text:
User talk:Emceecee~enwikiversity

 Hello Emceecee, 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 08:17, 15 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 15 January 2010 (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 Emceecee. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Emceecee~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 23:35, 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) 06:07, 19 April 2015 (UTC)

title: User talk:Emceecee~enwikiversity


text:
User talk:Boxticker

 Hello Boxticker, 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, 15 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, 15 January 2010 (UTC)

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

title: User talk:Boxticker


text:
User talk:Egm6341.s10.Team2

 Hello Egm6341.s10.Team2, 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. --Gbaor 08:38, 15 January 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.

Pages
Greetings!
 * 1) If you have some page, which you create by accident, or becomes irrelevant, please mark it with delete my page . Thanks for help in the maintenance this way!
 * 2) Can you please let me know the WV name of the coordinator/supervisor of the homeworks? I got it right that pages like Egm6341.s10.Team2/HW1 are real-school effort, right? --Gbaor 08:38, 15 January 2010 (UTC)

title: User talk:Egm6341.s10.Team2


text:
User:Egm6341.s10.Team4.roni/HW1 Page

Roni Plachta HW

http://en.wikiversity.org/wiki/User_talk:Egm6341.s10.Team4.roni/HW1 page

title: User:Egm6341.s10.Team4.roni/HW1 Page


text: User:Harkey Lodger/Sandbox 1/to do

title: User:Harkey Lodger/Sandbox 1/to do


text:
User:Chotima

Chotima ID. 5180505 ICNS 141
 * /in class quiz/
 * /Homework5/
 * /Homework4/

title: User:Chotima


text: Category:Google Wave

title: Category:Google Wave


text:
User:Ishaya Konet

I need some information on biogas production and effects of digester sizes.

title: User:Ishaya Konet


text:
User:Amit6

I am an Autoconfirmed user of English Wikipedia and WikiMedia Commons.

You can visit my pages there by clicking the links below.

title: User:Amit6


text:
User talk:Amit6

I am an Autoconfirmed user of English Wikipedia and WikiMedia Commons.

You can visit my pages there by clicking the links below.

title: User talk:Amit6


text: User talk:Yasiri

title: User talk:Yasiri


text:
User:Jdup73

Hi. My name is Johann du Preez. Here is a bit about me. I love science and astronomy. I have entered this on my mobile phone, and will re-enter it as soon as I get to an internet cafe again.

title: User:Jdup73


text:
User:DaniFillmore

=Analytical Writing=

Statement of Intent
To learn and acquire analytical skill that will benefit me in communication, in terms of writing. Also, to explore a subject that is useful to the knowledge base I am building at this school.

Overview
I hope to accomplish all work for this course in a timely fashion. I also intent to expand my knowledge on subjects that I delve into, breaking them apart so I can share a more in-depth look at the subject matter with the class.

As of know, I am highly interested in communication: the way it is used, the applications of it, the architecture of it, the way it is managed, the visual applications, and practical usage. As the quarter progresses I hope to whittle it down to a more digestible size and build a foundation of knowledge on the matter that I can build upon in the future. By doing this, in this setting, I foresee taking to into account critiques from classmate and direction from Steven. By doing so, achieving a more refined view and opinion on the topic.

Rationale
I intend to acquire skills that will assist me in future writing endeavors. In addition to that, I hope to achieve a greater level of analysis in the writing and reading realm. In terms of the design of this class, I hope to develop better communication skill with my peers in a workshop setting and enhance my observational critiques, by developing eloquence in my delivering personal opinions. I also hope to grow through receiving and processing reviews of my work, further experiencing a creative environment where we can consider each others work and impart encouraging advise toward peers/classmates.

Publication
I am assuming Wikiversity will make this project public upon completion. In addition to that, once the project is refined to my liking, I would post it on my personal blog. Since I am a Web Design and Interactive Media student, I would consider building a sub-site off of my current website to make this public for all to see.

Schedule
I am not entirely sure what this class's time line is, as it is fairly obscure to me personally at this stage in the quarter, so I am going to give this a shot in the dark. I hope this can be open to reorganization as direction become more clearer.

Unrefined Schedule

 * 1) week 2: Larger scope of project and refinement on subject I wish to endeavor on.
 * 2) week 3: Solid direction on project. More understanding on the compositional criteria.
 * 3) week 4: Development of content and light research. Refinement through in class feedback in workshops. Read "Most Likely to Succeed" reading assignment.
 * 4) week 5: Turn in "Most Likely to Succeed". Begin reading on "Men Explain Things to Me". Work on final composition and content therein. Intent to continue research on subject matter. Refinement through in class feedback in workshops.
 * 5) week 6: Turn in "Men Explain Things to Me". Continue research and refinement based on workshop experience. Complete Project Review.
 * 6) week 7: Have a developed project at hand. Make sure that it is in it's final stages and close to completion.
 * 7) week 8: Continue to receive workshop critiques. Sign up for individual meetings.
 * 8) week 9: Have final project solidified. Anticipate room for error on grammar and context - correct those and tie up any loose ends on the subject.
 * 9) week 10: Meet with Steven and clean up hole in project that he see. Prepare for final reading.
 * 10) week 11: Final reading and FREEDOM :oD

Anticipated Problems
I anticipate that mid quarter till the finals will start to become a bit chaotic. By already determining this will be something I will have to factor in, I am trying to prepare myself early by not falling into the procrastination cycle that I find myself in when the quarter wear on me. Also, I am newly married. My husband and I are still in that “(REALLY) getting to know each other” stage, we are trying to troubleshoot problems with time and stress before they happen.

Reading Response: Peak Water
This article made me truly understand the reality of what is happening in a few different areas of the world regarding our water. I do, however, find it ironic that one of the largest technology companies (Intel) has built a system that conserves 75% of it’s 2 million gallons of daily usage, yet under much scrutiny regarding the little water it has to sustain it’s 10,000 employee and growing base using Chandler, Arizona’s; additionally, the issue with the Palo Verde being the main energy source for Intel, which uses 20 billion gallons annually, to cool its turbines. All this is being said, because one attempted effort to be conservative and sustain our economy, leads to causing other issue of energy and water.

Another oddity is that human’s need for water usage is in modern days directly contributes to the issue in London, and I am sure in many cities that are still oblivious the loss of water in their old piping. We are working to sustain our current population, yet the guts of what keep us alive are falling apart. Even in arid Australia, providing rice to help sustain our population, yet Mother Nature is with holding rain from falling in this area.

All in all, a single solution is rather bleak. Yet educating people, in an article such as this, is one way to make us aware. Maybe even inspire people to want to make a difference. My life direction is not to invent ways for large companies to reuse water, or building system that monitor water usage in our home and find links, or build MRI technology based systems that can detect ground water. Maybe my children might contribute, because in school or in our conversation they were made privy to it and what to start a career path that leads to helping that effort. As for now I do think differently about leaving the sink running while brushing my teeth or letting the water run unnecessarily while I do our dishes and I would be happy to buy a system that purifies rain water for home us or purchase a system that tells me exactly how much water I am using in my home.

Week 6 Project Review
OUTLINE:

I. Introduction to material. A. Technology 1. Advancements in technology and how we use it. a. Internet. b. Personal Computers c. Hand Held Devices. d. Information Kiosks 2. Visual and Interactive Experience a. Current roll b. Adaptation in Modern Society c. Future Outlook B. Breaking apart the way they analysis is going to look. 1. Advertisers and Industries 2. Modern American User 3. Future Outlook

II. Industry and Advertisement A. Reaching out by incorporating advertisement into modern trends. 1. Adding conventional usability and excitement to advertisements. a. Animation and Design b. User Interactivity 2. Adaptation to advancements in technology a. Continuation in developing means in which to draw in people. b. Evolution in hand held devices. 3. Benefits and Disadvantages.

III. The User A. Adaptation to current technologies. 1. A must for communication for an average person in the modern American society. a. internet? b. hand helds? c. interactive kiosks? 2. Information design and usability of modern tools. a. Visual and interactive conventions. 1. internet 2. handhelds 3. interactive kiosks 3. Benefits and Disadvantages

IV. The Future A. Where is this going? B. The current and future trend. C. Outlook D. Is this beneficial to society

V. Conclusion A. Recap 1. weigh out of benefit vs disadvantages 2. Brief second look on the future compare to current time.

Before Or During Week 6

 * Developing an outline based on these:
 * What is a question you have about these issues?
 * Where is it headed? What's good / what's bad?
 * Who benefits?
 * Who is left out?

 * Stories/narratives
 * A
 * B
 * C

 * Interface design - intuition - metaphors
 * A
 * B
 * C

After Week 6
Progress for Workshop on 2-3-2010

Due to the advancement of technologies, the future of communication progress and the commonality of users in the United States to interact with computing systems in their day-to-day life is more prevalent. With the advent of the home computing system, our society has been growing accustom to the usability of computer interfaces. This, in essence, has evolved our communication system; not only by the ability to transmit information more quickly and efficiently, but also by developing systematic conventions that are universal in nature.

These conventions play a vital roll in the transmission of information through visual symbolism and interactive habits with computing systems. All of this, being a tool for industries and commercialism to accelerate transmission of propaganda, develop devices that serve as a necessary means of communication and enhance appeal by embellishing the users visual experience. This has brought us into an era where the personal computer, hand held devices, interactive kiosks and the internet are a necessity to thrive in the American culture; and as of resent times, information design has become more interactive and graphically based.

This analysis will explore the depths of how interactivity and graphics play a substantial roll in how modern America associates with the Internet, personal computers, handheld devices, and interactive kiosks. The extent, in which this investigation will take place, will rest within the current effects on advertisement and modern industries, user experience and adaptation, and the future outlook on where this endeavor in technology is heading.

INDUSTRIES AND ADVERTISING

Commercialism has reached a new height in advertisement via the Internet, personal computers and hand held devices; the advancement of visual communications through those mechanisms have given companies a new platform on which to connect their products and services to people. In the midst of the information age, advertisers have to continually follow latest communication trends through social media and keep up on the new cinematic and interactive approaches to web sites design. This is a process of continually refining the visual approach upon which advertisers have to use in order to draw attention to the product and/or service….

Although companies progress in their nature of advertisement, this can be difficult, in that, business frequently rebuild their advertisement models to keep up with the latest technology trends… Unless an industry is on the cutting edge of building these innovative ways of transmitting information, the company continually has to mold to these changes. Yet, these new technologies are opening doors to new jobs and strengthening relations between communication with foreign countries…

USER

American society has continually had to adapt to changes in communication, especially since the introduction to the personal computer and the Internet. In this current time, our communication level has enhanced significantly and the means in which we transfer information has become more compact. Hand held devices and laptops have given individuals the ability to check emails, read news and books, navigate through streets, socialize, and work remotely…

A significant part of the users growth rests in the hands of adaptation to new interfaces and visual symbolism. For some this can be a continual difficulty, having to harmonize ones self with the ever evolving changes in communication. While those who have been introduces to these types of technologies at an early age embrace these changes…

Additional Writings (not incorporated in the paper yet)

Interfaces usability on personal computers, hand held devices and information kiosks have become automatic, as developers and designers have embraced common symbolic elements and habitual interaction. With in this, “Usability combines useful content with a presentation and format that lets the audience easily even intuitively navigate and understand it” (Lipton, 37). In addition to that, “graphics – photos, illustrations, diagrams, maps – add to, replace, reinforce, explain, and illustrate words. Reducing to their simplest, most familiar visual language… they can communicate almost instantly, more quickly than words do” (Lipton, 171)…

Let’s take an arrow, for example, a universal sign for direction. In any country you visit, if an arrow is pointing you in the direction you need to go, you follow it. This is also applicable to a user interface. On any computer we encounter we typically use an arrow as the indictor for the “point and click” interaction we use to select something on our computer. This is also used as a button to scrolls a user through images or information… In hand held devices, we have even been trained to navigate to menus without an indication that there are even more to be accessed; we intuitively know that more is there (example through iphone and Blackberry Storm).

FUTURE

“Digital media will force the entertainment industry to rethink current business models… The Berkman Center for Internet and Society at Harvard University and research firm Gartner assembled a group of legal, media and technology experts to discuss potential scenarios for overhauling the media and entertainment industries to accommodate rapid changes in technology.” (news.cnet.com/2100-1025-5079007.html).

WEEK 10 UPDATE FOR FINAL REVIEW AND HELP
As the world keeps changing, due to continual advancements in technology, I have caught myself often wondering if this is a good or bad. I find that the x generation, that I caught the tails ends of, often complains about the over abundance of technology, while they are finding directions to their next destination, as the simultaneously update their Face book status, send an email out as they set the timer for their heating to come on in their house before they arrive home, in the midst of their complaint to me. I, for one, have found technology to be fun, efficient, and more practical to my busy everyday life, yet I often find myself wondering why the convenience and practicality is so enticing to me, and others.

Since my major, interactive media and web design, seems to change overnight because of new product and advancements in computer programming languages, I am often challenged in my curriculum to adapt my designing to these new devices. The key is trying to manage information in a way that is visually stimulation and digestible to a busy person. In order to truly understand how these rapid changes seem to so adaptable, I wanted to explore how these phenomenon seemed to continue to work.

INTRODUCTION

The continual evolutions in technology, has progressively made it more common for people in the United States to interact with computers. With the advent of the home computing system, our society has been growing become accustom to the usability of computer interfaces. This has evolved our communication system; not only by the ability to transmit information more quickly and efficiently, but also by developing systematic conventions that are universal in nature. In a complex world, clear and accessible communication, across and broad range of media has become essential. This need blends typography, illustrations, communication studies, ergonomics, psychology, society, linguistics, computer science, and a variety of other fields to create concise and unambiguous messages. (O’Grady, 3)

Information design and usability conventions play a vital roll in the transmission of information through visual symbolism and interactive habits with computing systems. All of this, being a tool for industries and commercialism to accelerate transmission of propaganda, develop devices that serve as a necessary means of communication and enhance appeal by embellishing the users visual experience. This has brought us into an era where the personal computer, hand held devices, interactive kiosks and the internet are almost a necessity to thrive in the American culture; and as of resent times, information design has become more interactive and graphically based.

In this analysis I hope to explore the depths of how interactive media and graphics play a substantial roll in how modern America associates with the Internet, personal computers, handheld devices, and interactive kiosks. The extent, in which this investigation will take place, will rest within the current effects on advertisement and modern industries, user experience and adaptation, and the future outlook on where this endeavor in technology are heading.

USER INTERFACES AND GRAPHIC ICONS

Graphic Icons Graphic icons play an essential roll in unifying languages. The one, in which I find to be the same wherever I go, seems to be the male and female symbol on a bathroom door.

Let’s take an arrow, for example, a universal sign for direction. In any country you visit, if an arrow is pointing you in the direction you need to go, you follow it. This is also applicable to a user interface. On any computer we encounter we typically use an arrow as the indictor for the “point and click” interaction we use to select something on our computer. This is also used as a button to scrolls a user through images or information… In hand held devices, we have even been trained to navigate to menus without an indication that there are even more to be accessed; we intuitively know that more is there (example through iphone and Blackberry Storm).

User Interface

User interfaces and graphic icons work hand in hand to effectively support the interaction between humans and computer systems. This is accomplished when designers building iconic graphics that are easily read by recognizing the image. To further understand this, the diagram (1.1) will illustrate two familiar interfaces that the average person operates with.

Interfaces usability on personal computers, hand held devices and information kiosks have become automatic, as developers and designers have embraced common symbolic elements and habitual interaction. With in this, “Usability combines useful content with a presentation and format that lets the audience easily even intuitively navigate and understand it” (Lipton, 37). In addition to that, “graphics – photos, illustrations, diagrams, maps – add to, replace, reinforce, explain, and illustrate words. Reducing to their simplest, most familiar visual language… they can communicate almost instantly, more quickly than words do” (Lipton, 171)…

INDUSTRIES AND ADVERTISING

Commercialism has reached a new height in advertisement via the Internet, personal computers and hand held devices; the advancement of visual communications through those mechanisms have given companies a new platform on which to connect their products and services to people. In the midst of the information age, advertisers have to continually follow latest communication trends through social media and keep up on the new cinematic and interactive approaches to web sites design. This is a process of continually refining the visual approach upon which advertisers have to use in order to draw attention to the product and/or service….

Although companies progress in their nature of advertisement, this can be difficult, in that, business frequently rebuild their advertisement models to keep up with the latest technology trends… Unless an industry is on the cutting edge of building these innovative ways of transmitting information, the company continually has to mold to these changes. Yet, these new technologies are opening doors to new jobs and strengthening relations between communication with foreign countries…

USER

American society has continually had to adapt to changes in communication, especially since the introduction to the personal computer and the Internet. In this current time, our communication level has enhanced significantly and the means in which we transfer information has become more compact. Hand held devices and laptops have given individuals the ability to check emails, read news and books, navigate through streets, socialize, and work remotely.

A significant part of the users maturity has been based on adaptation to new interfaces and visual symbolism. For some this can be a continual difficulty, having to harmonize ones self with the ever evolving changes in communication. An example of this can be trying to teach an 80 years old woman, who has been a housewife, to use an iphone. While on the other hand, those who have been introduces to these types of technologies at an early age embrace these changes. Most high school students are teaching their parents how to use new technology. Regardless of where a child born into the 90s sits on the social, economic scale, they have been introduced and utilize some form of technology through school, social means, work, or commercialism. From whatever prospective the user is coming from, developers and designer strive to create user interface systems that contain…

FUTURE

“Digital media will force the entertainment industry to rethink current business models… The Berkman Center for Internet and Society at Harvard University and research firm Gartner assembled a group of legal, media and technology experts to discuss potential scenarios for overhauling the media and entertainment industries to accommodate rapid changes in technology.” (news.cnet.com/2100-1025-5079007.html).

Project
As the world keeps changing, due to continual advancements in technology, I have caught myself often wondering if this is a good or bad. I find that the X generation, that I caught the tails ends of, often complains about the over abundance of technology, while they are finding directions to their next destination and turning on the heating in their house through their iphone, as the simultaneously update their Facebook status, send a work email out, and texting their significant other, in the midst of their complaint to me. I, for one, have found technology to be enjoyable, efficient, and more practical to my busy, everyday life; yet, I often find myself wondering why the convenience and practicality is so enticing to me, and others.

Since my major, interactive media and web design, seems to change overnight because of new products and advancements in computer programming languages, I am often challenged in my curriculum to adapt my designing to these new devices. The key, is trying to manage information in a way that is visually stimulation and digestible to a busy person. In order to truly understand how these rapid changes seem so adaptable, I wanted to explore how this phenomenon seemed to continue to work.

INTRODUCTION

The continual evolutions in technology, has progressively made it more common for people in the United States to interact with computers. With the advent of the home computing system, our society has growing become accustom to the usability of computer interfaces. This has evolved our communication system; not only by the ability to transmit information more quickly and efficiently, but also by developing systematic conventions that are universal in nature. In a complex world, clear and accessible communication, across and broad range of media has become essential. This need blends typography, illustrations, communication studies, ergonomics, psychology, society, linguistics, computer science, and a variety of other fields to create concise and unambiguous messages. (O’Grady, 3)

Information design and usability conventions play a vital roll in the transmission of information through visual symbolism and interactive habits with computing systems. All of this, being a tool for industries and commercialism to accelerate transmission of propaganda, develop devices that serve as a necessary means of communication and enhance appeal and assimilation by embellishing the users visual experience. This has brought us into an era where the personal computers, hand held devices, and the internet are almost a necessity to thrive in the American culture; and as of resent times, information design has become more interactive and graphically based.

In this analysis I hope to explore the depths of how technology, interactive media and graphics play a substantial roll in how modern America associates with the Internet, personal computer systems and handheld devices. The extent, in which this investigation will take place, will rest within new technologies, graphics, user interfaces and experience, adaptation, the current effects on advertisement and modern industries, and the future outlook on where these endeavor in technology are heading.

TECHNOLOGIES, USER INTERFACES AND GRAPHIC ICONS

Graphic icons play an essential roll in unifying languages. Let’s take an arrow, for example, a universal sign for direction. If an arrow is pointing in the direction you need to go, you follow it. This is also applicable to a user interface. On any computer we encounter, we typically use an arrow cursor as the indictor for the “point and click” interaction used to select something on a computer. This could be as simple as using that same arrow cursor to click on the “forward” and “backward” arrows on ever web browser’s interface; this helps us navigate back and forth through sites we are connected to. For those who are familiar with interacting with a computer, using a mouse, this it a simple task, for others, this is not an intuitive approach. Click to view example arrow example

In a conversation with my professor Steven Arntson, on March 19th 2010, we discussed his attempt to educate his mother on how to use a computer. As he described his attempt to teach her how to navigate through an interface, she was trying to touch the screen to access an application. The funny thing is, she was on to something. On March 5th, 2010 the ipad, through Macintosh, was released. The ipad, claims to be, “the best way to experience the web, email, photos, and video. Hands down.” They also exemplify this concept further by stating, “imagine being able to page through websites, write emails, flick through photos, or watch a movie. All on a big, beautiful Multi-screen. With just the touch of a finger.” ipad

Although this concept seems new, we are already embracing it through new phones that have been utilizing this type of interaction: the iphone, Blackberry Storm, Nokia N95, and Motorola Droid, to name a few. These new lines of phones are called Smartphones. Just by the concept behind the Smartphone, and the name alone, Ariston’s mother was not far off by how she was trying to interact with the computer. We now are progressing to point where her intuition serves her correctly. In order to make this interaction function naturally, every user “must cope with two primary interrelated limitations: the finite amount of information that can be conveyed via a single screen, and the finite amount of information that a user can process at one time.” (Padilla). In order to accomplish effective understanding for a user designers must utilize iconic graphic, like the arrow, and simple interactions between the applications and the user.

User interfaces and graphic icons work hand-in-hand to effectively support the interaction between humans and computer systems. This is accomplished when designers building iconic graphics that are easily read by recognizing the image. To further understand this, Macintosh has been on the cutting edge of developing systems of this kinds of. The iphone is a prime example of the usage of familiar icons, paired with words, to help users associate and adapt to this device easily. Click to view example iphone image

Interfaces usability on personal computers and hand held devices are becoming more automatic, as developers and designers have embraced common symbolic elements and habitual interaction. With in this, “Usability combines useful content with a presentation and format that lets the audience easily even intuitively navigate and understand it” (Lipton, 37). In addition to that, “graphics – photos, illustrations, diagrams, maps – add to, replace, reinforce, explain, and illustrate words. Reducing to their simplest, most familiar visual language… they can communicate almost instantly, more quickly than words do” (Lipton, 171).

As this technology continues to innovate design, our means of communication continues to enhance. This brings the actual individual that interacts and relates to these elements into play. Every individual is that uses a computing systems or device is considered a “user”.

USER

American society has continually had to adapt to changes in communication, especially since the introduction to the personal computer and the Internet. In this current time, our communication level has enhanced significantly and the means in which we transfer information has become more compact. Handheld devices and laptops have given individuals the ability to check emails, read news and books, navigate through streets, socialize, and work remotely.

A significant part of the users maturity has been based on adaptation to new interfaces and visual symbolism. For some this can be a continual difficulty, having to harmonize ones self with the ever evolving changes in communication. An example of this can be trying to teach a 55 years old woman, who has been a housewife since personal computers have become vital to the work force, to use an iphone. While on the other hand, those who have been introduces to these types of technologies at an early age embrace these changes. Most high school students are teaching their parents how to use new technology. Regardless of where a child, born into the 90s sits on the socioeconomic scale; they have been introduced and utilize some form of technology through school, social means, work, or commercialism. From whatever prospective the user is coming from, developers and designer strive to create user interface systems that contain logical flow and easily readable imagery.

Looking beyond the scope of United States, there are great efforts being made worldwide to connect more humans with computers. One current effort is called OLPC (One Laptop Per-Child) a non-profit organization designed to provide computers to developing countries. Their focus is learning, and their goal is not just computer literacy, “as that is a by-product of the fluency children will gain through using a laptop for learning”, but their focus is on “opening minds and influencing children to explore their own potential.” OLPC. An amazing endeavor through the means of communication through these technologies, by giving people the opportunity to become more educated and adapted to the changes that are coming about in our world.

The journey does not stop with just the user and our personal interactions with such technologies. This has now generated whole new industries for companies to expand upon. Designers, developers, and advertisers are now engaging in these technologies for their benefit.

INDUSTRIES AND ADVERTISING

Commercialism has reached a new height in advertisement via the Internet, personal computers and hand held devices; the advancement of visual communications through those mechanisms have given companies a new platform on which to connect their products and services to people. In the midst of the information age, advertisers have to continually follow latest communication trends through social media and keep up on the new cinematic and interactive approaches to web sites design. This is a process of continually refining the visual approach upon which advertisers have to use in order to draw attention to the product and/or services.

Although companies progress in their nature of advertisement, this can be difficult, in that, businesses frequently have to rebuild their advertisement models to keep up with the latest technological trends. Unless an industry is on the cutting edge of building these innovative ways of transmitting information, the company continually has to mold to these changes. Yet, these new technologies are opening doors to new jobs and strengthening relations between communications with foreign countries.

The Internet has given people the ability to connect to markets all over the world, in the comfort of their own homes. E-commerce, also known as electronic marketing, has made available, the means to buy, trade and sell, produces and services through computers. With a few clicks of the mouse and couple line of personal information, along with a credit card number I can have a product I desire at my door in 3 to 5 days, without ever having to leave my house.

The music and movie industry, as well, has been taken over by this progression. It is not the popular option to walk into a movie or music store to purchase a desired form of entertainment. In utilizing the Internet, through a phone or a home computer, one can have an instant movie or song added to their personal collection. “Digital media will force the entertainment industry to rethink current business models… The Berkman Center for Internet and Society at Harvard University and research firm Gartner assembled a group of legal, media and technology experts to discuss potential scenarios for overhauling the media and entertainment industries to accommodate rapid changes in technology.” (LaMonica). With all these changes in the world or technology, I am left to wonder where this is leading us.

FUTURE

As I attempt to project the future, I must admit I am still trying to catch up to the newest release of certain technologies and figuring ways in which I can adapt my designs for these new devices. The trend seems to be leading our society into a more technology based interactive community, where we communicate with each other through computers and handheld devices. I foresee there will be less human interaction, as already seen through self-check out systems at grocers and self-check in kiosks at airports. Yet, this is not to say that our society will become less connected. I believe this will connect us more, in the scenes that our ability to communicate with each other through the technological means will continue to enhance. This is not just limited to nations that have the methods in which to do so. As seen in the OLPC effort, this is a trend that is worldwide and eventually going to reach everyone.

In order for this movement to continue, a large significance of that progression is weighted on continual uniting of graphic and interactive conventions. Without design and technology working together, the users ability to work with a computers or handheld device will fail.

Book:

Lipton, Ronnie “The Practical Guide to Information Design“, John Wiley & Son, Inc, Hoboken, New Jersey, 2007. PRINT

O’Grady, Ken and Jenn. “The Information Design Handbook”, F=B Publications, Georgetown, Ontario, Canada, 2008 PRINT

Web Article:

Padillia, Mike “User Interface Design: Taking the Good with the Bad”, Digital Web Magazine, July 8, 2006 http://www.digital-web.com/articles/user_interface_design_taking_the_good_with_the_bad/ WEB 8 March, 2010

LaMonica, Martin “Debating the Digital Media’s Future”, Cnet News, Septermber 18, 2003.  WEB March 2010

Web Reference:

www.laptop.org One Laptop Per Child.

www.apple.com - ipad technology

title: User:DaniFillmore


text:
User:Egm6341.s10.Team4.Nima

I, Nima Afshar Mohajer, work with Team4 for EGM 6341 [Spring 2010] homeworks or assigments assigned by Prof. Vu-Quoc.

Please find my work on

 * Homework1 due by 27 January 2010.

title: User:Egm6341.s10.Team4.Nima


text:
Theory Design Lab/Observer-psychology effect

The observer-psychology effect
The observer-psychology effect is a hypothetical effect that for some reason assumes that the complexity of the psychology of an observed individual is somehow dependent on the complexity of the (psychological) model(s) formed by the observer(s). The effect is not to be confused with the observer-expectancy effect.

What are possible arguments in favor of more general hypotheses?

 * A — A more general hypothesis could be that prejudices about people's cognition do affect their cognition.
 * B — An even more general hypothesis could be that prejudices about people somehow affect people.

There are cases when prejudices about people affect the way people are seen and/or behave.

 * In which cases do prejudices about people affect people (e.g. public image, marketing, celebrity status)?
 * Do the observations show any indication that might support either (A) or (B)?
 * What are the scientific explanations for these observations? What are the psychological effects that do apply?

What are possible arguments in favor of the hypothesis?
—William James
 * What effects should you be able to observe if the hypothesis would apply?
 * Are there indications that the hypothesis might apply in general?
 * Are there indications that the hypothesis might apply to children and teenagers?
 * Are there indications that the hypothesis might apply in school?
 * Do your observations support the hypothesis as it is phrased?
 * How would you explain the observed effects properly? What are the psychological effects that do apply?
 * What are the possible effects on the self-concept of a pupil?

Conclusions

 * If the hypothesis would apply in the simple form in which it has been presented, what would be a resulting moral obligation?
 * Does this moral obligation apply anyway?
 * What follows (e.g. for parent education programs)?


text: Category:Theory Lab:Psychology

title: Category:Theory Lab:Psychology


text: Category:Theory Lab:Pedagogy

title: Category:Theory Lab:Pedagogy


text:
User:Csharratt

=English Composition=

Self eval
This quarter i feel i learned a lot about my self, not only that I am horrible and working on projects that I am not consistently being checked up on, but that I can work through that and still get good pieces of work done. I also learned a lot about the style of writing that I like and how I like to write. I had the most fun this quarter working on my oxymoron piece and its counter erasure part, to me it was really interesting to see how something so jumbled with words or phrases that individual don't make sense can be brought together and set a mood, tone, and say something about our society as a whole. The Erasure that I did, granted its not the best, I think is intriguing because of where it came from. being able to create a simple strait forward idea out of a twisted backhanded one is very interesting to me. I am disappointed with my work with the sestina, I made several attempts to write one that fit in with my theme and none worked out as a whole.

Statement of Intent
This quarter I hope to complete eight varying pieces of poetry. I want to challenge myself to create interesting and creative pieces of poetry that I can get feedback on and make better and better.

Overview
•	Write eight pieces of poetry (~150 – 200 words) •	Editing and revisions •	Creating a final project for distribution or publication

Rationale
I hope to further my understanding in writing, learn more about poetry specifically, and work on taking creative ideas and make them into interesting and intriguing pieces of writing that fit into different categories of poetry. I also want to work on writing with emotion and trying to draw emotion out of my readers.

Publication/Presentation
I am not sure where I would like to go with this; my original idea was to create a little booklet of my work. This is open for change.

Schedule
•	week 2 - write oxymoron piece •	week 3 - write a free verse piece •	week 4 – write a blank verse piece •	week 5 – write a ABC poem (alphabet or word) •	week 6 – Work off class lecture •	week 7 - Work off class lecture •	week 8 - Work off class lecture •	week 9 – review and rewrite •	week 10 - review and rewrite, polish pieces •	week 11 – finish final details on any and all pieces

Anticipated Problems
Two major possible problems: 1.	Lack of creativity could be a major problem with trying to write eight separate pieces. Being able to keep each piece so that it stands alone and also can fit with the rest of the group in some way. 2.	Running out of time stems from lack of creativity, if I run into a wall with writing, it will push me back and I will end up trying to start multiple pieces in the same week.

Week 6 Project Review
As of now my project is behind, I have to partial pieces and a few attempts at others. None of these attempts in my mind are going to work or fit with the theme that I have chosen. My theme is going to be contradictions, first shown with the oxymoron poem and then with the impossible story demands poem. I think that this will make for an interesting set of work if I can get more done that I like and that fits together well. Overall I am frustrated at my lack of creativity and trying to force out writing isn’t working well for me either, so I am hoping for some inspiration all while writing lines and stanza that I think of or have used in the past. I am really glad that I did this as my project because I feel that it is really pushing me to open up and think more creatively then I normally would and I am still striving toward getting all eight pieces done and edited before this class is over in the next five weeks.

Reader's Report

Project
Current History.

A silent scream pierces the still wind

While the wickedly good wise fools sit aside

Reading their wordless book full of original copies

Continually inventing industrial parks for organized chaos

All while ignoring the victim less crimes caused by an honest thief

Who painlessly tortured the perfect idiot, with practical logic and

Yet no unsung hero in lace-up loafers and long shorts dares to make the only choice

And set off the silent alarm to warn the peace force that a quiet storm brews,

In the minds of the talking mimes and tames beasts

Tough love and spoken thoughts will not stop the waking dream

Of the young adults on working vacations waiting for the slow jog to restless sleep

The realistic simulation of life run on random logic no longer holds the lone crowd

Story

Tell me a storey of the kings and queens of old

In a time when jesters sang and church bells rang

Where Knights and Squires travel in the cold

Tell me a story like the ones from the Bard of Avon

From a time of great thinking and change

Where artists were always looked upon

Tell me a story of the heroes of new

one from the here and now

where ordinary people, not celebrities matter too

Tell me a story of the people that shaped the world

from all times and places

where the mysteries of life can be unfurled

Tell me a story that has never been told.

title: User:Csharratt


text:
User talk:DaniFillmore

 * User Experience
 * Who is left out? (OLPC)
 * Marketing
 * Future

Interview with Yves Behar here

One Laptop Per Child (the OLPC)

 * Dani,

This is coming along well. I like the first-person angle you pursue in the introduction right now. That should definitely come back in the end as you summarize your conclusions. The one other thing I'd still want to see a discrete section on troubling aspects of all of this--the issue of "who is potentially left out" that we discussed earlier.
 * Best! Stevenarntson

 * Dani,

Great outline. Have we talked about the total length of the piece? Most people in class are going to end up writing around 2,000-2,500 words--it seems like this could easily fit into that kind of strategy. Let me know!
 * Best, Stevenarntson

 * Dani,

Having read through your statement, I find myself a little confused about exactly what you will be writing about beyond communication-related issues. I'd like you to go back through and really get into the nuts and bolts of it. Exactly what will you be doing? For instance, if you intend to write some essays, what will the titles of those essays be? What subjects will you research? That sort of thing.
 * Best, Stevenarntson

 Hello DaniFillmore, 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. --Juan de Vojníkov 22:46, 15 January 2010 (UTC)

title: User talk:DaniFillmore


text:
User:Muke chotima

HI jnkln

title: User:Muke chotima


text:
User talk:Muke chotima

Hiiii jsojaojc

title: User talk:Muke chotima


text:
User:AddThreeAndFive

Hello there, Wiki lovers!

title: User:AddThreeAndFive


text:
User:Anthroviking

Undergrad majoring in Film and Anthropology with a minor in Computer Information Science. My Anthropology concentration is Archaeology. I am planning to pursue a Masters and a PhD in either Archaeology or Forensic Anthropology.

title: User:Anthroviking


text: File:Movie 3.ogg

title: File:Movie 3.ogg


text:
User:BradS

=Analytical Writing=

Statement of Intent

Overview
This essay will explore how media have affected society. I will examine how new methods of mass communication may have influenced society by broadening peoples' worldviews.

This may include how sharing information through newspapers gave more power to the masses. It will examine how other media may have improved (and/or worsened) society.

Update: I have decided to write this essay about the impact the Internet has on the English language.

Rationale
By examining historical events and how breakthroughs in communication have challenged the way people related to one another, I hope to determine how society may change in future generations.

With the invention of newspapers, the masses became empowered with information. Did radio, television, or the Internet have similar impacts on society? With new generations of people growing up not knowing a world without modern media, what will their worldviews be like?

This essay might not be so much an anthropological study of the language of youth, but an exploration of my own disappointment regarding chat-speak and quick text messages. I want this to be a piece of personal expression, as I have become fatigued with school reports needing research.

Proper English has always been something I love. As a grammarian, I have often looked at Internet chat rooms and forums in disdain. Lack of proofreading and general knowledge of writing conventions from typical social-network users has always irritated me. People have butchered English to the point where I'd rather not engage in any social networking sites.

For this essay, perhaps I will discover specifically why poor grammar drives me mad. Perhaps I will learn to ease up my disdain and focus on things people say, not on how people say things.

Publication

Schedule

 * 1) week 2: Research. Read how traditional printed media started.
 * 2) week 3: Research. Read about other events which occurred at the time, to get a better idea of how people lived and what, if anything, did differently.
 * 3) week 4: Collect my thoughts, and write what I believe my findings meant.
 * 4) week 5: Repeat week 2, but with electronic and digital media.
 * 5) week 6: Repeat week 3, but with electronic and digital media.
 * 6) week 7: Repeat week 4, but about weeks 5 and 6.
 * 7) week 8: Look at the gestalt of all findings, and search for any recurring themes.
 * 8) week 9: Compare and contrast all my previous findings and determine how society may be in the future.
 * 9) week 10: Open
 * 10) week 11: Open

Realistically speaking, I may work on this essay whenever I see fit. I realize that was a vague statement, but I have come to notice my best writing happens when I do not restrict myself to fixed schedules. I may find myself writing for hours at a time each day so long as I feel a strong interest in my topic.

Anticipated Problems
Conflicts in schedules with other classes are undoubted. I may spend time during weekends to work in the school's computer labs, to use more than one computer should I need another to render another class's assignments, all the while using that time to work on this essay.

Week 6 Project Review

Before Or During Week 6

 * Internet and political discourse
 * Net neutrality--ramifications for equal access. Electronic Frontier Foundation
 * Free speech for members of the military--blogging in general.
 * The fall of the newspaper, the rise of the blog

 * Internet's effects on English
 * Apostrophe.
 * Auto-complete.
 * Abbreviation.
 * New slang.
 * Judgmental attitudes toward these changes. The red line.
 * Pros and cons.

Project

title: User:BradS


text:
User:Nalin

In-class active quiz Each student answer the questions on his or her wikiversity User page:

How do you open the Select Pane in PowerPoint 2007? click on the home tab / on the editing group, choose select / click on selection pane.

In PowerPoint 2007, how do you change the maximum number of Undoes to 30?  right click on the quick access toolbar / choose Advanced in the left-sided lists / in Editing option section, change maximum number of undos to 30.

How do you save a PowerPoint 2007 file as a web page? click on the office button / choose save as / In the Save in list, select a path or location for the Web page on a Web server/ In the Save as type box,click Web Page to save your presentation as a Web page

How do you change the color of a SmartArt object in PowerPoint 2007? click at the smartArt object that you want to change / click on the design tab / on the themes, click color. / change the color to whatever you prefer.

In PowerPoint 2007, how do you include slide numbers on every slide?  click on Insert tab / choose slide number in the text group / on the slide tab, select slide number / click apply to all.

How do you change the slide orientation of a PowerPoint 2007 presentation to portrait?  click on the view tab / in the presentation views group, click slide master / in the page set up group, select slide orientation and choose Portrait.

How do you modify a textbox so that its text shrinks to fill the space in the shape in PowerPoint 2007?  click at the textbox which has text in it / on the format tab,in the insert shapes group, select Edit shape and choose the shape you want.

How do you add a circle shape to a slide in PowerPoint 2007?  click on the insert tab / in the illustrations group, select shapes / choose circle shape and drag todraw the circle in the slide.

On the Ribbon in PowerPoint 2007, how do you change text in the textbox to WordArt?  Highlight the text you want to change / click on the format tab / in the wordArt stytes group, choose the styles you like.

How do you open a current presentation in PowerPoint 2007?
click on a current slide/ on the view tab, in the presentation views group, click slide show

How do you turn on the grids in PowerPoint 2007?
 click on the view tab/on the show/hide group, select gridlines.

What will allow you to quickly make a PowerPoint presentation as quickly as you can type?
 type F5

How do you go to Handout Master in PowerPoint 2007#What does the Contrast function do in PowerPoint 2007?
on the view tab,in the presentation view group, click Handout Master.

 Contrast function increses or decreses the contrast function of the picture.

In PowerPoint 2007, how do you print out the slide you are currently looking at?
click on office button / choose print / at the print range section, select current slide / click Ok.

Retrieved from "http://en.wikiversity.org/wiki/User:Icns141/In-Class_Active_Quiz/February_12,_Section_2"

Homework 5

The best PC specification

• CPU and speed
CPU: Intel Core2Duo E6850 - 9,950 THB

Motherboard: ASUS BLITZ Extreme - 11,900 THB
 •Memory
RAM: G.Skill 1x2GB DDR3 Bus 1066 (x2) - 33,800 THB
 •Hard Drive:
Seagate 750GB NCQ RAID0 (2 pieces) - 21,400 THB
 •Optical device
DVD-RW: ASUS DRW-1814BLT - 1,290 THB
 •Monitor
VGA: Sapphire, PowerColor HD2900XT 1GB DDR4 HDMI CrossFire - 39,180 THB

PSU: Enermax Galaxy 1000Watt - 15,900 THB

CASE: Thermaltake Eureka Full Tower - 5,500 THB
 all = 138,920 THB

or

"Apple I-mac"
CPU : 3.06GHz Intel Core 2 Duo

Memory: 4GB or 16GB(max)

Storage: 1TB hard drive

Optical Device: DVD±RW

Monitor: 27-inch integrated LCD (2,560x1,440 native resolution)

Graphics: ATI Radeon HD 4670 (256MB)

Operating System: Mac OS X Snow Leopard

Price : 1,899.00 USD = 63,000 THB

Homework 4

1. What are MMOGs and how do they differ from regular video games? .Ans. A MMOG stands for massively multiplayer online game. MMOGs create virtual world which allows many people to interact with one another. Because the system is created for multiplayer,it can support a huge number of players at the same time. The difference between MMOGs and regular video games is that A MMOG allows players to interact with other players at a time in game while the regular one is usually for single players.

2. Would there be stresses in living in a virtual world? Ofcourse. I think games can be one of the causes of stresses in many people. - People often focus on playing game so much that they forget that what they are in is just a virtual world. - It's from personal habits. For example,I'm trying to interact with other players in Secondlife. I did't know that I was in Korean town, so no one could understand me. I'm a person who can easily get stressed. So, just such a little thing could bring me stress whenI had no idea what to do. - Because they spend most of their time playing a game,most of them think that its their real world. - Moreover, the apparent habit of humans is to be the most outstanding at anywhere,even in games. They are trying to be the coolest one. When they cannot achieve what they want, they are likely to get stressed. - To reach high levels in game, ones have to be patient with all hinders. I saw many of my friends getting stressed because they couldn't reach the highest level in game. All in all, in my opinion, it would be no stress if everyone sees games as relaxing things.

3. Look at e-bay and see what is being sold from secondlife and other on-line game forum. Is the economy from these games real?

Yes,The economy from these games are real. In secondlife,for example,it uses Lindens as the currency. Also,lindens can be exchanged with the real world currencies. I met many cyber friends who told me that they are willing to pay their own cash in order to get cool items or stuffs. So, its true that the economy from these games are real.

Video Link ::

http://en.wikiversity.org/wiki/File:ICNS141_Nalin.ogv

ABOUT ME

Name :: Narm Nalin Maetipateegul

Nickname :: Narm

ID :: 5280043

Major :: TIM

Age :: 18

Date of Birth :: 20th of July, 1991

E-mail :: sweetnamze.-@msn.com

title: User:Nalin


text:
File talk:ICNS141 HW3.ogg

Name: Chotima Panyavaropast Nickname: Mook Age:18 DOB: 8/11/91 Major:TIM

http://upload.wikimedia.org/wikiversity/en/2/2d/ICNS141_HW3.ogg

http://en.wikiversity.org/wiki/File:ICNS141_HW3.ogg

title: File talk:ICNS141 HW3.ogg


title: File:ICNS141hw3.ogg


text:
File talk:Introduction of Kularoj.ogg

[[Media:Introduction to Kularoj.ogg]]

title: File talk:Introduction of Kularoj.ogg


text: File:Kularoj.ogg

title: File:Kularoj.ogg


text:
User talk:Gnashingrabbi

 Hello Gnashingrabbi, 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, 16 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, 16 January 2010 (UTC)

title: User talk:Gnashingrabbi


text:
User talk:TanTran

Please post your Week 6 Project Review today.
 * Best, Stevenarntson

 * Tan,

This seems like an excellent project. I appreciate your going some distance toward both creative and more analytical work. I note that you'll be including pictures with some of these, which is a great idea. It is a little tough to post pictures to Wikiversity--usually people use links instead. You might also consider posting those pieces to a blog where embedding photos is a little easier. We can talk about it more as the quarter progresses.
 * Good luck! Stevenarntson

 * Tan,

As per our discussion of formatting: I put a sample link at your "project" section so you can see how to link to a separate blog. Additionally, when formatting an entry for the wiki, don't use indentations for paragraphs--just insert a blank line between. I did this for some of your short story, so you can see how it looks.

Let meknow if you have other questions!
 * Best, Stevenarntson

 * Tan,

I finished reading the story. I enjoyed it, especially the lavish detail you use to paint the scene. I agree with something I think you said--that the end seems a bit rushed. I'd like to have a slightly more visual ending, in which I can clearly see both of them together--older, wiser, and perhaps still fairly happy.
 * Best, steve

 Hello TanTran, 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, 16 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, 16 January 2010 (UTC)

title: User talk:TanTran


text:
User talk:Tyug

 Hello Tyug, 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, 16 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, 16 January 2010 (UTC)

title: User talk:Tyug


text:
User talk:Chris Wild

 Hello Chris Wild, 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, 16 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, 16 January 2010 (UTC)

title: User talk:Chris Wild


text:
Vatican II

The Second Vatican Council (1962-1965)

Events Which Led to the Council
From 1962 until 1965, cardinals and bishops from all over the world gathered for the Second Vatican Council, often referred to simply as “Vatican II”. It was the twenty-first ecumenical council of the Roman Catholic Church. (Ecumenical, in this context, does not mean interdenominational, but that all of the diverse regions of the Catholic church were represented.) The idea for the twentieth century’s only ecumenical council originated with Pope John XXIII who, soon after his election in 1958, announced to a meeting of cardinals that the Holy Spirit had inspired him to convene a council.

Among his stated objectives in calling the council were: to foster spiritual renewal; to renew commitment to world evangelism and develop strategy; to lay the groundwork for an eventual reunion of the Catholic Church and other Christian denominations; to make church doctrine more accessible and comprehensible; to simplify the constitution; to clarify the Church’s stand on moral issues in the postmodern world; and to emphasize and exemplify the overall unity of the Church.

The last time such a council had gathered was at the First Vatican Council in 1869-70, almost a hundred years earlier. Vatican II was destined to be a radical departure from the conservative spirit which had dominated that council, and there was a general mood that the time was ripe for a major review of the church’s institutions. While the immediate impetus was Pope John XXIII, it is easy to see how external changes in society also played a part in bringing about the feeling that there was a need for change. Since the time of Vatican I, the Church’s political power had dwindled. The age of colonization was over, and independence and cultural movements were gaining strength, prompting a new evaluation of the colonial approach of trying to conform the world to European standards. Two world wars had changed the face of Europe and the course of history. The age of mass communication had dawned. Women and minorities were daily making strides in power and status. Traditional moral standards were being challenged as never before. Nuclear weapons raised the possibility of human extinction. Technology was progressing at an unprecedented rate. Many people felt that the Church, which had changed little since the Middle Ages, was not dealing adequately with these tremendous changes. It was time for a major update of the structure, theology, and liturgy of the church which would enable it to remain relevant in a changing world.

In some ways, the policies of the previous pontiff, Pope Pius XII, helped set the stage. In The Story of Christianity, Vol. 2 (HarperCollins, 1985), Justo L. González writes:
 * His encyclical of 1943, Divino afflante Spiritu, encouraged the use of modern methods of biblical study... The reform of the liturgy, which was one of the earliest actions of the Second Vatican Council, had been encouraged by him, albeit with great caution. But, above all, he led the way to the internationalization of the church that eventually made possible the Second Vatican Council... Thus, while he himself was a conservative pope after the fashion of the councils of Trent and Vatican I, he set in motion the machinery that would eventually lead to the Second Vatican Council and to the reformation it espoused. This “internationalization,” for Pius XII, had involved the strengthening of indigenous churches under the leadership of native bishops, encouraging the emancipation of the colonies, the formation of the Conference of Latin American Bishops, and the bringing of non-Italians into the curia and the college of cardinals.

Preparations for the Council
The preparations for the council were extensive. They began with the institution by the pope of the Antepreparatory Commission in May 1959. Its purpose was to consult clergy and faculty members around the world for suggestions regarding the subject matter of the council discussions. The commission also made recommendations on the composition of the various bodies which would prepare the materials for consideration. This led to the establishment in June 1960 of the preparatory commissions, each of which was responsible for a particular area, such as theological issues, church government, liturgy, schools and universities, etc. There was a Central Commission responsible for examining the proposals of the other commissions before their final submission to the pope for his approval. There were also two “secretariats,” one concerned with the media, the other with the unity of Christians.

The pope officially convoked the council on Christmas Day, 1961, and soon afterwards the opening date was set at October 11, 1962. The venue was St. Peter’s Basilica in Rome, and the pope set the rules which would govern the council. An officiating body of ten cardinals was established, one of whom presided over the council each day. The pope also set up ten commissions which corresponded to those which had been set up for the preparatory stage. Each commission consisted of twenty-four members, two-thirds of them elected by the clergy and the rest chosen by the pope. As the official language of the church and the most commonly understood by the multinational attendees, Latin was the language of the council. A two-thirds majority was required for approval of proposals.

The First Period
The first of the council’s four periods ran from October 11 to December 8, 1962. It was formally opened by Pope John in a public ceremony in which he stressed the need for unity and the setting aside of differences. Of the 2,908 people who were invited to attend, 2,540 were present for this first period, most of whom were cardinals and bishops of the Catholic Church. The numbers were slightly lower for the second, third and fourth periods, fluctuating between 2,100 and 2,300. Observers from outside the Catholic Church, including representatives from several major denominations, were invited to attend the closed sessions. Their numbers increased each year until by the time of the fourth and final period, there were ninety-three observers representing twenty-eight Orthodox and Protestant denominations.

The first of the “general congregations” was held two days after the opening ceremony on October 13, 1962. There was an unexpected delay when the Bishop of Lille proposed that the bishops be allowed time to make their own nominations for the various commissions, instead of just approving the members which had taken part in the preparatory committees. His proposal was accepted and, as a result, the commissions came to be more representative of the diversity of the church than if they had merely accepted the current members. In addition, the pope gave the Secretariat for Promoting Christian Unity equal status with the ten commissions, reflecting a personal conviction of his which had been evident throughout the planning stages.

Among the schemata discussed in the first period were constitutions on the liturgy, on the sources of revelation, and on the communications media. A decree on the unity of the church was also discussed, though in this instance it only concerned itself with the churches in the Far East. The schema on revelation was controversial and to avoid prolonged debate, the pope intervened and appointed a special commission to rewrite it. In the last six general congregations of the period, discussions also began on a schema of the dogmatic constitution of the church, an item which was considered by many to be the most important task of the council. Pope John became ill toward the end of November, but he was able to attend the last general congregation and to officially close the first period the next day (December 8).

The Second Period
In the intervening nine months between the first and second meetings of the council, the commissions reviewed the schemata which had come out of the first period, focusing on practicality and removing particular details in favor of general principles. They then sent the revised schemata to all of the participants, who were able to review the documents and return them with their own suggestions. The commissions again revised the schemata in light of these suggestions in time for the second period.

On June 3, 1963, after setting in motion one of the most progressive episodes in the history of the Catholic Church, Pope John XXIII died, causing a suspension of the council. However, John’s successor, who took the name, Paul VI, promptly announced his intention to continue, and work was resumed on July 3. Before the second period began, Paul refined the operating procedures to expedite the business at hand. He increased lay participation by adding numerous lay leaders from different countries to the list of invitees. He also increased the number of non-Catholic observers and removed the veil of secrecy which had prevailed at the first period. Instead of a two-thirds majority, a simple majority would now suffice for approval of proposals. As John XXIII before him had done, Paul VI requested Catholics throughout the world to pray and perform other acts of devotion on behalf of the council.

The second period opened on September 29, 1963, with a public opening ceremony in which the new pope reiterated the goals of the council. He specifically emphasized the need to reexamine the role of the church and its hierarchy, the need for renewal, the need for unity among Christians, and the need for dialogue with leaders in contemporary society. In the middle of the period, to further expedite the proceedings and create a broader representation, he increased the number of people on each commission from twenty-four to thirty.

As the meetings progressed, the dogmatic constitution of the church was discussed, as well as church government and ecumenism. The debates on ecumenism, in particular, grew quite heated at times. A new constitution on the liturgy was easily passed. The pope closed this second period of the council on December 4, 1963, expressing a desire for the council to complete its business at the next period.

The Third Period
After the closing of the second period, the same process of review was adopted as had been used in the previous year. The commissioners examined the schemata, reducing them to general principles which could quickly and easily be agreed upon at the next gathering. The participants further reviewed them and made suggestions, then the commissioners made final revisions in time for the reopening of the council. It was agreed that the finer details of explanation and implementation could be worked out by postconciliar commissions.

Pope Paul opened the third period on September 14, 1964 with a public mass. Apart from the new material, there were a number of unfinished items from the second period to be dealt with. There were discussions on the role of bishops; religious freedom; a declaration concerning Jews and non-Christians; divine revelation; the apostolate of the laity; the Church in the postmodern world’; the Church in the Far East; education for the priesthood; Catholic schools; and the sacrament of marriage. In a vote of major importance, the constitution of the church was approved. The decrees on ecumenism and Far Eastern churches were also approved, but two others, one on the life and ministry of priests, and another on missions, were rejected and sent back to their respective commissions for rewriting. In a move which diminished the potential positive effect of the Decree on Ecumenism, the pope proclaimed Mary “Mother of the Church,” a title which the council had declined to give her, although they had affirmed the sentiment.

The third period closed on November 21, 1964. The pope concluded it, as he had begun it, with a mass. The hope that the unfinished business of the second period would all be taken care of had proven too optimistic, and it was clear that a fourth period would be necessary. In the interim, the pending schemata were subject to the same painstaking review and revision process as in the previous two years.

The Fourth Period
The fourth and final period began on September 14, 1965. It was opened by Paul VI with a mass and the announcement that he was forming a synod of bishops as a means of continued cooperation between himself and the church at large. It was a productive period. In what many consider the climax of the council, an overwhelming majority voted to accept the schema on religious freedom, a development which exemplified the progressive spirit of the council. The council approved schemata for decrees concerning the pastoral office of bishops; the renovation of the life of “religious” (i.e. members of religious orders); education of the priesthood; the apostolate of the laity; missionary activities; and the life and ministry of priests. They also approved declarations on Christian education and non-Christian religions; and constitutions on divine revelation and the church in the postmodern world.

The last public meeting was held outdoors in front of the basilica on December 8, 1965. There were in attendance representatives of eighty-one governments and nine international organizations. The pope proclaimed a jubilee which would take place from New Year’s Day to Pentecost (May 29), 1966, for the purpose of giving thanks for the council and acquainting the faithful with its decisions. He established postconciliar commissions to implement the recommendations of the council regarding bishops and the government of dioceses, religious, missions, Christian education, and the apostolate of the laity. He also established a new central commission to oversee the existing five commissions and to interpret the decisions of the council. There would be permanent secretariats to deal with issues concerning Christian unity, non-Christian religions, and non-believers.

Constitutions, Decrees, and Declarations
Over the course of its four periods, the council produced four constitutions, nine decrees, and three declarations, as follows:

Constitutions
Dogmatic Constitution on the Church: This document related chiefly to the nature and role of the church and its hierarchy. It included such things as the authority of bishops, the apostolate of the laity, the relationship of “separated” Christians and non-believers to the Catholic church, social justice, missions, the relationship between church and state, and Mary as the mother of the church and a channel of grace. In the Evangelical Dictionary of Theology (Baker, 1984, p1136), C.T. McIntire writes:
 * The primacy of the Roman pontiff was again affirmed, but, significantly, the centrality of the bishops was also affirmed. This was the principle of collegiality – that the bishops as a whole were the continuation of the body of the apostles of which Peter was head. By placing episcopal collegiality in union with papal primacy and by shared infallibility the council resolved the ancient tension of pope versus councils.

Dogmatic Constitution on Divine Revelation. This constitution focused on the nature of revelation. It looked at such issues as tradition in relation to Scripture, the inerrancy and historicity of the Bible, and the methods of teaching and promoting Scripture.

Constitution on the Sacred Liturgy. This constitution examined the forms, purpose and effectiveness of the liturgy. It was revolutionary in that it allowed for the use of the vernacular language in the mass, as well as the incorporation of local or national customs and the taking of both communion elements (wine and bread) by the laity. It affirmed the teaching and unifying value of communion.

Pastoral Constitution on the Church in the World of Today. This constitution addressed a number of issues relevant to contemporary society, such as the role of women, race relations, poverty, hunger, communism, the relationship of church and society, divorce, abortion, nuclear weapons, and population.

Decrees
Pastoral Office of Bishops. As the name implies, this decree clarifies the roles and obligations of bishops, especially in the light of the new Dogmatic Constitution of the Church.

Ecumenism. This is one of the areas where the progressive mood of the council was most evident. Although the decree exhorts Catholics to be faithful to the truth as they have received it, it also encourages humility, charity and cooperation with regard to “separated brethren”.

Oriental Catholic Churches. This decree is similar in some ways to the Decree on Ecumenism, but it concerns itself specifically with the Church in the Far East. It gives Asian patriarchs similar standing with those of the West; accepts the need of Asian churches to adapt themselves to their own cultures rather than accept Latinization; accepts the validity of rites performed in non-Catholic Christian churches, and allows Catholics to participate in them when no Catholic priest is available.

Ministry and Life of Priests. This decree is for the priesthood what the Decree on the Pastoral Office of Bishops is for that particular group. It clarifies the roles, responsibilities and obligations of priests in the contemporary world.

Education for the Priesthood. Priestly education was seen as important by the council, because the revitalization of the church was in large part dependent on its priests. This decree dealt with the need to update seminary programs to equip priests for ministry in the postmodern world, and the need for a practical training period after seminary. Adapted Renovation of the Life of Religious. In regard to membership in the various orders, the council affirmed the vows of poverty, chastity, and obedience. It was decided that constitutions of the orders should be updated to ensure both their adherence to their original spirit and their relevance in the postmodern world. Languishing communities should be forbidden from receiving any more novices. Communities with similar objectives should form associations.

Missionary Activity of the Church. This decree urged cooperation between missionary institutes and local ecclesiastical jurisdictions, adaptability to different cultures, dialogue with non-Christians, and the setting up of a central mission board.

Apostolate of the Laity. The theological basis and objectives of lay ministry were analyzed, and training for lay ministry was emphasized. In a significant move, the council affirmed what the Protestant reformers had proclaimed centuries before concerning the apostolate of the laity, or the priesthood of all believers. Previously, the Church was considered to be made up of its hierarchy – clergy, religious, etc. – but not the laity. This decree affirms that all Christians continue in the calling of the original apostles in whatever walk of life they find themselves. Therefore, the definition of the Church was expanded to include the laity.

Media of Social Communication. This decree affirms the legitimacy of the use of the mass media in evangelization and the promotion of church objectives. It also recommends that a special office for media concerns be set up in Rome, with national offices in each country. Additional recommendations were that an international Catholic news agency be founded, and that communications experts from various countries, including lay people, be recruited.

Declarations
Religious Freedom. This declaration comes to terms with the fact that the Catholic Church is no longer the political power that it was from the time of Constantine until the nineteenth century. It affirms that governments have no right to interfere with the personal religious convictions and practices of individuals or groups, except where it becomes a matter of public order. It urges governments to pass laws guaranteeing the free exercise of religion.

The Church’s Attitude toward Non-Christian Religions. This declaration reflects a new openness toward other religions. In the New Catholic Encyclopedia, Vol. 14 (McGraw-Hill, 1967, p563), R.F. Trisco writes:
 * The declaration affirms that all peoples have one community, origin, and goal... Partial answers are given by Hinduism and Buddhism, in which the Church rejects nothing that is true and holy. The Church esteems the Moslems also... The Church deplores hatred and persecution of the Jews and all displays of anti-Semitism and reproves any discrimination or harassment based on race, color, social status, or religion.

Christian Education. This declaration affirms the right of all people to obtain an education and the obligation of national governments to ensure that basic education is provided, as well as the right to freedom of choice in education. The church has a right to use its own methods and principles at all levels of education, and can and should make recommendations and work in cooperation with other educational bodies. The church is responsible for upholding religious and moral principles in its own schools and encouraging them in others.

Third World Churches
The churches of the Third World benefited greatly from Vatican II. For the first time, they were given equal recognition and status with those of Europe and the New World. The colonization of the preceding centuries had given the Church an unprecedented opportunity for growth into Third World areas, but the council recognized that those churches had come of age and deserved equal status. Such status was necessary if the Church was to continue to thrive in these newly-independent nations which were reaffirming their own heritage after decades of European domination.

Mass Media
The acceptance of modern media as tools for education, evangelism, promoting church unity, dissipation of information, and the furtherance of Catholic goals in society has been of great effect. John Paul II is a good example of a pope who, through extensive media exposure, became a familiar and influential person internationally. He was very sensitive to the potential of the mass media for extending his message to the world, and he did not hesitate to use it for the furtherance of Catholic objectives. The ability to respond to the media in a positive way may, in the end, be the greatest asset to a church which is seen by many as out of touch.

The Mass in the Vernacular
When all is said and done, the first, most important, and often the only point of contact for the average person with the church is the mass. There can be no doubt that the decision of the council to allow the mass to be celebrated in the vernacular was of tremendous importance. It saved the mass from being merely a quaint rite, a relic of the past, and made it relevant to people’s lives in the present. A new breviary (which contains the annual schedule of hymns, prayers, Scripture readings, etc.) has also been introduced. The mass is still centered around the eucharist, however.

Celibacy and the Priesthood
A doctrine which was affirmed at Vatican II, but which is increasingly coming under fire, is the need for celibacy in the priesthood. There has been a marked decline in those wishing to enter the priesthood in recent years and the celibacy requirement is cited more often than any other as a reason for this. Nevertheless, celibacy for clergy and religious is still seen as non-negotiable.

The "Separated Brethren"
A giant stride forward came in the acceptance of the “separated brethren” as brothers and sisters in Christ. The previous position was that Catholic Church was the only true church. To not be a Catholic was to not be a Christian. The decision to accept non-Catholic believers as Christians overcame a major obstacle in the way of one of the stated purposes of John XXIII at the outset of the council, which was to work towards a reunification of the various branches of Christianity. It is unfortunate that Paul VI added a stumbling block by declaring that Mary is the “Mother of the Church,” a declaration which would not be well-received by Protestants who, as a rule, do not accept doctrines which are unsupported by the Bible. The declaration was out of keeping with the ecumenical spirit which prevailed at the council, and it did not have the support of the bishops.

Birth Control
An issue which has a direct bearing on the lives of the laity is that of birth control. This is an area where the Church at large proved to be more progressive than the pope. A History of the Christian Church (4th ed., Charles Scribner, 1985, p701) tells us:
 * Pope Paul reaffirmed the church’s traditional stand on birth control in the encyclical Humanae Vitae (1968), in which all forms of artificial birth control were absolutely proscribed, despite the fact that the majority opinion of a special commission which had been called to give advice had advocated change. Many Catholic theologians and laymen took strong exception to the encyclical, finding that it was not in keeping with the expectations created by the Pastoral Constitution on the Church in the Modern World [from Vatican II].

A Step in the Right Direction
Vatican II encompassed an extremely broad agenda. Although many of the changes were disturbing to conservatives at the time, there are few today who would say that the council was a negative influence on the direction of the church. It is true that critics can find much to complain about: declining church attendance, the lack of new recruits for the priesthood, the decreasing influence of the pope and bishops over the laity, the increase in marriages to non-Catholics, the decline of moral standards, etc., but it is unlikely that these things are because of the changes made at Vatican II. It could be argued the other way, that they are because the council did not go far enough. Vatican II seemed huge at the time, but in retrospect most of the changes brought about by the council were modest or symbolic, with key areas of concern, such as priesthood celibacy and the prohibition of birth control, left unchanged. The recognition of “separated brethren,” while a big step ideologically, has very little practical significance. The one truly significant change to come out of Vatican II is the use of the vernacular in the mass.

title: Vatican II


text:
User:Lalitanamla

Quiz as of Feb 12, 2010 Each student answer the questions on his or her wikiversity User page:

1. How do you open the Select Pane in PowerPoint 2007? Answer: Home>arrange>position objection>select pane

2. In PowerPoint 2007, how do you change the maximum number of Undoes to 30? Answer:

3. How do you save a PowerPoint 2007 file as a web page? Answer: office button>save as>my documents>save as type>web page>save

4. How do you change the color of a SmartArt object in PowerPoint 2007? Answer:home> font>color> select the color 5. In PowerPoint 2007, how do you include slide numbers on every slide? Answer: Insert>slide number>header and footer>slide number>select apply to all

6. How do you change the slide orientation of a PowerPoint 2007 presentation to portrait? Answer: Design>slide orientation>select portrait

7. How do you modify a textbox so that its text shrinks to fill the space in the shape in PowerPoint 2007? Answer: 8. How do you add a circle shape to a slide in PowerPoint 2007? Anwswer: Insert>shapes>basic shapes>select the one that looks like a circle

9. On the Ribbon in PowerPoint 2007, how do you change text in the textbox to WordArt?

10. How do you open a current presentation in PowerPoint 2007? Answer: Slide show>select from current slide

11. How do you turn on the grids in PowerPoint 2007? Answer: Home>arrange>position objection>align>grid setting>grides and guides>grid settings> select display grid on screen>ok

12. What will allow you to quickly make a PowerPoint presentation as quickly as you can type? Answer:Home>New slide>New slide>New slide>new slide etc

13. How do you go to Handout Master in PowerPoint 2007 Answer:

14. What does the Contrast function do in PowerPoint 2007? Answer: make the color combine together.

15. In PowerPoint 2007, how do you print out the slide you are currently looking at? Answer: office button>Print>Print range> select current slide

Retrieved from "http://en.wikiversity.org/wiki/User:Icns141/In-Class_Active_Quiz/February_12,_Section_1"

Homework #5

Name: Alienware area-51 ALX CPU: Overclocked intel Core Speed: 3.86GHz 8MB Cache Memory: 12GB DDR3 1333MHZ (3x4GB) Hard drive: 2TB RAID Type of optical device such as Dell ultrasharp 3008WPF 30 inch widescreen flat panel with LCD MONITOR The Video card was recommanded that choosing the 2GB GDDR5 ATI RAdeon Monitor: 30 inch monitor

See more information at: www.alienware.com

title: User:Lalitanamla