text:
User:Harkey Lodger/Sandbox 1

Guidelines for the writing of activity units

 * 1) Read carefully the introduction to, and rationale for, the course, paying particular attention to the curriculum.
 * 2) Look at and study the existing "Activity units" to see how they are constructed and where there are gaps in the series which need to be filled.
 * 3) The use of I.T., computation, web research and organisational skills are given due emphasis in each Activity unit. Some assignments involve downloading and working with PDF format worksheets. So the Adobe Acrobat Reader is needed. Open source software such as Open Office and Inkscape can be employed and students are encouraged to used their acquired skills and knowledge to make contributions to Wiki projects.
 * 4) List what you consider to be the gaps in the course.
 * 5) Draft an Activity unit, modelled on the previously compiled ones, to fill a gap that you have identified.
 * 6) If the ideal support material does not exist online then produce it.(Wikipedia article, Wikimedia images, Wikibooks)
 * 7) Carry out the activities that you have suggested on your draft Activity unit.
 * 8) Make any modifications needed to the Activity unit and support materials in the light of your experience in carrying out the activities.
 * 9) Choose a suitable title for your Activity unit page. (Usually a verb and a noun will be sufficient.)
 * 10) Put you suggested Activity unit "live" online, list it at the appropriate place in the course index by copying just the grey index box, and link it to the programme of study.(The grey box in the template automatically repeats the name of the page on which it is used so must be altered when used in the course index.)
 * 11) Wait for, evaluate and be prepared to act on feedback from other writers and students.

Activity unit template
{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Module:
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Techniques:
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Skills:
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Food knowledge:
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Equipment & appliances:
 * }
 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F462C solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #FFE7CC; border: 4px solid #C47451; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Objectives
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F462C solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #FFE7CC; border: 4px solid #C47451; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Assignment
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F462C solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #FFE7CC; border: 4px solid #C47451; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Essential reading
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F462C solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #FFE7CC; border: 4px solid #C47451; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Vocabulary
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Preparation skills
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Weights and measures:
Insert text here.

Methods and techniques
Insert text here.

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Knowledge of:
Insert text here.

Toast racks

Conveyor toaster

Experience with:
Insert text here.

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Knowledge of:
Insert text here.

Experience with:
Insert text here.

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Health and safety
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Purchasing and budgeting
Insert text here

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Presentation

Search various sources for presentation ideas and record your findings on a search worksheet. Use the ideas gained to present your food attractively.

Comment:

Google images and Wikimedia Commons are useful sources of images.
 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Recording and evaluation

Keep your completed worksheets in a file as a record of your completion of this Activity unit. You can also photograph your cooking as it progresses and when it is completed ready for serving.

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#1a3947 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #b7ccd6; border: 4px solid #87AFC7; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Further and background reading:
Insert text here.

More experience:
Insert text here.

Extension activities:
Insert text here.

See also:

 * }

title: User:Harkey Lodger/Sandbox 1


text: User:Harkey Lodger/Activity unit template

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


text: User:Harkey Lodger/Department curriculum


text:
User talk:Harkey Lodger

 Hello Harkey Lodger, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 21:59, 7 February 2010 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Personal welcome
Hi Harkey Lodger, Thanks for getting involved at Wikiversity, appreciate your efforts. Apologies for the 'tacky' welcome above, but it seemed you hadn't yet had an 'official' welcome - there may be something fun/useful there - feel free to archive/delete it if not :). Please let me know if I can do anything to help out - or if more general, the Colloquium is a good place for discussion. -- Jtneill - Talk - c 21:59, 7 February 2010 (UTC)

School:[Food Stuff]
I see you've decided to reorganize the food departments/schools/etc. While I don't so much mind you redoing all the work I did, I am curious why you've chosen to organize things in the particular way you have. Thoughts? The Jade Knight (d'viser) 06:53, 30 March 2010 (UTC)

title: User talk:Harkey Lodger


text:
Template:Box portal skeleton 2/Featured

New Portal Box This space is for the description of featured learning, typically the opening paragraph.

title: Template:Box portal skeleton 2/Featured


text:
User:Areyael

Areyael tries to add some knowledge to Wikipedia.

title: User:Areyael


text:
Elements of Chemistry

The Elements of Chemistry
Elements are substances of one atom. (e.g. - silver, helium) Compounds are substances of more than one atom. (e.g. - water, methane) The periodic table is a table with all the known elements. There are metals, gases, and metalloids.

These elements are divided into groups. Here are the groups:
 * Noble Gases
 * Alkali Metals
 * Alkaline Earth Metals
 * Transition Metals
 * Group 4
 * Group 5
 * Group 6
 * Halogens
 * Lanthanoids
 * Actinoids

Here is a list of the elements:

A

 * Actinium (Ac)
 * Aluminum (Al)
 * Americum (Am)
 * Antimony (Sb)
 * Argon (Ar)
 * Arsenic (As)
 * Astatine (At)

B

 * Barium (Ba)
 * Beryllium (Be)
 * Bismuth (Bi)
 * Bohrium (Bh)
 * Boron (B)
 * Bromine (Br)

C

 * Cadmium (Cd)
 * Caesium (Cs)
 * Calcium (Ca)
 * Californium (Cf)
 * Carbon (C)
 * Cerium (Ce)
 * Chlorine (Cl)
 * Chromium (Cr)
 * Cobalt (Co)
 * Copper (Cu)
 * Curium (Cm)

D

 * Darmstadtium (Ds)
 * Dubnium (Db)
 * Dysprosium (Dy)

title: Elements of Chemistry


text:
User talk:Stevenarntson/self assessment archive/english2010

=English Composition=

Statement of Intent
This quarter I hope to complete a workable draft of my currently-in-process young adult novel. As of now the book is about 3/4 complete in a very loose draft of 50,000 words.

Overview

 * Finish writing through the end (~15,000 words)
 * Go through and resolve open items (~20 substantial items)
 * (optional:) Refine the text (~60,000 words)

Rationale
I hope to get the book to a solid-enough state that I can share it with a few friends and solicit their comments for a revision. After that process is completed, I hope to pursue publication.

Publication/Presentation
I'll be working toward publication with this book, though that will not occur this quarter. At the end of the quarter I intend to read the opening of the book for the class.

Schedule

 * week 2 - write summoning scene
 * week 3 - write interstitial scenes in preparation for the departure scene
 * week 4 - murder
 * week 5 - departure
 * week 6 - begin resolution of open items
 * week 7 - continue resolving open items
 * week 8 - complete all open items
 * week 9 - polish text
 * week 10 - polish text, emphasizing the opening
 * week 11 - read excerpt for class.

Anticipated Problems
Two major possible problems:
 * 1) Misjudging the amount of work. There are still some plot points I need to figure out, and I'm hoping that resolving the plot satisfactorily goes well. If it doesn't, I may have to scale back the project and spend additional time generating ideas.
 * 2) Motivation. I've been working on this book for a few months now, and it can be tough to stay motivated, especially because I have grave doubts about the quality. I must remind myself that what's important is finishing it--then I can look back and decide if it's any good. And if it isn't, hopefully the experience will improve my performance on my next attempt.

Week 6 Project Review
So far, the project is going well. I'm ahead of schedule as far as finishing the draft--it was done on week 4. However, the process of going back through and taking care of open items is proving very time consuming. For every item I resolve, it seem that, hydra-like, the piece produces two more to take its place. That said, I've been through this before, and know that it has a predictable lifespan. Eventually, the story will finalize itself, for good or ill. Right now, I'm still discovering things about what should happen, and weaving those items through the story. I hope to have finished up by the end of the quarter, ready to go back through a final time and edit things on the sentence level.

Project


text:
User:Kamron~enwikiversity

About Me
I'm currently a 25 year-old Jamaican with a love for Web Design, the Pure and Applied Sciences and anything along those lines. Though I was not formally trained in Information Technology/Computer Programming, I like to think of myself as quite ok at finding my way around. Finding Wikiversity was a lucky break for me as I can brush up on the skills I may need to get the actual qualifications in the field of Computer Sciences in the not-so-distant future - which is one of my medium-term goals.

All the skills I have so far (mainly in Web-Development) are self-taught and I plan to broaden those by including knowledge in C++, PHP, Python, Java, C Programming Language, Javascript and any other that may be helpful in my achieving my goal.

Stuff I'm Trying My Hand at

 * School: Computer Science

I'm currently trying out the following courses in Computer Programming (in the order outlined), hope to some day get really good at this so I can say I learned it Wikiversity.
 * Topic: Computer Programming
 * Course: C++
 * Course: Python
 * Course: Introduction to Programming in Java/Introduction to Java
 * Course: Introduction to C programming

Though I'm a Web Designer (in a sense I have a useful HTML and CSS experience), it never kills to brush up on your web design skills and gaining more in the process therefore, I am pursuing the following courses:
 * Topic: Web Design
 * Course: Introduction to PHP
 * Course: Web Design/An Introduction to Programming with Javascript

I intend to pursue the courses above systematically until I've completed the most advanced of all the above. Some day I will be good at them!

Links to a Few Stuff I've Done So Far...
Currently, there are no projects I've done so far. I intend to create tutorials and upload them to my page at:
 * My Personal Developer Site

Still a work in progress but it features a template that I did in XHTML and CSS, so as I get better at programming there will be tutorials and links and downloads and such posted here for all the world to see!

I'm also trying to maintain an irc channel #phpnewbies on Freenode, I'm not always online so it is hard to keep the channel open. If for some reason you may be interested in contacting me to offer your support/assistance you can drop me a line on Yahoo Messenger, my handle is lynqu2.

title: User:Kamron~enwikiversity


text:
User:Игорь Чернышов

Игорь Сергеевич Чернышов.

Биография
Дата рождения  20.05.1984. Место рождения Верхнеуральск, СССР.

Гражданство  Россия

Мои страницы
Мой сайт

Мой личный блог

Мои фото

authors: Игорь Чернышов

title: User:Игорь Чернышов


text:
User talk:SD61 Science 9 Project

 Hello SD61 Science 9 Project, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 January 2010 (UTC)

Copyright problem with Image:Csiscience9.pdf
Could this be a discussion forum?

Yes it could!

A discussion forum is here!

I'm excited to use this!

Greg Downing
who is talking

Janine Goertzen
understands.

djshrub
Here is my comment...

Jacqueline D.
Let's see if this works...

Notice that we can keep running topic forums by clicking on edit by these individual posts. =greg=

School and University Projects
Hey guys,

I hope your use of Wikiversity is going well. If you're having any problems, please let me or another user know and we'll try to help you resolve them. I wanted to let you know that we have a list at School and university projects of schools and programs that use Wikiversity. Would you be interested in adding your project to the list?

Regards, Geoff Plourde 21:40, 9 April 2010 (UTC)

Greg
What do you guys think of the new format for the site? We made a few changes this afternoon regarding the ease of use for the site. Also, do you like just the file extension style for uploading files or the picture style like the assessment document?

Also, what do you think of my suggestion for a second theme?

Garrett
Hey Greg, I really like both the formatting and the new theme idea. Super. As you seem to be pretty sharp with this stuff, could I trouble you to send a short email to all of us (or post here, I guess) reminding us how to make a comment here and how to upload a document? I think we will need something to refer to for awhile. It would also help the next set of teachers we bring in to this. What do you think?

=Greg= Sure I will try and post something in the next few days.

Garrett
Also, I will change those two copyright thingys hopefully some time today.

Garrett
How about this as a new quote for the Development of the Universe Theme (intro)?

"We are bits of stellar matter that got cold by accident, bits of a star gone wrong". - Sir Arthur Eddington

Greg, no pressure buddy, but I'm struggling myself with how to remove and update the copyright issue files. I think I'm going to need your posting process, myself! The Licensing issue is a little more complicated than just posting. If there is a file with issues and you want me to fix it just let me know and I'll redo the licensing for you!!!! _Greg_

How to Contribute to this Resource (Greg)
If you want to add/upload a file to a section of this project follow these fairly simple steps:

1. Navigate to the page where you would like to add some material to and click on the edit link either on the page or at the top of the page. This will bring up the page in an editable text box.

2. Type the name of you contribution where you feel it fits best. Then select the text by clicking and dragging over the name of the file.

3. Once the text is selected you need to click on one of the buttons at the top of the edit box called "file link".

4. Save the changes to the page by clicking on the "save page" button under the edit box. This brings you back to the main project.

5. Once back at the main page, navigate your way to where you placed your file and click on your link. This will bring up a page where you can select the file you want to link from your own computer. Make sure the file names are the same.

6. Upload and save your file. Thanks for contributing!

.
Hey. I have redirected your article to the proper page. We already have pages on that type and these don't go on the main namespace. Cheers. --Diego Grez 19:30, 28 May 2010 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Science 9 Assessment.pdf

MaintenanceBot (discuss • contribs) 15:31, 16 April 2016 (UTC)

title: User talk:SD61 Science 9 Project


text:
User talk:Alexandracaldarulo

 Hello Alexandracaldarulo, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 January 2010 (UTC)

title: User talk:Alexandracaldarulo


text:
User talk:Prashant.k.gautam

 Hello Prashant.k.gautam, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 January 2010 (UTC)

title: User talk:Prashant.k.gautam


text:
User talk:S0069183

 Hello S0069183, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 January 2010 (UTC)

title: User talk:S0069183


text:
User talk:5180060makoto

 Hello 5180060makoto, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 January 2010 (UTC)

title: User talk:5180060makoto


text:
Votian/Conditional

== Conditional mood  ==

 * The very same endings of the first and second person are used in all moods and tenses.
 * Only the third person of singular is different from the present tense and has no marker at all in the conditional mood.
 * The third person of plural has in the conditional mood the same ending as in the present tense, even though it is derived from a suffix of present participle of indicative with a plural nominative marker t.
 * All those endings follow the vowel harmony rules like in the present tense e.g.  meneizimmä  (" (if) we would go ") vs.  tuлe̮izivaD  (" (if) they came ").

Pronunciation
The final vowel of this morpheme may be omitted.
 *  e̮лe̮issi ~ e̮лe̮is̄   (" (if) she was ")

Pronunciation of conditional suffix varies according to consonant gradation principles.
 * 1)  -isi-, -izi-  in most of the (  Western Votic ) dialects e.g.  jättäizin  (" (if) I would leave "),  meneizimmä  (" (if) we would go "),  e̮лe̮iziD  (" (if) you were ") X  antaisi    (" (if) she would give ")
 * 2)  -issi-, -izi-  in some other dialects ( Lempola ) e.g.
 * 3)  e̮лe̮izin  (" (if) I was ") X  e̮лe̮issi ~ e̮лe̮is̄    (" (if) she was ")
 * 4)  pitäizin  (" (if) I would hold ") X  pitäis̄    (" (if) he would hold ")
 * 5)  ehtīzin  (" (if) I would manage ") X  ehtīssi    (" (if) he would manage ")
 * 6)  -issi-, -isi-  in some other dialects ( Eastern Votic ) e.g.
 * 7)  antaisimma  (" (if) we would give ") X  antaissi    (" (if) she would give ")

The conditional morpheme -iksi- may be doubled > -iseiksi- (after a long vowel with primary stress). Notice, that vowel e̮ alternates with e according to vowel harmony rules. E.g.
 * 1) sā-iksi-n >  saise̮izin  (" (if) I would get "), jō-iksi-t >  je̮ise̮iziD  (" (if) you would drink "), lȫ-iksi-mmak >  leiseizimmä  (" (if) we would hit "), jǟ-iksi-ttak >  jäiseizittä  (" (if) you would stay ")
 * 2) Nevertheless it occurs with other stems too e.g.  etti лe̮pe̮ttaisizivat ̮ se̮  ̨ ā  (" that they should stop the war "  Lempola ).

==== Phonological history ====

 * 1) The first part (-ise-) of doubled conditional morpheme is used by  Finnic north-east i.e.  Finnish,  Karelian ,  Vepsian  and  Ingrian dialects . It may be related to  protosami  * -ńD́Ž́   potential.
 * 2) The second part (-ksi-) of doubled conditional morpheme is used by  Finnic south-west i.e.  Estonian,  South Estonian  and  Livonian dialects . It may be related to  protosami  * -ktš   conditional.

Morphophonology
The conditional morpheme takes a vowel stem e.g.
 * 1) makaissi ('would sleep' conditional ) ~ makā ('Sleep!' - singular) X magatkā ('Sleep!' - plural).
 * 2) pake̮ne̮issi ('would flee' conditional ) ~ pake̮ne̮ ('Flee!' - singular) X page̮tkā ('Flee!' - plural).

Thus any verbal stem is always in the strong grade in conditional.
 * лuke̮issi ('would read' conditional ) ~ лuke̮a ('to read') ~ лuke̮assa ('Somebody reads.') ~ лuke̮gā ('Read!' - plural) X лuge̮G ('Read!' - singular)
 * vs. makaissi ('would sleep' conditional ) ~ makā ('Sleep!' - singular) X magatkā ('Sleep!' - plural) ~ magata ('to sleep') ~ magatassa ('Somebody sleeps.')

Unlike i of imperfect tense, i of the conditional morpheme does not change quality of preceding  short vowels.
 * E.g. e̮ + -i- > e̮i: лuge̮mma ('We read.') > лuke̮issi ('would read' conditional ).

Dialectal alternatives

 * Votic of Ingria
 * Eastern Votic dialect
 * Pronunciation of conditional suffix varies according to consonant gradation principles:  -issi-, -isi-  e.g.  antaisimma  (" (if) we would give ") X  antaissi   (" (if) she would give ")

 * Western Votic dialects
 * Pronunciation of conditional suffix varies according to consonant gradation principles:  -isi-, -izi-  in most of the ( Western Votic ) dialects e.g.  jättäizin  (" (if) I would leave "),  meneizimmä  (" (if) we would go "),  e̮лe̮iziD  (" (if) you were ") X  antaisi    (" (if) she would give ")

 * Hill dialect:
 * Pronunciation of conditional suffix varies according to consonant gradation principles:  -issi-, -izi-  in some dialects ( Lempola ) e.g.  e̮лe̮izin  (" (if) I was ") X  e̮лe̮issi ~ e̮лe̮is̄   (" (if) she was ")

==== Other Finnic dialects ====

The first person of singular
 * Standard Finnish : luk-isi-n ('I would read.')
 * Vesjegonski Karelian dialects : lug-izi-n ('I would read.')
 * Vepsian dialects : lug-iži-ń  ('I would read.')
 * Ingrian dialects : lukk-īZi-n ('I would read.')
 * Standard Estonian : loe-ksi-n ('I would read.')
 * South Estonian Räpina dialects :  loe-sse ('I would read.')
 * Eastern Livonian dialects :  lugù-ks ('I would read.')

The first person of plural
 * Standard Finnish : luk-isi-mme ('We would read.')
 * Vesjegonski Karelian dialects : lug-izi-mma ('We would read.')
 * Vepsian dialects : lug-iži-mai ('We would read.')
 * Ingrian dialects : luG-izi-(m)man ('We would read.')
 * Standard Estonian : loe-ksi-me ('We would read.')
 * South Estonian Räpina dialects :  loe-sse ('We would read.')
 * Eastern Livonian dialects :  lugù-ks-mə̑ ('We would read.')

The second person of singular
 * Standard Finnish : luk-isi-t ('You would read.')
 * Vesjegonski Karelian dialects : lug-izi-t ('You would read.')
 * Vepsian dialects : lug-iži-d́  ('You would read.')
 * Ingrian dialects : lukk-īs-t ('You would read.')
 * Standard Estonian : loe-ksi-d ('You would read.')
 * South Estonian Räpina dialects :  loe-sse ('You would read.')
 * Eastern Livonian dialects :  lugù-ks-t ('You would read.')

The second person of plural
 * Standard Finnish : luk-isi-tte ('You would read.')
 * Vesjegonski Karelian dialects : lug-izi-tta ('You would read.')
 * Vepsian dialects : lug-iži-tai ('You would read.')
 * Ingrian dialects : luG-izi-tta ('You would read.')
 * Standard Estonian : loe-ksi-te ('You would read.')
 * South Estonian Räpina dialects :  loe-sse ('You would read.')
 * Eastern Livonian dialects :  lugù-ks-tə̑ ('You would read.')

The third person of singular
 * Standard Finnish : luk-isi ('She would read.')
 * Vesjegonski Karelian dialects : lug-īś ('She would read.')
 * Vepsian dialects : lug-iž ('She would read.')
 * Ingrian dialects : lukk-īZ ('She would read.')
 * Standard Estonian : loe-ks ('She would read.')
 * South Estonian Räpina dialects :  loe-sse ('She would read.')
 * Eastern Livonian dialects :  lugù-ks ('She would read.')

The third person of plural
 * Standard Finnish : luk-isi-vat ('They would read.')
 * Karelian dialects use indefinite voice instead : lugie-tta-iś ('They would read.').
 * Vepsian dialects : lug-iži-ba ('They would read.')
 * Ingrian dialects : luG-izī-D ('They would read.')
 * Standard Estonian : loe-ksi-d ('They would read.')
 * South Estonian Räpina dialects :  loe-sse ('They would read.')
 * Eastern Livonian dialects :  lugù-ks-tə̑' ('They would read.')

== Negative conditional ==

Negative expressions are made of an auxiliary negation verb followed by a main verb.
 * The negation verb has the following indicative and conditional forms according to the number and person of the subject: eni, emmak, eti, ettak, epi, evat.
 * See the present tense negation chapter about dialectal and morphophonological alternatives of them.
 * The main verb is represented by it's third person of singular i.e. conditional without additional personal endings e.g. en лauлoiz  (" (if) I would not sing "), eväd лauлoiz  (" (if) they would not sing ").

The negation verb will be conjugated in various moods. See other negation lessons about this matter.

=== Other Finnic dialects ===

The first person of singular
 * Standard Finnish : en luk-isi ('I would not read!')
 * Vesjegonski Karelian dialects : en lug-īś ('I would not read!')
 * Ingrian dialects : en lukk-īZ ('I would not read!')
 * Standard Estonian : ei loe-ks ('I would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('I would not read!')
 * Eastern Livonian dialects : äB lugù-ks ('I would not read!')

The first person of plural
 * Standard Finnish : emme luk-isi ('We would not read!')
 * Vesjegonski Karelian dialects : emmä lug-īś ('We would not read!')
 * Ingrian dialects : emmä lukk-īZ ('We would not read!')
 * Standard Estonian : ei loe-ks ('We would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('We would not read!')
 * Eastern Livonian dialects : äB lugù-ksmə̑ ('We would not read!')

The second person of singular
 * Standard Finnish : et luk-isi ('You would not read!')
 * Vesjegonski Karelian dialects : et lug-īś ('You would not read!')
 * Ingrian dialects : eD lukk-īZ ('You would not read!')
 * Standard Estonian : ei loe-ks ('You would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('You would not read!')
 * Eastern Livonian dialects : äD lugù-ks ('You would not read!')

The second person of plural
 * Standard Finnish : ette luk-isi ('You would not read!')
 * Vesjegonski Karelian dialects : että lug-īś ('You would not read!')
 * Ingrian dialects : että lukk-īZ ('You would not read!')
 * Standard Estonian : ei loe-ks ('You would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('You would not read!')
 * Eastern Livonian dialects : ät̄ lugù-kstə̑ ('You would not read!')

The third person of singular
 * Standard Finnish : ei luk-isi ('She would not read!')
 * Vesjegonski Karelian dialects : ei lug-īś ('She would not read!')
 * Ingrian dialects : ei lukk-īZ ('She would not read!')
 * Standard Estonian : ei loe-ks ('She would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('She would not read!')
 * Eastern Livonian dialects : äB lugù-ks ('She would not read!')

The third person of plural
 * Standard Finnish : eivät luk-isi ('They would not read!')
 * Karelian dialects use indefinite voice instead e.g. Vesjegonski Karelian dialects : ei lugie-tta-iś ('They would not read.').
 * Ingrian dialects : eiväD lukk-īZ ('They would not read!')
 * Standard Estonian : ei loe-ks ('They would not read!')
 * South Estonian Räpina dialects : ei loe-sse ('They would not read!')
 * Eastern Livonian dialects : äB lugù-kstə ('They would not read!')

== Indefinite voice ==

Morphophonology

 * The vowel a alternates with ä according to vowel harmony rules.
 * pan+taiksi > pantaissi ('Somebody would put.' )
 * pes+taiksi > pestäissi ('Somebody would wash.' )

Indefinite voice suffixes take a consonant stem if available.

Verbal stem is therefore always in the weak grade.
 * лuge̮-ttaissi ('Somebody would read') X лuke̮kā ('Read!' - plural imperative)
 * vs. magat-taissi ('Somebody would sleep') X makā ('Sleep!' - singular imperative) ~ magatkā ('Sleep!' - plural).

t component of indefinite voice suffixes stays geminated only after unstressed vowels e.g. tako+ttaiksi > tagottaissi  ('Somebody would beat.').
 *   ̄  + ttaiksi > taiksi: e.g. sā-taissi ('Somebody would get.') < sā-ttaiksi.
 * t + ttaiksi > ttaiksi: e.g. tšiuzat-taissi ('Somebody would molest.') < tšiusat-ttaiksi.
 * h + ttaiksi > htaiksi: e.g. teh-täissi ('Somebody would make.') < teh-ttaiksi.
 * s + ttaiksi > staiksi: e.g. pes-täissi ('Somebody would wash.') < pes-ttaiksi.
 * л + ttaiksi > лtaiksi: e.g. tuл-taissi ('Somebody would come.') < tuл-ttaiksi
 * l + ttaiksi > ltaiksi: e.g. pidel-täissi ('Somebody would hold.') < pitel-ttaiksi
 * r + ttaiksi > rtaiksi: e.g. sur-taissi ('Somebody would die.') < sur-ttaiksi.
 * n + ttaiksi (after primary stress) > ntaiksi: e.g. pan-taissi ('Somebody would put.') < pan-ttaiksi.
 * n + ttaiksi (elsewhere) > ttaiksi: e.g. apat-taissi ('Somebody would acidify.') < appan-ttaiksi.

In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel a alternates with e̮ and ä alternates with e e.g. ve̮tta+ttaiksi > ve̮te̮ttaissi  ('Somebody would take.'), leütä+ttaiksi > levvettäissi  ('Somebody would find.').

The final vowel of this morpheme is often omitted depending in it's position in a sentence.
 *  ve̮te̮ttaissi ~ ve̮te̮ttais̄ ~ ve̮te̮ttais   ("Somebody would take.")

Dialectal alternatives
Dialectal alternatives of the negation verb epi were described in the lesson about present tense negation e.g. ep tuлtaissi vs. ei tultas ('Nobody would come.').

ss of the suffix may be degeminated in some dialects e.g. ve̮tta+ttaiksi > ve̮te̮ttaisi ~ ve̮te̮ttais  ('Somebody would take.'), iho+ttaiksi > ihottaisi  ('Somebody would grind.'), anta+ttaiksi > anne̮ttaisi  ('Somebody would give.').

 * Votic of Ingria
 * Eastern Votic dialect
 * A metanalytic morpheme -k has been added to the conditional negation  e.g.  ettäg  ̮ e̮лe̮issiG  ('You wouldn't be.'),  ep  ̮ e̮лtaissiG  ('Nobody would be.'  indefinite voice  ). The suffix -k is probably borrowed from the present tense negation here, where it was a present tense marker.

title: Votian/Conditional


text:
User:Chris Wild

Chris Wild is a lecturer in Animation, Media and Photography working at Blackpool & Fylde College.

title: User:Chris Wild


text: User:Andre anckaert

title: User:Andre anckaert


text:
User:Tyug

A 3rd year at the University of Waterloo studying Computer Science. Current ongoing endeavours -perl & unix -cloud computing concepts

Knowledgeable Programming languages - SQL - java/c# - c++ (minor proficiency)

title: User:Tyug


text:
User:TanTran

=English Composition=

Statement of Intent

Overview
+ A total of three short stories (2000 words each)

+ A runway coverage (1500 words on various designers)

+ A trend report (1500 words for the Spring 2010 trends)

+ A short study on a particular designer/garment/trend (Avant Garde fashion) --> possible for publication

Rationale
To get a balance between critical and creative writing. I also want to be able to incorporate a little bit more research into some of my writings.

Publication/Presentation
The study of a designer/trend/garment can be presented in a format of a book with many images accompanying the texts. The boon can be a amalgamation of different styles of writing such as creative, critical and informative.

Schedule
+ Week 2: Finish first short story (~2000 words)

+ Week 3: Runway coverage for Spring 2010, examining work of 5 designers (-1500 words in total with images)

+ Week 4: Finish second short story (~2000 words)

+ Week 5: Trend report for Spring (~1500 words)/Workshop: Book of designer/style (Avant Garde)

+ Week 6: Finish third short story (~2000 words)

+ Week 7: Runway Coverage for Pre-Fall 2010 (~1500 words)

+ Week 8: Runway Coverage for Fall 2010 (if possible) (~1500 words)

+ Week 9: Continue to work on book

+ Week 10: Finish book

Anticipated Problems
+ Misjudge work load: The runway coverage for Pre-Fall and Fall may be pushed aside or cancelled in order for the book to complete.

Week 6 Project Review
Many things have been coming up. I no longer know whether I can pull everything together at the end. Right now, I am trying my best to catch up with my weekly work and I think the weekly work does motivate me to keep going. If I were to put a final together - one that is not a compilation of my weekly work, the final zine would be quite weak. It may be shorter than I had anticipated. Following the death of Alexander McQueen, I would like to do a tribute for him and I hoped that would be big and grand enough for the final. The pictures mostly speak for themselves and the class has not read my fashion commentary in a while so that would be a great change of pace. One thing that I may think about is how to publish that. Right now, I am thinking of a folder, portfolio or a scrap book. The scrap book may be labor intensive to reproduce but that can be a fun project. I just hope to complete my weekly goals that I set for myself because they seem somehow tangible as opposed to the final, which happens in the distant future. I will try my best though to pull together something really spectacular.

Reader's Report

Project
Week 2: The Agreement

 The Agreement

The store still stood stubbornly after all these years with the rapid development thrusting upon this delicate corner of the small province. The changes that city initially was so hesitant to accept did almost nothing to the minute clothing store. The mood somehow shifted towards a much-forced modernity, despite the display persistently styled with a mannequin looking ever so haughty and a couple of moldy vintage-y furniture.

The owner continued to be behind the neatly arranged counter with an amalgamation of one-of-a-kind vintage jewelry, greeting his beloved clientele who paid the patronage because of word of mouth. The most fashionable crowd still flocked to this tiny boutique, carrying with them a love for fashion and a penchant for the thrill of hunting that oh-so-unique item. The crowd changed so much. Oh so at least, as Whitney had noticed when she first waltzed through the mahogany-framed glass door. The crowd actually included some teenagers now, acting so hoity-toity, confident that they had virtually limitless credit cards and got their style tips from their perpetual subscriptions of Vogue and Elle.

Whitney was like that once. And by that, it meant that Whitney was once a teenager with a fascination for fashion and all things that defined the city life. She was a girl from a small town, from a family doing just well enough for their little girl to receive the best education the country can offer. She was never the one that aspired to dress nice. She was never the one that had the magazine subscription. She was never the one that had frequent wardrobe changes every month.

But she knew so well what she had been and what she aspired to be. She had been the girl that managed to put aside her urge to rebel for the good of her family. She had been the girl that realized what she wanted at an early age and went after it with all she could. And most importantly, she knew that someday, she wanted to become a homemaker just like her mother.

Her mother was no ordinary homemaker, in her eyes. As the teenage Whitney would put it, her Mom made the most “badass” batch of cookies of all assortments. Her Mom also made the most “awesome” pitch of lemonade on a hot summer day with lemons handpicked from the family garden. And most importantly, her Mom loved her family and devoted everything she had for them.

Five years ago, as Whitney was exploring the city on her own upon her first trip, she was attracted to the petite store with its very own distinct retro styling, complete lost in the fast-paced city of bright lights and enormous architectural structures. She was drawn to it, feeling like she could somehow belong there.

Taking cautious little steps towards the boutique, Whitney tried to peer in through the store window. She was taken aback at the sight of the display.

Within a tiny, constricted space, the owner, so skillful, managed to arrange a heart-warming scene with an array of quirky furniture, likely to be found nowhere. Amidst a vintage clock, a wooden stool on the verge of collapsing and an antique couch with many questionable stains, the mannequins, contorted in all sort of poses, stood and leaned against one another with a manufactured grace and forceful happiness.

The scene with its much artificial emotion somehow reflected the way Whitney perceived the city life. It was as though everyone just wanted to make friends for a purpose, for their own selfish gain, or worst yet, to look for that one accessory. The mannequins, with their cinched waist, jerked their head back and appeared so joyful with their widened smile, revealing rogue lipstick and shiny teeth. Whitney wondered if they were being tipsy or that they were actually happy. Maybe, they were very successful in their previous life, sitting down for a chat down memory lane. Perhaps, getting together with a glass of martini swept all their worries away. Or, a possibility kicked in: they might be so happy because they were all looking oh-so-glamorous in their sheath dresses, reminiscing of the 50s.

At least that was what Whitney thought for herself.

She was mesmerized by a particular sheath on the mannequin with copper red hair. Perhaps it was the attention that mannequin commanded with her presence. So confident. So powerful.

The puff sleeves added much height to shoulder, establishing a strong silhouette without compromising femininity. The band collar somehow shielded the back neck away, as if to playfully tease an onlooker just then to descend into a deep plunging V in the front, setting any glance on fire with an overwhelming sense of constrained sensuality.

“Buy you a dress, mi’lady?” – a deep, warm voice with an assertive tone diverted Whitney’s attention.

“Oh…were you talking to me?” – innocently Whitney replied while pulling herself together.

“I can see that you display a tremendous interest in the dress behind that glass.” – a charming young men, looking ever so dapper in a V-neck sweater, contrasting dress shirts and a cheeky narrow tie was home to the deep, warm voice. – “The name is Sean. Nice to meet you! Would you like to join me in a fascinating, one night say rather grown-up conversation between two adults over coffee?”

“Oh…oh…” – Whitney couldn’t help but flustered. – “My name is Whitney. From a small town. It is my first day here. I hope you can show me around the city. But then again, my mother said that I should not trust any boy in the city. So…Uhm…can I trust you?”

“Fear not, my enchantress! I am merely a messenger.” – the boy continued to utter a slew of fancy that appeared to be out of this world yet he delivered the line with such ease and finesse. The words became somewhat…understandable. – “Fortunately for you, my pretty birdie, my master has set his eyes on you, thus, he sent me forth to tell you that your pristine beauty set his heart ablaze.”

“Wow, I’m flattered.” – Whitney was caught off guard that she had a secret admirer. In fact, she was rather astonished that the concept of master and servant still existed. – “Can you take me to your master, dear Sean?”

“Most certainly, my Queen! How endearing it is that you used my own name! Other people often referred to me by my, well, affiliates” – Sean walked Whitney towards a narrow alley. Their steps glided over the rocky stones that paved the path. The chilly winds of autumn swirled around them, caressing their youthful skins in a flirtatious manner, bringing with the fallen leaves, creating a sense of rush and hurry. Suddenly, Sean turned around. – “Here, a rose for you! The master compared this delicate flora to the purity of your beauty and charm.”

Whitney was presented with a purpose rose on a stem. The rose was beautiful. Its color was rich. Its beauty appeared untouched. It was made of crystal.

She received a single crystal rose from her admirer.

Intrigued by it all, Whitney overcame the anxiety about the legends and myths her mother informed her about the wild boys of the city. She became more and more eager to face this mysterious fan that she hardly knew. Her steps bounced with much excitement and a sense of urgency. They finally arrived at a small coffee shop. The antique chairs surrounding the front door did not hinder the path while providing an intimate atmosphere with art deco umbrellas and gothic tables. From far away, Whitney could spot a handsome young man, sitting quite casually with a relaxed posture yet he somehow commanded so much power and presence. She also noticed that he was placed in a get-up that was rather out of place with a place so miniature yet so upscale.

He was entirely clad in nothing but jersey and fleece. The baggy navy sweatshirt hid away a healthy, gorgeously built body, hinted by the tightening at the sleeves, revealing strong and protective arms. The hood being pulled over obscured a handsome, confident face with well-defined features. His baggy grey jersey pants, coupled with dusty running shoes placed an aura on him that somewhat portrayed the opposite of what the man could potentially look.

“Your prince is waiting for you over there. The man in the rather, uhm, depressing get-up.” – Sean signaled for Whitney to come and greet her admirer and turned away to depart. – “And by the way, can you do a me favor by telling your prince not to forget my twenty bucks? Lovely to meet you!”

Whitney was slightly surprised. Then she chuckled with some delight, watching Sean disappearing into the alley. She turned and skipped over to her guest of the day. Her crystal rose glistened in the sun, coating her with a halo that sparkled the floral prints of her homemade dress. As she approached, her man was caught by surprise, jumping at her presence and clumsily dropping his modern device.

“Hi…hi…uhm…how are you? Sean didn’t tell me we’re going to meet today.”

“Oh, that’s alright. I wanted to meet the mystery man, anyway. Thank you for the rose. It’s thoughtful of you.” – Whitney became rather flirtatious to her own surprise. She turned on her small town girl charm that mother said could bring any men down on their knees. – “Sean also mentioned that you should not forget his twenty dollars.”

“I am going to kill him.” – hissed the guy in the sloppy get-up. – “My name is Issac. I believe we will be attending the same university. I saw you in the hall coming out of the administration office. I wanted to, uhm, get to know you a bit better.”

“I saw you, too. What a coincidence! Were you the guy that got his picture framed near one of the trophies? You are quite the hero.”

“I am not sure about hero. But I’m glad you took notice.” – Isaac began to gather himself and summon up the courage to pop the important question. – “Since you just got started, uhm, I, uhm…well…there is this tradition…this annual dance. Well, I was wondering if I can have the honor of you being my companion for the night.”

“I would love to.” – Whitney replied with no hesitation, feeling complete safe besides Isaac. She wondered if it was love at first sight. – “But I don’t have anything to wear. My Mom made most of my dress and it is not till another month that she will send me another one.”

“Well, don’t take this the wrong way, but, uhm, how’s about I buy you one? I saw you looking at the dress in the corner shop.” – Isaac was so hesitant about his offer, knowing that it would reflect badly or portray his person rather negatively. – “I don’t mean to, you know, brag. But I do come from a family, how you put it, well-to-do? I am sure a vintage dress will fly.”

“Oh, that is so sweet. But I cannot let you do that. My Mom taught me differently. I wanted to earn that dress.”

“But the dance is three days away. All right, how’s about this? You will have the dress to go with me to the dance. If you have fun at the dance, you will work to pay me back. If you don’t, you can keep it without returning favor. How does that sound?” – Isaac held his breath, waiting impatiently for a response.

“Okay then, but I will say this. Fun or not, I will return the money or favor. And if this ever works out between us, you know that you will make me work hard and earn what I deserve. Can you promise me that?” – Whitney held out her pinky, waiting with much eager for her man to make an interest or in her mind, to confirm his interest in her.

They continued to talk and share about their lives at the coffee shop. They completely forgot the time quickly passing by. They ignored the bitterly cold wind crawled and crept along their feet. They paid no attention to the economic backgrounds that divided them as day and night. Their care melted away. They shared their first kiss.

The memories reeled in her mind slowly like an old Hollywood movie, suddenly disrupted by a phone call. Whitney gracefully reached her long, slim fingers and took out her phone. She quickly pushed the green button and spoke softly into the tiny silver rectangular box with black metal edging and wooden accent.

“Hi, honey! How are you? Are you at the office?”

“I am. Missing you, baby! Are you at the store?”

“I sure am. Returning you the favor. You prefer grey over black, am I correct?”

“That’s swell, honey. But I don’t need anything. I don’t really…”

“Are you sure? What about that charity event you told me about? Don’t tell me you are not going?”

“I am. All right. Why don’t you pick out something for me? And don’t forget that we have to co-ordinate.”

“Is that the theme of the event now? All right, I will see you when I got home. Don’t forget to pick up Isaac Jr.”

Whitney hung up. Ten years had past and the first day they met was imprinted in her mind so clear like a movie that perpetually played to remind her of the good times they had and encouraged them to endure what lied ahead. Whitney now had become that housewife that she had always aspired to be, supporting Isaac with all she could. Isaac inherited his family’s business, learning the discipline that Whitney was brought up with, becoming humble and grateful of what he achieved. Together, that had a son, now, being 4 years old.

Ten years being together. Five years of marriage. They were still going strong. All was because of a 50s dress.

title: User:TanTran