


text: Category:Bloom Clock/Global Comparisons/June


text: Category:Bloom Clock/Global Comparisons/April


text: Category:Bloom Clock/Global Comparisons/May


text: Category:Bloom Clock/Global Comparisons/February


text: Category:Bloom Clock/Global Comparisons/January


text: Category:Wikiversity users who attend college


text: Category:Users from the United Kingdom

title: Category:Users from the United Kingdom


text: Category:Pakistan

title: Category:Pakistan


text:
User talk:Pasaban

 Hello Pasaban, 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! --Adambro 12:52, 8 October 2009 (UTC)

title: User talk:Pasaban


text: User:Ineuw

title: User:Ineuw


text:
User:Pasaban/Exceptions and Exception Handling

Lesson Goals
This lesson will focus on functions in the flow of programming in C# via the console. At the end of this lesson you should be able to:
 * Understand various types of exceptions.
 * Comprehend the best practices in programming.
 * Understand the ways to handle exceptions elegantly.
 * Have an overview of Microsoft Application Block.

What is an Exception?
In programing perlance any deviation from expectation can be called as exception (May be this is the dictionary definition as well!). Deviation from expectation may have many form. Like, wrong user input, or, impossible calculations. Most of the time, you can, and you should, detect this early. And you would take measures to take care of that elegantly. These measures are where your exception handling techniques come into play.

However, in some cases you would not be able to predict an exception like in case of run out of system memory, file I/O error, network connectivity error, etc. Though these things are unlikely still you would have to handle them as well. In C# exceptions happens or "thrown" as an object of System.Exception class. And you have to "catch" that to handle, so that code does not crash. For this C# has try-catch block.

Try-Catch Block
The basic structure of the this block is as follws, - try { 		 } Catch (  ) { 		  	} finally { 		 }   is the piece of code that you thing is having a likelyhood of raising exception. This is the main part of the code which your program need to serve its purpose. You have wrapped it in a try-catch-finally block to trap and handle exception. In the catch section you first create an   of the specific   that you foresee and inside, you have the  . You can have as many catch block as you foresee the various exception that the given try block may raise.

'''Remember:Only one catch block runs in a try-catch block. So order the catch blocks such that the most specific catch block runs.'''

The finally block runs at the last irrespective of if the exception occured or not. This block you can use to dispose off the objects or close the database connection if any. this is usefull in the event of exception, as then program will jump out of the try block and perform the catch block straight away.

There can be nested try-catch blocks nested either in try or catch block.

Try-Catch-Finally Block Code Flow
Program will first get into the try block and start executing the steps there. Say, there are 5 steps in the try block. If all the 5 steps ran successfully then it will go to the finally block and execute the steps there. In case, there is an exception at, say, step 3 then program flow will jump into the catch section without executing steps 4 and 5. Now if you have multiple catch then program will check the exception type with each of the catch block. Where it matches with the type or its supertype, that catch block will execute. After that it will perform the finally block.

Remember: A try must have a finally or a catch block but none of the finally or catch block is mandatory.

Approaches to Handle Exception
There are mainly 4 ways to handle an exception. Let's discuss each one of these approaches.
 * Extensive use of try-catch block in all error prone code.
 * Using the Global.asax block and its methods like, Application_OnError or Session_OnError. This is only applicable for web applications.
 * Error bubbling.
 * Use of Microsoft Enterprise Library.

Use of Global.asax
This is also known as Global Exception Handling. This approach traps and handles exceptions at application level. The biggest advantages of this approach is logging and notification part of the exception can be put in a single place. programming constructs in C# 3.0. Fuctions are very important sections from OOPS standpoint. In more simpler terms, a function encapsulates a block of code that can be called from other parts of the program. introduction of function increases code reusability. Literally you can tag a particular section of code with a name (funciton name) and just call that name from anywhere of your program. In C# a funciton may or may not have a return type. Functions more often are called as Methods. A funciton must be contained in a class. The basic structure of a funciton is as follows, -  { ... } Conversly to call a function you simply call it by its name with parameters, if any, within paranthesis as

follows, - DoSomething;

Passing Parameters in Function
The input parameters can be of two types, - If parameters are passed as value type then a new copy of it will be created before passing to the function.
 * Value type
 * Reference type

Whereas, for reference types only the addresses of the parameters are passed to the function. Meaning, for a value

type parameter if the function changes the parameter value then the original variable does not get changed; whereas

in case of reference type once the value gets changed in function then the original variable's value gets changed.

Here are two examples,-

(1) Value Type Function  Output  Your birth year is 1980 if your age is 30 (2) Reference Type Function  Output  Your birth year is 1980 if your age is 1980 Notice that in both the code, on line number 19 we are updating the parameter value with the calculated value. In

value type example, it is not affecting the variable. But in reference type it is changing the variable

value as well. Also for reference type parameter you must use the keyword ref while refereing to a parameter (Second

line of output).

N.B. - In both the example we can see two keywords prefixed the function BirthYear, private and

static. Private is an access-modifier and static is a keyword that specifies that the function is

directly accessible from anywhere in the code. There are many other access-modifiers in C#. These define who can

access that function or method. Here is a comprehensive list of them, -

Output Parameters
As you already learned that functions has a return type and that is the output for a function. What if you need to

have multiple outputs?

In the parameters list if you provide out keyword in front of a parameter then that becomes output parameter.

And you can add as many out parameters. Here is the structure, -  void (ref   Output

When you are providing both the inputs,- Enter your taxable sum... 1000 Enter your tax rate... 10.2 Your Tax amount is : 102 When you are providing only taxableAmt,- Enter your taxable sum... 1000 Enter your tax rate...

Your Tax amount is : 83.3

(2) Different datatypes of parameters  Output

When both the inputs are integers,- Enter first Value 12 Enter second Value 23 The summation is = 35 When both the inputs are strings, - Enter first Value Wiki Enter second Value versity The concatenation is : Wikiversity When data is not correct,- Enter first Value 12 Enter second Value Wikipedia Type mismatch! Operation aborted! N.B. - C# determines which function to call based upon the method's signature. If you are defining two methods

with the same name and the same number and type of passed arguments, you would get a compile-time error. That is why

Overloading is an example of compile-time polymorphism.

Run-time Polymorphism (Method Overriding)
In many occations you might face a situation where you need to modify a function of a parent class in a derived or

child class. To do this .NET provides us the functionality called Function Overriding. This is more frequently

used for the implementation of abstruct classes and interfaces. Function Overriding requires us to take note of the following keywords, -
 * virtual - Virtual function must have its implementation in the base class and may optionally be overridden in

the child class if some additional functionality is required.
 * abstruct - Abstruct function will only have its signature in the base class and must be overridden in the child

class.
 * override - Override function is the function in the child class which overrides the same signatured function

from its parent. Remember: For overriding only two access-modifiers are allowed, public or internal and both the
 * sealed - Only a overridden function can be declared sealed to stop it from any further overriding.

methods in parent as well as child should have that same.

Let's consider the following example, -

 Output  314.2 Abstruct to Override Example. child class Example of Sealed!

Notice that here we have three classes (One class is commented.). the first class ProgramBase is the base

class and like all base classes, it is abstruct. It has three methods of which one is abstruct, meaning has

only signature. ProgramChild is the child class to the programBase. It is overriding all the methods of

the base class and making one of them as sealed. In the main method it is using the methods to give us the

output. Notice that Overriding only changes the inner code block of the method in the overrided section, not the

signature. Also notice that, in AreaCalc method in ProgramChild we are calling the same method from the

base class with the base prefix. One more thing to notice here is that a public method in the base class is

a public method in the child class and same for internal. Try to change it and you will get a compile time

error. Now to the check the sealed method, just uncomment the ProgramGrandChild class and try to compile. You

will get the following error, - 'FunctionApp.ProgramGrandChild.Writer(string)': cannot override inherited member

'FunctionApp.ProgramChild.Writer(string)' because it is sealed

Function Hiding
Function Hiding or Function Shadowing is a variant of overriding. Functions of base classes, by default, are

available to the derived class. In case there is a need to not to use the function from base class then you can

subscribe to Hiding. This can be achieved using new keyword. Here is how, -  Output  314.2 child class 100 child class 100 base class Here we have two functions AreaCalc and Writer. The first one gets hidden in the child class, whereas, the

second function gets overridden in the child. In the Main function we first called both the functions through an

instance of the child class and as you can see, it executed the implementation from the child. Till here both

overriding and hiding behaved same. Now If we cast the child class instance to the parent class then things

bocome interesting. You can see that the overridden function got executed from the child; but the hidden parent

class got exposed here. As if you are executing the functions from an instance of the parent class, which is the

case for the third scenario.

Meaning, hiding does not follow inheritance rather it just creates a new version. This becomes usefull when you want

to use your base class throughout your application, not the usual use of child class. N.B.- You can do away with the new keyword and the program will still run; but be ready to get a compiler

warning as, - 'FunctionApp.ProgramChild.AreaCalc(double)' hides inherited member 'FunctionApp.ProgramBase.AreaCalc(double)'. Use

the new keyword if hiding was intended. Try to reproduce the same with the above code.

Property
This is a special type of function, which mimics the behavior of a variable.   { get;  set;} This is the simplest structure. The get or set is optional. get returns the value and set stores the

value. The beauti of it is its simplicity to use.

Further Studies
Following are some high-end stuffs related to functions. Hence, out of scope of this article.
 * Annonymous functions
 * Closures
 * Currying
 * Lambda Expressions

Practice Exercises

 * Create a program for Tower of Hanoi. Take the input of number of rings. Print out the

steps.
 * Create a program that would take two inputs and if they are texts then concatenate, but if they are numeric, it

will show the summation as result
 * Create a Tax Calculator that will calculate a person's state and federal tax based by taking inputs as follows,-

FirstName

LastName

Address

Taxable amount

And will return the tax amount. (Take predetermined values for various state tax rates).


text: User:Ineuw/Spanish

title: User:Ineuw/Spanish


text:
Help:Assignment

Assignments
Assignments will be attached to either the lectures or courses as links so there is no need to directly access this page.

title: Help:Assignment


text:
User:StephanieH

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

"Coming out of the Coffin" "Voice of Vampirism"
 * Research Component

My research will include but the history and modern day transitions of vampirism. Also by doing this I will be able to do what I always wanted to do, come out and explain what the condition is by explaining what I am. Explaining the difference between fact and fiction and settling the fear which seems to spread with the unknown.
 * week 1

Begin gathering the history of vampires from ancient tribes to the Bram Stoker Era.
 * week 2

Research on the evolutionary stages of the vampire from past to modern.
 * week 3

All about modern day vampires. Vampirism (Real Vamp)
 * week 4

This ties into Hollywood, research on how the world reacts towards the media and how it influences the world of vampires (roleplayer, Fanatic fans and Lifestylers).
 * week 5

Go over all the material I have and make sure it flows together.
 * week 6

Two famous vampires who came out to America. Little info about them.
 * week 7

Coming out Section
 * week 8

Finalize my presentation.

Midterm Assignment 1: Taste & Aesthetics
Schubert Sonata By Mark di Suvero

Walking through the park really didn’t turn out like I expected it to. This project made me think that I’d be angered by how disturbingly bad some of these sculptures could have been. But actually most of them weren’t that bad, even if they were abstract, you could understand what it meant (in an abstract way) or respect the talent that went into it. But even with this mindset I did manage to find a sculpture that rubbed me the wrong way. From a distance, it made no sense. Ok, maybe a closer look at it will shed some light on this….this sculpture. Even after walking around it five times, the only reason I figured out what it was because someone told me it was a fish. “Schubert Sonata”, and a fish, someone please tell what the heck is with this sculpture. Plus to top that off, the description is “Steel painted and unpainted”. It’s painted and also unpainted but yet it just looks like rust on a pole… Well, there you go; I found a sculpture I hate so let’s see some background on Mark di Suvero’s work. It seems that this sculpture is in a series that honored music composers including a sculpture called “For Handel” in Western Washington University in Bellingham. Now looking back at the title “Schubert Sonata” I know it’s reminiscent of music. This sculpture was also originally outside of Benaroya Hall, Seattle Symphony. But here’s the special part, being that Seattle symphony is near the Puget Sound, the artist said it reminded him of flying fish (kind of clever). Eventually when I found the time to go back, I just stood there and looked at it. Even though you have to be at a certain angle to actually see the fish shape, standing in different angles produces a image of weird musical notes to me. With my love of music and experience of playing in a concert band, I found an unexpected likeness for this sculpture. It was made to honor what I love, and in a way, like music, you have to listen and interpret it in different was to truly love it. This sculpture is the same way, I would have never understood it until I took the time to research it and interpret what it meant.

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
My progress so far is pretty good. I stumbled across trying to sum all of the information together and found out it was too broad of topics to restrain in the PowerPoint that I have set up. So I decided to shrink some of the information I found and also reduce a few of my topics so that it will fit together. Also, citing this information is going to be an annoying issue for me meanly because this information is so controversial. Even some of the stated facts about what makes a vampire this or what method is done and how, it doesn’t always mean that everybody falls under that category. I’ll just have to take the information that’s broad enough to cover the majority and maybe focus on the outliers if any of those types of question are brought up in the question section of my presentation

Final Presentation

 * Topic (10%)

Coming Out Of The Coffin and explaining vampirism to the class.

 * Research (20%)

<>

 * 1) Internet site: "DrinkDeeplyandDream.com - The Reality of the Modern Day Vampire" :: Real Vampire information, support, and interaction. Forums, Chat, more! Web. 30 Nov. 2009. >

"Sanguinarius.org for Real Vampires, Blood Drinkers and Vampiric People". Web. 30 Oct. 2009. .
 * 2) Book: "Belanger, Michelle. Vampires in Their Own Words An Anthology of Vampire Voices". First Edition ed. Minneapolis: Llewellyn Publications, 2007. Print

"Belanger, Michelle A. Psychic Vampire Codex A Manual of Magick and Energy Work". New York: Weiser Books, 2004. Print. "Russo, Arlene. Vampire nation". Woodbury, Minn: Llewellyn Publications, 2008. Print.
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

 * Your accomplishment (20%)

I reached my goal by being able to pull it off. I manage to stand in front of the class and say that I am a vampire and explain to them what the subculture is and give a little information on how it started and how it grew.

 * Project Review (50%)
 * 1)What went well

I was able to gather the information in a way that was presentable, even throw in my personal opinions and thoughts and the topic. I even had support from friends and a few family memebers that I thought was really cool for what I was trying to go through with.
 * 2)What went poorly

I sort of bit off more then I could swallow at the time I started. Alot of information couldn't make it to the final presentation given our limit of 10 mintues. I could have focused on one of my weekly research topics and covered over more then 30 mintues.
 * 3)Future strategies

There was videos I could have used and a lot more media, also i'd rather do a more question based presentation to get the audiance more involved. It was very un-nerving to just stand and talk over people about a topic like this and not know whether they understand it or even care so to speak. I really want too be able to help shed the light on this culture, there's so many people that either don't know it exists or think we just live in a fantasty world. I definitely gonna move further with this in the future.

Self-Assessment
What have I learned in this class…? Well it took me awhile to completely understand what the class really was about. The projects never fit together and I always questioned myself, why are we doing this… But if I looked at it in a way of it being a form of psychology or a class that made you think about things you wouldn’t normally think of, that satisfied me to the point where it started to make sense. I mean I was able to change my mind about a sculpture I really cared nothing for; I also was able to bring myself to come out to the class of people I hardly know that I am a vampire. Both lead me down a road of research and understanding that brought me to a conclusion that either changed my point of view, or got me to do something I always want to do. Which in the long run will help me down the line with the other classes I’m going to come across in this school (especially psychology apparently). Either to put yourself out there on the line, question why you really feel that way about something or simply research a little more to cover all you can. But what do I have left to learn…? Honestly, whatever I can, I really see no limit for an answer for that.

title: User:StephanieH


text:
User:MikeVanVoorhis

Wiki page for MikeVanVoorhis
Welcome to my page. I am interested in all things related to engineering, chemistry and physics. As the Wikipedia and Wikiversity sites continue to grow I'll continue to contribute. MikeVanVoorhis 14:50, 8 October 2009 (UTC)

title: User:MikeVanVoorhis


text:
User:KatieR

=Humanities II=

title: User:KatieR


text:
User:Ashley Chapman

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

<>
 * Research Component

<>
 * week 1

Search for canvas suitable to my needs.
 * week 2

Think of picture wanted to be painted, search for inspiration. Start anatomical study.
 * week 3

Go to library. Search on history of painting in oils and acrylics(mostly acrylics)
 * week 4

Start sketching on canvas/finish sketch. Keep reasearch up using internet. Start thinking of colors.
 * week 5

Finish most of canvas in acrylics using fabric and other object to give depth, if time use oils for detail.
 * week 6

Finish reasearch(mostly) and start power point of drawing process/reasearch found.
 * week 7

Catchup on any work, go back and fix mistakes seen/add more detail in painting. Varnish painting.
 * week 8

Go back on anything missed in reasearch, finish power point.

Midterm Assignment 1: Taste & Aesthetics
Claes Oldenburg and Coosje van Bruggen were the creatures of the large sculpture resembling a typewriter eraser. At first when I looked at it I wasn’t too sure what the hell it was. Was it a pizza cutter, fishing lure, or maybe something out of someone’s whimsical imagination? Whatever it was I didn’t like it at all. It appalled my sense of sight because of the clash of colors and just by the overall look of the sculpture. When I went searching for other creations by the two artists I was amazed at what they actually did. Giant replicas of tubes of lipstick, shovels used in the garden, garden hoses, clothes pins, baseball bats, golf balls, umbrellas, and all other types of amazing sculptures; most of which were fabricated using stainless steel and some type of polyurethane or painted fiberglass. One of their sculptures I have grown to love. It is a giant spoon lain over a marsh of some sorts with a large cherry balancing on the end where the spoon dips. The description of the sculpture (which I wish to see in person some day) said that in the winter it looks as if there is ice cream in the spoon with a cherry on top. I still do not like their sculpture Typewriter Eraser Scale X, but I have a new found respect for it because of the time and type of materials used to make this giant creation. Maybe one day I can grow to like it, but for the time being I will just sit back and respect the ugly thing.

Midterm Assignment 2: Manipulation
Bandwagon and applepolishing

Truth through humor

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
I had a lot of trouble figuring out what I wanted to paint. I searched and search until I settled on an angel picture that I used as an anatomy study and figured out the pose. I only just reciently finished my final drawing on the canvas, still needing to refine the hands and other small objects. This weekend I start painting and will be finished by next week on the picture if all goes as planned(which it hasn't so I'm crossing my fingers). I don't think I will have any trouble painting in acrylics and finishing in time, but I decided to leave the oils out unless I feel that I will be able to have it done and let them dry for a week or so. Insead of the oils, I am not using fabrics and feathers to make my picture come alive more with texture. I will change my schedule on my main page to fit this now, but I think the rest of this will go along smoothly, the reasearch included.

Final Presentation

 * Topic (10%)

<>

 * Research (20%)

<>

 * 1) Internet site: "Tips on Painting Hair." Fanaticus -- Virtual Community for DBA Gamers. Web. 02 Dec. 2009. .
 * 2) Book: Hogarth, Burne. Dynamic Wrinkles and Drapery Solutions for Drawing the Clothed Figure (Practical Art Books). New York: Watson-Guptill, 1995. Print.
 * 3) Scholarly Journal: Lombardo, Daniel. "Art Instruction." Art Instruction (2009). Library Journal. Reed Buisiness, 15 Nov. 2009. Web. 7 Dec. 2009. .
 * 4) Other (interview, TV show,etc): Parramon, Jose Maria. Painting Figures in Oil and Acrylic (Watson-Guptill Painting Library). New York: Watson-Guptill Pubns, 1991. Print.

 * Your accomplishment (20%)

<> I reached my goal by starting the painting and finishing it within a four day time frame throughout the weeks. The research did not really help me that much until it came to anatomy and folds in drapery and clothing.

 * Project Review (50%)
 * 1)What went well: The final painting and how all the shading came together and it didn't fall flat like I assumed. There is depth(to me) and I'm happy with the results.
 * 2)What went poorly: Realizing too late that I didn't have all the colors I needed and having to mix them with primary and secondary colors...pain in ass.
 * 3)Future strategies: Start the subject finding earlier. It took me a long time to find out what I really wanted to paint, and then it only took me a short time to paint where I should have taken a little more time on that. I almost might try a different medium instead of just Acrylics. Possibly use fabric or integrate a different material using liquid cement or some other adhesive.

Self-Assessment
When I first learned I was going to take this class I had no idea what to think besides "god I hope there is no math". After the second week I was glad to be in the class because I was actually learning different things I didn't know before, good resources on the internet, and ways to find others not on the internet. There were a few things I knew already, but that is with every class so it was understandable. If I get the chance I will defiantly take another class like this the projects were interesting, and enticed me to learn; overall a great class that taught me a lot.

title: User:Ashley Chapman


text:
User talk:Iceb~enwikiversity

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 Iceb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Iceb~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 23:38, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Iceb~enwikiversity


text:
User:Rosalynl

=Freshman Seminar=

title: User:Rosalynl


text:
User:Jancohen

Jan Cohen, PhD is an author, teacher, motivational speaker. Specializes in Marketing, Business, Mortgage, Real Estate, Life Skills, Wealth Creation.

title: User:Jancohen


text:
User:SaraS

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

<>
 * Research Component

<>
 * week 1

look up information on a tattoo machine
 * week 2

cont. looking up info.
 * week 3

talk to friend who is a tattoo artist
 * week 4

look up info on how to use the machine
 * week 5

cont. looking up how to use
 * week 6

research history of tattooing
 * week 7

cont. research
 * week 8

put everything together

Midterm Assignment 1: Taste & Aesthetics
For this project I chose the piece Persephone Unbound. When I started walking through the park I thought to myself all the pieces in here are really good. Then I was like great now I am going to have a hard time on this project and then I saw it. I stopped walking and looked right at it. It was really ugly and I was like they let them put this thing in here. My second thought was that it looked like poop. As I researched more about the artist and learned the story behind the piece I started to really like it. Beverly Pepper has done so many pieces and galleries. She started her career as a commercial artist in New York before switching to painting and sculptures. She also began carving wood, working in clay and bronze and then welding. She is well known for her totem figures, steel sculptures, mirrored works and environmental earth constructions. After researching all about the artist and what not I’m not sure I like the sculpture. Its still pretty ugly to me but I love the story behind it. She seems to be a great artist and I can appreciate what she has done but I think there were more interesting sculptures in that park.

Midterm Assignment 2: Manipulation
Truth Through Humor

http://www.youtube.com/watch?v=kBDQ76rQb6A&feature=channel

False Dilemma

http://www.youtube.com/watch?v=BpOvzGiheOM

Final Presentation

 * Topic (10%)

< > Give a tattoo / learna about the history
 * Research (20%)

<>

 * 1) Internet site: http://www.smithsonianmag.com/history-archaeology/tattoo.html
 * 2) Book: "The Craft of Tattooing" by Erick Alayon
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

http://tattoomachinesforsale.com/images/tattoo_machine_for_sale.jpg MODERN DAY TATTOO MACHINE

http://media.smithsonianmag.com/images/tattoo_implements.jpg SMALL BRONZE TATTOOING IMPLEMENT FROM GUROB,EGYPT 1450 B.C.

 * Your accomplishment (20%)

Well i didnt get to close i guess u could say but it wasnt a complete failure. i did learn alot about tatooing and the history of it. I didnt realize that the ancient Egyptians used to tattoo their women as to classify them as prostitutes and to protect them from STD's. Also they gave them to women during difficult times in the pregnancy.

 * Project Review (50%)
 * 1)What went well

I learned alot about the history of tattooing and ancient purposes.
 * 2)What went poorly

i wasn't really able to learn more about tattooing today. Like the proccess and what not.
 * 3)Future strategies

make more time to actually be able to get some practice and information in.

title: User:SaraS


text:
User:Nicolem

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

My goal is to get a new electric guitar that costs $300.
 * Research Component

A guitar usually used to be defined as a long, fretted neck, flat wooden soundboard, ribs, and a flat back, most often with incurved sides. It first was descended from the Roman cithara around 40 A.D.. There's are two different types of guitars: Acoustic and Electric. It's related to the lute and usually has 6 strings which you can pluck with yout fingers or strum with the pick. If i complete the project befor the quarter before time, i'm going to learn a new song.

 * week 1

My goal for this week is to save 20 bucks this week from my saving and from my family.
 * week 2

Going to save 10 bucks more to have enough to put the guitar in layaway.
 * week 3

Going to save 20 more bucks.
 * week 4

Is going to save 40 bucks this week.
 * week 5

Is thinking about getting a different and cheaper guitar.
 * week 6

Going to hopefully find a new guitar.
 * week 7

Going to buy it.
 * week 8

Going to practice on it.

Midterm Assignment 1: Taste & Aesthetics
I have chosen the Persephone Unbound by Beverly Pepper, and oh my gosh! it's amazingly a bad sculptor. It just looks like an ultimately bad grayish stomp. I was like "what was the artist thinking when they thought of and made this really bad sculptor"?. I probably will appreciate it when i get older, but right now i think i won't ever like it. It just looks like she gave up on this art, i don't know if it's old age, but it's bad. I didn't really think i would find something that i didn't like there, but this one stucked out literally for me, it was the least coolest one. I read it was done in 1999, but looks more like the 60's to me. It looks like it's old fashion, not up to date at all. Well that's how i feel about it, she could have done better, I've hope so. I probably make a goal to like the object, even though it will be very hard for what it is, but i won't give up. There was awesome sculptors that were there, The sculptor I loved the most was the one that looked like a maze slash space ship, which was pretty cool. And there was also the huge endangered forest tree, which was also awesome. The look and smell of it was so rainforest-ish. That's the best i can describe it. It was huge, i'm still wondering how they got it in the spot they have it in right now, very spectacular i would say.

Midterm Assignment 2: Manipulation
Bandwagon argument- Bandwagon argument because it trying to persuade the guys that they would be way awesome in basketball if they had these shoes. Bandwagon argument- Bandwagon argument because they making out as this is the best deodorant ever.

Truth through humor- Truth through humor because the got get ramed in the gut for eating Stride gum.  Truth through humor because the guy brings his girlfriend over and try out the pole but its not what she think and she sure finds out the hard way.

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
My "always wanted to" is going a bit well besides me deciding for a acoustic instead of an electric guitar, I'm deciding to go and buy me a new acoustic guitar instead because the acoustic guitar is cheaper and it will keep me occupied while I'm in Seattle since I haven't brought my other guitars from Louisiana with me. And plus it not as loud as the electric, which is a good thing because i don't want to get kicked out of my apartment. When i get it i want to practice some of the songs i used to play at home and more. And when i get the acoustic, I'm going to present my guitar by taking a picture of it and probably showing an old video of me playing my electric guitar. And hoping everyone would like the video.

Final Presentation

 * Topic (10%)

To get a new acoustic guitar.

 * Research (20%)

<>

 * 1) Internet site:Guitar Facts, information, pictures | Encyclopedia.com articles about guitar." Encyclopedia - Online Dictionary | Encyclopedia.com: Get facts, articles, pictures, video. Columbia Encyclopedia, 2008. Web. 16 Oct. 2009. .
 * 2) Book:Guitar -, collection of open-content textbooks." Wikibooks. NickPenguin, 5 Oct. 2009. Web. 16 Oct. 2009. .
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):YouTube - AFI - The Leaving Song Pt. II." YouTube - Broadcast Yourself. Interscope, 2003. Web. 16 Oct. 2009. .

 * Your accomplishment (20%)

<>I've gotten really close to getting my acoustic, but the holidays slipped in and crashed me down. I was going to go and get the acoustic this week and what i seen was nothing, Black Friday screwed me.

 * Project Review (50%)
 * 1)What went well

What went well was me having the money for the acoustic, ready to go and buy it.
 * 2)What went poorly

What went poorly was when i went to go get it, there weren't anymore.
 * 3)Future strategies

The future strategies i will use next time is to go to a place where there is layaway, so they can keep my things to the side, so i can go back and pick them up. And try to make more time into what i am doing in the future and also be aware of the holidays.

Self-Assessment
What have I've learned here in this class?, Well i learn the different "Logical Fallacies". Such as: Non Sequitur, Post Hoc Ergo Propter Hoc, Argument From Ignorance, Truth Through Humor, Truth Through Irony, Oversimplification, Allness, Proof by Example, False Dilemma, Slippery Slope, Dubious Authority, Bandwagon Argument. We also learned the Misuses of Languages, Such as: Lifting words or statements out of context, Weasel words, Obfuscation, Loaded language, Glittering Generality, Apple Polish, and Targeting Women. I learn how to identify each of it in the media and everyday life and how Manipulation can twist and turn into a person mind without you acknowledging it. I learned about the different authors and books that I've never heard of before which is interesting. And also about past history that the books haven't taught me.I've learned a new term "Negative Capability" that i should keep in my head also. I've learned the better ways for reaching for my goals and how to think ahead. There are things that i learned in this class that i will eventually need in the future and use in my future English classes.

title: User:Nicolem


text:
User:VanessaSorensen

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

I've always wanted to change my style from messy and outdated to current and very trendy.
 * Research Component

Different styles Find Current up to date trends How personal style reflects the person
 * week 1

Take pictures of "outdated messy style"(before pictures) Research different styles
 * week 2

Discover as many different styles possible and document them(pics,describe,est.)
 * week 3

Research current styles: fall to winter trends (look for current clothing to buy)
 * week 4

Find out how personal style reflects individual (go to local malls and find clothing that will reflect my new style)
 * week 5

Buy buy buy new clothes!!!!
 * week 6

Take pictures of new and improved style
 * week 7

How I feel know that I have changes my style...
 * week 8

Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)
I have changed my new style to 'Western Wear". I feel this is a current and popular trend that will fit my personality well. I got another job recently so i can afford to indulge in my style needs and I have already bought many new pieces that fit my new style and I am in love with them. With my next paycheck I plan to buy a pair of western boots. I have already picked them out and taged them on my computer, the only thing left to do is get the money to buy them. So far so good. My project is going very well and is really fun!

Final Presentation

 * Topic (10%)

< > Changing my style from messy and outdated to current and trendy.

 * Research (20%)

<>

 * 1) Internet site:Burdick, Sydney. "Clothing should reflect personality." The Badger Herald. 21 Mar 2007 . The Badger Herald, Inc., Web. 18 Nov 2009. .
 * 2) Book:Watson, Linda. Vogue Fashion. Buffalo, New York: Firefly Books Inc., 1999.
 * 3) Scholarly Journal:Chanel, Coco. "Three Weeks 1962." Coco Chanel. (2008)
 * 4) Other (interview, TV show,etc):Mirahi, Isaac. How to have style. New York, New York: Penguin Group Inc., 2008.

 * Your accomplishment (20%)

<> I think I pretty much achieved my goal in changing my style. To explain, I no longer feel like I dress messy or not put together. I now know that I have my own destinct style, and I'm glad that it's western. Lately I have even been getting compliments from friends and family on my new style!

 * Project Review (50%)
 * 1)What went well

I loved changing my style! It was so much fun being able to go shopping and pick out destinct pieces that I knew would work well together. Before I would just shop what I thought was cute. Which lead to my wardrobe having no consistency. I feel much more accomplished now that I have my very own style. I love that people can look at me and know were my heart lies.
 * 2)What went poorly

I wish I would have bought more clothes. I didn't get all the pieces that I wanted, like cowboy boots! If I would have purchased more items my style would be stronger, I would have more confidence, feel even more accomplished; but I guess the project doesn't end just because the class does. I plan to continue buying itmes to go with my new Western style.
 * 3)Future strategies

The only real stategy I would have in the future would be having more money. There wasn't all that much I could do with a college students income.

title: User:VanessaSorensen


text:
Mapping your world

Why are you looking into a communication device for your child?

 * As a way to further my child’s communication in and out of the classroom
 * To help my child transition into kindergarten with a consistent means of communication
 * To further their speech development and expand their vocabulary
 * To test it out and see if it’s right for my child

Who can you talk to about this decision?

 * Speech Language Pathologist
 * Occupational Therapist
 * ABA Therapist
 * Resource Specialist
 * Special Education Teacher
 * General Education Teacher
 * Advocate
 * Friends and family

Where do I start?
PECS: Picture Exchange Communication System
 * PECS is the first step in creating a communication system for any child. It is considered a low-tech device that is designed around the interests and strengths of each individual child.
 * When PECS is first introduced, actual pictures of objects and foods will be used on the cards to familiarize the child with the communication system and how it works. As the child grows, so will their PECS vocabulary.
 * Once a child has developed an understanding of the PECS communication system, Mayer-Johnson pictures and symbols will be introduced and most actual picture cards will be faded out.
 * The PECS communication system ranges from simple preschool age pictures to complex adult verbs and commands.
 * PECS Resources
 * PECS Success Story: http://www.pecs-usa.com/bencomplete.htm
 * http://www.pecs-usa.com/whatispecs.htm
 * http://www.polyxo.com/visualsupport/pecs.html

What other low-tech communication devices are available for my preschooler?
 GoTalk
 * Like PECS, GoTalk is a low tech device.
 * The set of GoTalk communication devices ranges from pocket size 6-button devices to lightweight 20-button devices. Each interface has 3-5 “channels” making the device dynamic and useful for many settings. This also lets the device grow with the child.
 * Each GoTalk device is designed to be used by preschool or early elementary aged user.
 * GoTalk devices are great for young kids because of the east use and reasonable price in comparison to the dynamic display devices.

 Tech/Speak
 * GoTalk Resources
 * http://www.bindependent.com/gotalk.htm
 * The device is a light weight multi level augmentative and alternative communication device that combine standard direct select communication device with the benefits clear voice output.
 * The Tech/Speak device has real voice audio reproduction.
 * Like the GoTalk, this device is lower in price than most dynamic display devices and can grow with the child.

 * Tech/Speak Resources
 * http://www.amdi.net/communicators/
 * http://www.mayer-johnson.com

What are dynamic display devices?

 * One of the most attractive features of a dynamic display device is the ability to navigate from screen to screen using programmable software. Typically, clients have a "home page" that acts as a menu for navigating to other screens. Potentially, clients can have a complex system of branching screens, storing vast amounts of vocabulary.
 * Like low-tech devices, dynamic display devices can be basic and only display what is necessary, or can be very extensive devices that give users the option of a full vocabulary everyday words and phrases.
 * These devices can be very costly, and like all technology, will have their share of problems and complications. They range in size, capability and can be tailored for almost all disabilities and capabilities.
 * A new dynamic device interface that has been recently developed is called Proloquo2Go, an iPhone app that performs all the essential functions of most dynamic display devices for a fraction of the price.
 * Dynamic Display Resources
 * http://www.e-bility.com/arataconf/abstracts/clarke.html
 * http://www.mayer-johnson.com
 * http://www.apple.com/downloads/macosx/home_learning/proloquo.html
 * Proloquo2Go Introduction: http://www.youtube.com/watch?v=ulf11Kg8-lI&feature=video_response

Technology and Literary Resources

 * UCP Toy Lending Library, San Diego
 * http://www.ucp.org/ucp_localsrv.cfm/45/15975/15976/1220

 * Information Ecologies: Using Technology with Heart, Article by Bonnie A. Nardi and Vicki L. O'Day
 * This article discusses the response we have as a community to new technologies introduced in our schools, homes and work places. The authors think that if the average person had more involvement or opinion on the new technologies presented to us everyday, we might be more apt to use them to their full extent and actually appreciate their purpose, rather than use them because they make life easier.
 * "When we adopt new technologies, we face uncertainty about how our quality of life may change." This quote from Bonnie A. Nardi and Vicki L. O'Day is the perfect description of adding a communication device to any persons life. Communication devices were created to instill a better quality of life in its users, yet without proper use and education about the technology, the users life is unaffected.
 * Your Child With Autism: When is augmentative and alternative communication (AAC) an appropriate option? Article By Joanne M. Cafiero and Ann Meyer
 * Cafiero and Meyer discuss the language and communication problems that children with autism are most often affected by, stating that "between 33 and 55 percent of individuals with ASD never develop communication skills that are sufficient to meet their most simple daily needs."
 * The article discusses the eligibility for an AAC device, the evidence for the use of the new technology, and the big difference it can make for a child in and out of the classroom.
 * They state the perfect description of what an AAC device is: "Augmentative and alternative communication (AAC) is any tool, strategy, or technology that compensates for, enhances, expands, or helps develop communication skills."

title: Mapping your world


text: User:Lovebug~enwikiversity

title: User:Lovebug~enwikiversity


text:
User:Erinbrown

=Analytical Writing=

Personal Essay
Recycling Recycle I’ve found has been very difficult from what I’ve been taught from a very young age. It appears that only more well-off families can afford recycling bins in front of their houses, as well as in recent years has more varieties of plastics been added to the list that can be condensed into reusable goods. I feel that I should recycle in today’s times, or I will be looked down upon from my peers as a bad person, or a person who doesn’t care about the environment. That’s not where I coming from, nor do I want it to appear that way; I want to help save our planet and its environment in this ‘go green’ stage. Recycling is important to protect us, the land and animals, and feel that people need to be taught more in schooling and workforces about what can and can’t be recycled, what colors, what numbers and what sizes, to help everyone better understand. I don’t want to be left behind in the help to make the proper change in the world, nor do I feel that anyone else wants to be either. Tthis is my chance to do my important part, though it may be small, but my impact will become huge.

Self Assessment
Erin Brown December 14th 2009 Self Assessment

Overall I felt that this class was just okay, I felt that I didn’t really learn too much on an ‘English class’ standpoint, but did learn much about my groups researched project of recycling and Trash Island. I felt that there was too much time spent on this project and team members, besides my group, were tired out of it by the 3rd and 4th week. I liked how different readings were placed into the quarter those were interesting, and the video.

Though the class was large, I felt I sometimes didn’t get a lot of one on one time with Steve, though he is great guy, and knows his information, a great writer too, I would have loved to get more of that from him into the class room with different writings and projects to expand myself in that way. Overall I felt the class could use some changes and tweaks to make it more of an English class rather than a research project class. But it was never dull with the random conversations =)

For myself in this class, I felt I could have grown more and put forth a little more effort, I just grew somewhat tired of the ongoing project from beginning of the quarter till the end. The conversations were great to listen and interact to from other student’s ideas and thoughts as well as Steve's.

title: User:Erinbrown


text:
User:MadisonE

=Analytical Writing=

Group Name
ADVERTISING AS A WHOLE, WHERE THE SOLUTIONS CAUSE THE PROBLEMS!

MadisonE

Critique
I thought your paper was very good and had excellent voice throughout. I was a little confused on the overall point. It seemed like you were saying that the homeless people didn’t choose to be homeless in the beginning and then in the body of the paper you were saying all of the reasons they do choose to be homeless… Maybe editing the intro to better say what the thesis or point of the paper is will help this. Also, from what I have heard, most homeless shelters have strict enforcement of not letting anyone under the influence of drugs or alcohol in and some actually provide over the counter medicine to those who are sick and in need. So wouldn’t this be good for the ones who don’t want to get sick and who are trying to kick bad habits?? Also, I think that the homeless people with pets might be trying to not be homeless by getting sympathy for the animal from people and getting money from them (they still aren’t allowed at shelters but I guess its about their priorities) Overall you did a really good job. Just some revising and editing of some sentences that didn’t quite flow will make it great! Torigrace89:

my Critique on Tori Jones Paper

All in all Tori's paper was very good. She showed excellent detail in her past experience to engage to readers perspective on homelessness and whether it being a choice or not. Having the insiders view coming from a person who has actually experienced or is experiencing the homeless life-style makes the paper more interesting rather than going of facts and internet information. I find it really well put together from beginning to end with the information provided through the homeless shelter, the movie "pursuit of happiness", and the actual day to day working environment. She stayed pretty well on topic and made me realize that through some perspectives homelessness isn't a choice, it comes from all sorts of situations and predicaments varying the person or people and the way they live their life. I feel she could go into more detail on other experiences using facts outside of her own experiences that she has witnessed or been apart of just to tie into the essay a little bit more but the way she came about it was a very interesting outlook on different perspectives of being homeless and having a homeless life hit you in the face. Very well done tori! :) MadisonE

Personal Essay
Madison East November 10th 2009 Analytical Writing Personal Essay RD

Homeless What is hitting bottom and how do you know when you’ve reached that point? Some people believe it’s when your life is now viewed as having nothing, owning nothing, and being nothing. Waking up every day to a cardboard box that is now the four walls and roof over your head makes you think that life seems pretty meaningless. Even the newspapers that cover you are now the blankets that keep you warm. The scraps of food and the pocket change from others are now the blessings you live by. These are things that keep you living even through another day of misery. Is living life by choice or are we forced to live this lifestyle by our misfortunes? There are many ways to change the outlook of the people who choose to lose it all versus the ones who have lost it all. Walking the streets and having to see all the people who are struggling with their life situations and having nowhere to technically call a home makes you think why aren’t they doing anything about it to better themselves? A question that has often been brought up is the question of choice. Are homeless people who appear to be homeless by choice less deserving of compassion or assistance than others? If they do indeed choose this lifestyle why should anyone interfere, why should anyone go out of their way or put their hands in their pockets to help them? Rarely does anyone ever choose to become homeless. I won’t deny the existence of the minority who chose to put on their backpacks and drop out of society, favoring a simple lifestyle of uncertainty and rolling with the punches. But the remaining 99% of people who are forced into homelessness have many varied reasons for their circumstance, but whatever the initial cause of their homelessness and despite all the programs, shelters and missions that are available today some homeless people do appear to remain homeless by choice. If you actually ask homeless people why with all the services available do they prefer to stay on the streets, some will even tell you that they choose to be homeless. But do they really? The reality is a lack of suitable alternatives. The following are some of the main reasons why homeless people choose homelessness over the available services: Many homeless people avoid using shelter services for fear that their personal safety could be compromised. While most shelters take precautions and have practical staff levels of volunteers, some are not professionally qualified to deal with violent conduct and as such cannot guarantee personal safety. There may well be violent offenders, addicts and mentally imbalanced individuals sharing the room in which you would be expected to sleep. Homeless people travel light. They own very little and you can be sure that the few things they do possess and carry are either necessary for their survival or they consider the items very precious. They protect the few belongings that they do have tenaciously. Most shelters have secure storage available but it doesn’t hold all the belongings that are owned by that particular person/family which means that personal belongings can be left lying around and vulnerable to theft if they have no where else to store them. A homeless shelter in England for example quotes: “Why can't I take my things with me?” - You may not be able to keep your furniture and belongings with you at the accommodation the council provides once you leave your former home. This is because the accommodation the council provides might already be furnished or too small to store all your belongings. The council therefore has duties to protect the personal property of homeless applicants in certain circumstances. If you have any problems in getting the council to protect your property, use our directory to find agencies in your area that can help you. (http://england.shelter.org.uk/get_advice/homelessness/help_from_the_council/storage_for_personal_belongings)
 * 1) 1. Safety
 * 1) 2. Personal belongings

Knowing this isn’t the case EVERYWHERE with homeless shelters, this was just a prime example to explain my reasoning behind why homeless people choose not too use the shelters seeing not everywhere will store your belongings and keep them protected.

Homeless people are socially excluded. If they are spoken to at all by the general population it is more often than not to be jeered at. Sometimes they can go weeks, months or even years without speaking to a single soul. This isolation can be one of the most difficult aspects homeless people have to deal with. Many would rather share what little food they can gather with a dog in exchange for the companionship they provide than be completely alone. It is not hard to understand why they would be reluctant to give this up but very few shelters or state supported accommodation programs make provisions for pets. Death and homelessness go hand in hand. The average age at death of a homeless person in America can be as low as 41 years depending on the state you live in. The state of California and the National Coalition for the homeless show data in number of homeless deaths, demographic characteristics, ages, and the leading causes of these deaths. Results from Los Angeles County 2000-2007: a. Number of Homeless Deaths The Los Angeles County Coroner’s office reported 2,815 homeless deaths from January 1, 2000 to May 28, 2007. As an average, this is more than one per day for the nearly 7.5 year period. b.          Demographic Characteristics •	Gender: As shown in Figure 1, of the 2,815 homeless deaths, 2,406 (85%) of them were male, and 409 (15%) were female. Gender	Total Life Expectancy	Total Years of Life	Total Years of Life Lost Male	179,469	116,953	62,543 Female	32,409	18,575	13,834
 * 1) 3. Pets
 * 1) 4. Health Hazards

•	Ethnicity: The racial/ethnic makeup of these deaths shows that 1,151 (41%) were Caucasian, 868 (31%) were Hispanic, 717 (25%) were African American, 33 (1%) were Asian, 26 (1%) were American Indian, and 29 (1%) were of other ethnicity. These figures are shown in Figure 2. •	Ethnicity  Total Life Expectancy   Total Years of Life    Total Years of Life Lost •	Caucasian              87,795                          56,802                        30,993 •	African American 50,845                           35,632                       15,213 •	Hispanic                67,369                          39,471                        27,898 •	American Indian    1,948                            1,254                           694 •	Asian                     1,714                            1,012                           702 •	Other                      2,207                            1,357                          850

•	Age: As shown in Figure 3, the average age of death was 48.1 years, falling far short of the 77.2-year life expectancy of the average American. The age range of these homeless deaths was 0-89. The age distribution shows there were 95 (3.3%) deaths in the zero to 24 years-old age group, 918 (32.6%) deaths in the 25 to 44 age group, 1,575 (56.0%) deaths in the 45 to 64 age group, and 225 (8.0%) in the 65 and over age group. The average life span of the deceased homeless in Los Angeles County covered just 62.3% of the life expectancy of a person living in the United States.

d.         Leading Known Underlying Causes of Death: •	Cardiovascular: The primary cause of death among the 2,815 homeless was cardiovascular problems, accounting for 686 (24.4%) deaths. Again, it is important to note: without access to official death certificates, the primary underlying cause of death (such as alcohol and/or substance abuse) in these cardiovascular cases is unknown. •	Unknown: Unknown causes of death ranked second in the listing we were provided. The high death rates and low life expectancy highlighted reported here constitute an extremely serious health disparity for the homeless population group. Public health authorities should monitor, report on and plan for the health of homeless persons to a far greater extent than is currently the case. •	Substance Use: The second most common cause was acute intoxication, which accounted for 619 (22.0%) of deaths. The leading substances abused were: heroin, cocaine, morphine and alcohol. •	Trauma: The third most common was trauma related. In a preliminary review of a coroner's list of causes of death (without access to death certificates), we found that 502 deaths (or 17.8%) were caused by some type of trauma, many of which were related to violent acts or suicides. •	Cause of Death                          Number of Deaths          Percentage of Total •	Cardiovascular Disease                        686                                  24.4% •	Unknown                                              660                                  23.4% •	Acute Intoxication                                619                                  22.0% •	Trauma Related                                    493                                  17.5% •	Trauma – Homicide                               9                                      0.3% •	Pneumonia                                            110                                   3.9% •	Cirrhosis                                               102                                    3.6% •	Infection/Alcohol or IV Drug Use        90                                     3.3% •	Cancer                                                   31                                     1.1% •	Hypothermia/Environmental Exposure 8                                      0.3% •	Tuberculosis                                          7                                       0.2% •	 Homeless people often have difficulty accessing medical care. Poor diet and exposure to the elements can mean that a relatively minor injury or disease could prove fatal. The risk of picking up an infection is massively increased when using shelter services. Shelter living effectively means being told what time you have to go to bed, what time you have to get up, what you are going to eat and what time you are going to eat it at. It likely also means limited availability as to what times you are able to use washing facilities. In essence your freedom is restricted and your life is no longer your own.
 * 1) 5. Control

Most shelters are nighttime only. This means that come morning (and it is usually very early) you have just a short time to get your gear together before being turned back out onto the streets. Regardless of the weather, rain, sleet, snow or hail, you have to leave and you may not return prior to the time allotted for opening the following evening. If you show up late, no matter what the reason may be, this will usually result in missing your spot for that night. That is, of course, if there were any beds left available in the first place. Although the common held stereotypical myth that all homeless people are addicts and alcoholics is not true, there is a significant proportion that do suffer from alcoholism and/or substance abuse issues. There are also a great number of them trying desperately to kick these habits. In order to have a realistic chance of breaking the cycle it is necessary to avoid associating with other addicts wherever possible and staying away from places where they are likely to hangout. For many, this means staying away from shelters. People need personal space. Staying in a shelter means sharing a dormitory, sharing a meal room and sharing bathroom facilities with fifty or so other residents. Have you ever tried sleeping in a room full of fifty other people? It is worth remembering that some of these emergency ’shelters’ consist of no more than a mattress on a church floor. It may be warmer than the streets but it doesn’t necessarily mean you will be able to get more sleep. Many state programs require a very intrusive application process. It can mean disclosing highly personal and potentially embarrassing information. Personal history, family background, police and medical records and financial history are all fair game. There are many reasons why anybody would prefer to keep certain things quiet. Some maybe sinister but others can be tragic. This is not intended in any way to be an attack on the services offered by rescue missions and shelters. In fact, I strongly believe that they do the best they can of providing an invaluable service with very limited resources. The truth is that they do their best to fill a huge void caused largely by societal and political shortcomings and the homelessness situation would be a lot worse than it already is if not for their efforts. Unfortunately they cannot realistically be expected to provide an effective solution with the available finances and other resources at their disposal. The question still exists; in the end of it all do homeless people ever really choose to be homeless? No, not really. Whether or not they are living on the streets in a cardboard box or in a shelter, it’s still technically referred to as “homeless”, but either way they have the choice of bettering themselves and creating a better life given the circumstance of “choice” and what they do with the situations they are in is all in their hands.
 * 1) 6. Daytime Hours
 * 1) 7. Addictions
 * 1) 8. Privacy
 * 1) 9. Intrusion and Anonymity

Self Assessment
Through out my quarter in this class i found myself very interested in you teachings and how you come about bringing up topics and making class enjoyable through laughter and i really liked that. You have a great way of talking to a class without boring them (at least in my eyes) and the way you express yourself and defend or bring up certain topic/s, related or non-related to the class, you have a passionate voice behind it and engages me to listen more and ask questions. As for as the class assignments for this quarter i was NOT a fan. I know I'm used to having books to read or research papers to study for and being an English Analytical writing class i thought that the 10 weeks we had was going to get more into depth with that kind of material. I love to write and not so much research (which i can do too just not my favorite) i didn't find much time getting to do a lot with writing my own papers on topics or reading material. I find that more useful and helpful than doing ONE huge group project for 10 weeks and only having the choice of a personal essay going off of other group topics. not very interesting to me. Didn't have A LOT of fun with this class as for as the way it was set up but really enjoy having you as a teacher. I just think a better thought out layout for the quarter and having more to do would be better than ONE big thing through-out the whole quarter instead. I just feel i didn't do much. I understand the reasoning behind the group essays and know that you can't expect to always do everything on your own and having an opportunity to work with others and make it a whole is a great way to do that. I just hope that with the next quarter you can use this group essay but tie in more ideas for personal/one on one assignments so the student can grow more ways than just one. :)

Thank you! Happy Holidays!

MadisonE

title: User:MadisonE