text:
Talk:Computer Security/Who is a hacker?

Link to lessons
It would be good if there was a link to the lessons from the page - Networked.Frog

 * I don't think there are any lessons to link to, but I'm actually here and getting involved in Wikiversity, with the purpose of creating a course in ethical hacking. But if anyone knows if there is some lessons already, then just tell me. I know there is a course in IT Security, but it's not completely the same, even though they overlap a bit and there might be cross-links. That course is not complete yet, so I might also add to it too while building on this course. /Patrik Näsfors (discuss • contribs) 00:31, 14 October 2016 (UTC)

Edit
I just wanted to have the second word in the title capitalized. I need more practice & caution. I shall probably rescind this undo since all I accomplished was the removal of useful information generously added.--Lord Weazel Nobilis (discuss • contribs) 09:49, 18 October 2009 (UTC)

 * This comment seems valid, as it provides another example of a user preferring Title Case articles. We really have a fairly even mix of casing preferences here at Wikiversity. -- Dave Braunschweig (discuss • contribs) 01:35, 14 October 2016 (UTC)

 * You might be right. But I could not see he had made any change to the resource page (page title) - unless there are some hidden revisions in the history, just some edits here at the talk page ("all I accomplished was the removal of useful information generously added", so I thought it might be best to just remove it, but fair enough, lets keep it.

 * By the way, your cleanup was fine. I can't see there is some "Department of Ethical Hacking", so that was just confusing. /Patrik Näsfors (discuss • contribs) 10:33, 14 October 2016 (UTC)

 * The reference to a department is consistent with the page history showing the page originally being in the Topic: namespace. There were thousands of such "departments", typically with only a single user supporting the department. There was often also no distinct difference between Topic: content and main space content, except that topics aren't included in a default search.

 * Note that we typically don't copy-edit discussion posts of others. Often, the text and context of a post provides great insight into the perspective of the author. The less explicable the post is, the less weight may be given to the perspective offered. -- Dave Braunschweig (discuss • contribs) 12:08, 14 October 2016 (UTC)

Page move
I think I have to move the page to a subpage Computer Security since there are both Ethical Hacking and Ethical hacking, making all these confusing and redundant. Bugmenot123123123 (discuss • contribs) 19:46, 8 February 2017 (UTC)

title: Talk:Computer Security/Who is a hacker?


text:
BCP/Prunus laurocerasus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SBJ 12:05, 12 May 2007 (UTC)
 * SBJ 00:32, 23 May 2007 (UTC)
 * SBJ 18:24, 4 September 2007 (UTC) (not sporadic... full bloom)
 * SBJ 17:26, 2 October 2007 (UTC)
 * SB Johnny-LM 29 April 2008 (from written logs)
 * --SB_Johnny | talk 15:13, 4 May 2008 (UTC)
 * SB Johnny-LM 11:46, 9 May 2008 (UTC)
 * SBJ 12:21, 20 May 2008 (UTC)
 * --SB_Johnny | talk 11:14, 4 June 2008 (UTC)

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

title: BCP/Prunus laurocerasus/Logs


text:
BCP/Fallopia japonica

Fallopia japonica

title: BCP/Fallopia japonica


text:
BCP/Fallopia japonica/Logs

2007 Logs

 * --SB_Johnny | talk 10:39, 5 September 2007 (UTC)

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 23:52, 23 August 2008 (UTC)
 * --SB_Johnny talk 08:23, 24 August 2008 (UTC)
 * --SB_Johnny talk 09:24, 31 August 2008 (UTC)
 * Jomegat 12:40, 2 September 2008 (UTC)
 * Jomegat 22:46, 10 September 2008 (UTC)

title: BCP/Fallopia japonica/Logs


text:
Film scoring/Foreground background

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Loud vs. soft
 * style="width:40%; vertical-align:top; border:1px solid DodgerBlue; background-color:AliceBlue;" |

Soft musical sounds

 * In this lesson, you learn that some musical instruments will produce a different sound when played softly.

 * Listen to this!
 * As an example, listen to [[Media:Zon Piano Velocitys.ogg| Loud and soft - an OGG file]] from Tiago Louis Zontag in Brazil. He has a Digital Piano Yamaha.  First he plays the note loud (high velocity) and then he pays the note softly.  (He normalized both notes so they have the same volume.)

 * Notice how the soft sound is different from the full velocity sound. This difference is very important when you try to make soft music.  Just turning down the volume on the audio file is not  the same.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" What will happen to your music?
 * style="width:45%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

A sad but true story - "The sound mixer guy"

 * At the end of the movie making process, there is a sadistic guy who is called the Sound Mixer guy.

 * He is your enemy! Beware!

 * Sound mixing
 * When the movie is edited and your film score is finished, the sound mixer guy goes into a movie theater and listens to the motion picture and mixes the 100 tracks of audio down to just 5 tracks or less.

 * As he mixes the audio, he also adjusts the volume of your music tracks.

 * The director and the producer are also in the room. But it is the sound mixer guy who is in charge.

 * "Turn that volume down"
 * When the director of the motion picture says, "Let's listen to the words of the actors here", a red flag goes off in the mind of the sound mixer guy. He instantly grabs the dials and he turns the volume of your beautiful music down drastically (while he wears an evil grin of pleasure.)

 * Similarly, when the director says, "Gee, I really like that sound effect", the sound mixer guy eagerly graps the volume dial for your music and turns it way down low.

 * All your beautiful music is just a few dull clinks in the background. No one will ever hear your wonderful music because the sound mixer guy turned down the volume.

 * The solution:
 * Don't give him that opportunity. Start with very delicate music so no one will say, "turn that volume down!!!"

 * style="padding:0em 0.5em 0em 0.5em;" |

Music behind the dialog
 * style="width:55%; vertical-align:top; border:1px solid #abd5f5; background-color:#f0f5fc;" |

Background music

 * Background music is music which plays quietly in the background while dialog or other sounds play much louder in the foreground.

Requirements for background music

 * Background music must be all of these:

 * 1. Low volume.
 * The music must be very soft before you give it to the sound mixer guy.

 * Don't do this by turning the volume down just before you export your music, but rather by DESIGNING your music to be played very softly. Do this by using a very low velocity when you score for the background.

 * 2. Use nothing that goes boom
 * No snare drums, high hat, or anything which can interfere with listening to the dialog. If it goes bang, bump. pluck, or thump, don't use it when people are talking.  That includes Pizzicato violins, too.

 * 3. Different pitch
 * The musical instruments must not be the same frequency as the actor's dialog.

 * 4. Panned left and right
 * The dialog always comes from the center speaker. (For stereo, the dialog comes equally from both speakers.  A long time ago, this was not true.  But because of television, the audience prefers that the dialog comes from the middle of the screen.)

 * Therefore, you must pan your musical instruments of background music to either the left or right so the music will not step on the dialog.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

The music between the dialog
 * style="width:55%; vertical-align:top; border:1px solid #abd5f5; background-color:#eaf1fc;" |

Foreground music

 * Go for it!
 * Foreground music can be anything you want. (There is an exception.  See below about "too many notes".)

 * As long as there is absolutely no dialog, your music can be as loud as you want.

Think about this!

 * Editing for conversations
 * You can only place foreground music between the sentences of the dialog. But during a conversation, the actors talk continuously.  That leaves no room for you to place music between the sentences.

 * Therefore, if you want to add more music, the scene requires special editing to create more room for your music. In this lesson, you will see an excellent example of this.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" New instructions as of March 7, 2008
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

1a. Record two notes - Real instruments

 * Option 1 -- Live musical instruments
 * Record a loud note -- If you have a real musical instrument which can be played softly such as a violin or flute, record one note very loud.

 * Record a soft note -- Next, record the same note but you play the note very softly.

 * Amplify the soft note -- Finally, make the soft note as loud as the loud note so the two sounds are easy to compare.

1b. Record two notes - Computer instruments

 * Option 2 -- Software Instruments
 * Record a loud note -- If you have a software musical instrument which can be played softly such as a violin or flute, record one note very loud. Some software instruments (such as in Jam Pack:Symphony Orchestra) have different sounds for soft notes and loud notes. Try recording one note (like a Guitar) at full velocity (127).

 * Record a soft note -- Next, record the same note but you play the note very softly.

 * Amplify the soft note -- Finally, make the soft note as loud as the loud note so the two sounds are easy to compare.

2. Then compare

 * Compare high velocity/low volume with low velocity

 * Compare the two notes. When played at the same volume, you should hear a difference.

 * Which do you prefer?

3. Send me the files

 * Once you are finished, send me the files. @undefined to send me a message that you are done.  My email address is r_elliott at innercite.com.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Try to stay in control
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid #7d7; background-color:#efe;" |

Music, Dialog, Sound Effects

 * There are three kinds of sounds in a motion picture;

1- Dialog, 2- Sound Effects (including ambiance, Foley and actual sound effects) 3- Music.

 * In a typical motion picture or television drama, you will always have sound effects or dialog when your music is playing (except for opening credit, montages, and closing credits. Then you can go wild.)

 * Therefore, most of the time, you must learn to create BACKGROUND music, not foreground music.

Don't believe the film's producer

 * Bad advise from the producer
 * The producer of the movie will tell you to create your music at full volume. The producer will assure you that "the sound mixer guy will make minor adjustments to the sound level."  He will tell you, "You don't have to worry about this."

 * Stand your ground
 * The most important element in a motion picture is your music. Yet, it will be the most abused.

 * Producers, directors, and film editors know nothing about music. If there is a way for them to mess it up, they will.  Don't assume that a producer or a director knows what is best for your music.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Velocity is the key
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

How to make background music

 * In the future, software instruments will get better and better. Eventually, each velocity will have its own sound.

 * Today, with better virtual software instruments, lower velocity can have a very different sound. This sound is much more expressive and organic than simply turning down the volume.

 * Always get in the habit of using lower velocity rather than lower volume.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" To an exercises in film scoring using real scenes
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Now it is time to watch a truely great movie -- George Lucas In Love.

 * }

title: Film scoring/Foreground background


title: File:StarWarsPoster-1.jpg


text:
Film scoring/More musical theory

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" What happens to your music
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

More film scoring theories

 * Here are some theories that will be important to you.

 * style="padding:0em 0.5em 0em 0.5em;" |

Music behind the dialog
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f0f5fc;" |

Never step on the dialog

 * When not to use foreground music
 * You must never play foreground music (loud music) when the actors are talking. This is called "stepping on the dialog".

 * What happens to loud music
 * If you step on dialog, the sound mixer guy will happily turn down ALL your music.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Too many notes
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#e0f1fc;" |

Too many notes

 * King's rule : Don't use too many notes
 * The king is correct. You can have too many notes when you create a film score.

 * The most confusing theory of film scoring
 * Here is the most important theory of motion pictures.

 * A motion picture conveys the most information in the least amount of time. A motion picture (or television drama) shows a continually changing picture (a new shot every 3 to 5 seconds) and has as many as 100 tracks of sound.  All of this the audience eagerly absorbs.

 * Every available method of conveying information is used in a motion picture.

 * The same is true for a symphony. It transmits enough information to completely occupy the listener.

 * The same is true for people who drive cars while talking on the cell phone, eating a hamburger, and drinking a large Pepsi. The driver's mind is so occupied, the driver cannot focus on the road.  Not good!

 * Limit your film score
 * The rule is your film score must not completely occupy the mind of the viewer of the motion picture. The viewer must also absorb the visual information from the picture.

 * Your music must not be so full and absorbing that the audience forgets entirely about the rest of the motion picture.

 * A simple example
 * If you want to use a piece of a symphony to score a motion picture, remove some of the tracks from the midi score and it will actually sound better. Keep your music thin.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Extracting moods from midi files
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Next, you have fun with midi. Exercise : Butchering Midi

 * }

title: Film scoring/More musical theory


text:
Film scoring/Score home wrecker

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" This lesson page has changed
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid DarkGreen; background-color:Honeydew;" |

Just two musical cues

 * All you have to do is two (2) musical cues for this lesson. That is all.

 * If you want to do more, that is OK, too.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Ordering the disk
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Disk required for this lesson

 * Lesson requirements
 * This course uses disks from the Star Movie Shop. I can loan the disks to you if you promise to return each disk in one month.  (The disks are not copy protected.)

 * When you are ready, tell me that you want to borrow the disk called "Home Wrecker".  @undefined

 * Earn points for the next lesson.
 * When you complete a film score for this scene and return the disk to me, you qualify to borrow the next disk.

 * style="padding:0em 0.5em 0em 0.5em;" |

Getting Started
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

There is a page which tells you how to set up GarageBand to do film scoring. If you have not done this before (with any program), go to How to score with GarageBand.
 * If you need help setting up your program

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Getting Started Scoring "Home Wrecker"
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid DarkGreen; background-color:Honeydew;" |

Disk Contents

 * DVD-Video
 * You can play this disk in any modern DVD-Video NTSC player or using a DVD-Video player in your computer.

 * Even though you will be only doing the film scoring, you might want to look at the entire DVD-Video disk.

 * DVD-Data Section
 * Also on the disk is a DVD-Data section with data files for film scoring and film editing.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Write a film score
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

What did she do last night?

 * The real thing
 * Finally, you get to score a scene from a real television drama.

 * This scene is from "Home Wrecker" from the Star Movie Shop who is the sponsor of these lessons. This disk is an editing workshop for young film editors but the disk also contains a finished edit of the scene for you to create a film score.

The story for this series

 * Her history
 * The young woman is a super hero. She protects the world from vampires.  And most important, she is super strong.

 * But after 6 seasons of slaying vampires on television, the young woman still cannot get a boyfriend (because of her super strength) and she cannot get a good job (because she is too busy killing evil monsters.)

 * His history
 * He is one of the "undead". But he is really, really cute.

 * The dilemma
 * What is a girl to do?

 * Now it is the morning after. Now she realizes what she has done.  (And she wrecked the house doing it.  That super strength, remember!)

The story of this scene

 * 1) The young woman and the man are sleeping.
 * 2) The young woman wakes up and is surprised... and maybe horrified or perhaps secretly happy about last night.
 * 3) When the young woman realizes that the house has been destroyed and she asks, "When did the house fall down?"
 * 4) The man replies, "I don't know. It must have been between the first time and..."
 * 5) The young woman (and the audience) thinks about this for a while. (For the long edit of this scene, she thinks about this for a long, long time.)
 * 6) Finally the young woman says, "Oh. Oh my Gosh!" (Actually, she does not say "Gosh" so you need to hide that mistake with your music.)

 * End of scene.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Your film scoring exercise using a real scene
 * style="width:100%; vertical-align:top; border:2px solid Blue; background-color:#fff6dd;" |

Your assignment

 * Compose and perform two musical cues (pieces of the film score) for this scene :
 * Load the edited version of the scene into your music program.

 * The music can start two seconds before the beginning of the scene. This creates continuity between scenes.

A sample spotting session

 * Instructions from the director or the producer of the TV series
 * Here is a typical list you might get for scoring this scene.

 * Remember, for this assignment, you only have to do two musical cues.

Hide her words!

 * Here is the exception to the rule.

 * The rule

 * Previously, you learned that you never use foreground music (loud music) when there is dialog.

 * The exception to the rule can be to hide mistakes

 * When you do not want the audience to hear the words of the actor, you can cover the words with loud music. The audience will still hear the words but because of the loud music, the audience will not understand the words or pay attention to the words.

 * Please cover her words
 * That is needed here. You must add music to prevent the audience from thinking about the words of the young woman.  She was supposed to say, "Oh my Gosh!".  She said something different.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Getting Started Scoring "Home Wrecker"
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid DarkGreen; background-color:Honeydew;" |

[[Image:Blue check.svg|32px]]Start here - Your first assignements for Home Wrecker[[Image:Applications-multimedia.svg|48px]]

 * If you wish, you can start with the two longest cues
 * Please start by creating the cue for Sleeping

 * When you are finished, send this cue to me.

 * The second cue you might want to try is "What they did last night?"
 * If you wish, please create the cue for what they did last night. This is probably the most fun to do. Or you can try another.

 * When you are finished, send this cue to me.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Two more exercises in film scoring using real scenes
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next exercise

 * Next, you will create scores for two more scenes. Click here for your last lesson.

 * }

title: Film scoring/Score home wrecker


text:
BCP/Erechtites hieracifolia

Erechtites hieracifolia

title: BCP/Erechtites hieracifolia


text:
BCP/Erechtites hieracifolia/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:34, 5 September 2007 (UTC)
 * --SB_Johnny | talk 08:02, 24 September 2007 (UTC)
 * --SB_Johnny | talk 08:29, 1 October 2007 (UTC)
 * --SB_Johnny talk 12:19, 21 August 2008 (UTC)
 * --SB_Johnny talk 08:49, 24 September 2008 (UTC)

title: BCP/Erechtites hieracifolia/Logs


text:
Film scoring/Butchering Midi

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Locate the midi file
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 1 - Locate the file on the Internet

 * There are a large number of midi files on the Internet. I want you to work with a midi file from Starwars.   I am specially interested in the music from the first Starwars movie.  The name of this file is "swtheme.midi". Use Google to find this file and download it to your computer.  One URL is http://www.galaxyfaraway.com/Sounds/swtheme.mid.

Using GarageBand?

 * If you are using GarageBand, before you start, open the MIDI file ("swtheme.midi") in Movie Player of QuickTime Pro. Then export the MIDI file as a MIDI file.  (Yes, that seems a bit dumb but it cleans up the file for GarageBand.)

 * style="padding:0em 0.5em 0em 0.5em;" |

Find the file with Google
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

One URL is http://www.galaxyfaraway.com/Sounds/swtheme.mid.

If you have any problem, I can email a copy of the file to you.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Extract three moods
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 2 - Extract moods

 * Give me three files

 * A mood from a single chord.
 * A mood from delicate rhythm
 * A mood from a melody.

 * Stealing
 * All you do is steal the notes and maybe smooth them out.  Basically, all you are doing is thinning the file down to only a few notes.

 * I will add more instructions later. For now, try it then email me.

 * style="padding:0em 0.5em 0em 0.5em;" |

GarageBand with the midi file click on picture to enlarge
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Listen to these examples
 * 1) Musical mood : [[Media:Fanfare mystery.ogg|Fanfare mystery.ogg]]
 * 2) Musical mood : [[Media:Ending short.ogg|Ending short.ogg]]
 * 3) Musical mood : [[Media:Short bang.ogg|Short bang.ogg]]
 * 4) Musical mood : [[Media:Tension.ogg|Tension.ogg]]
 * 5) Musical mood : [[Media:Long drama.ogg|Long drama.ogg]]
 * 6) Musical mood : [[Media:Bold 2.ogg|Bold 2.ogg]]
 * 7) Musical mood : [[Media:Bold.ogg|Bold.ogg]]
 * 8) Musical mood : [[Media:Mystery.ogg|Mystery.ogg]]
 * 9) Musical mood : [[Media:Awakening.ogg|Awakening.ogg]]
 * 10) Musical mood : [[Media:Ending long.ogg|Ending long.ogg]]
 * 11) Musical mood : [[Media:Bang long.ogg|Bang long.ogg]]
 * 12) Musical mood : [[Media:Attention long.ogg|Attention long.ogg]]
 * 13) Musical mood : [[Media:Attention.ogg|Attention.ogg]]

These are OGG files which is a type of audio file. If you need help setting up your computer to play OGG files, go to Wikipedia:Media help (OGG)

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Another real scene
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Next, you need to create a long cue for a scene from a motion picture. Exercise : Write a film score for Green Tea Smoothie

 * }

title: Film scoring/Butchering Midi


text:
Film scoring/Score green tea smoothie

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Ordering the disk
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Disk required for this lesson

 * Lesson requirements
 * Previously, students obtained disks from the Star Movie Shop. They no longer sell disks to the public.

 * I still have copies of these disks and I can loan the disks to you if you promise to return each disk in one month. (The disks are not copy protected.)

 * When you are ready, tell me that you want to borrow the disk called "Green Tea Smoothie". @undefined

 * Earn points for the next lesson.
 * When you complete a long musical cue for this scene and returned the disk to me, you quality to borrow the next disk.

 * style="padding:0em 0.5em 0em 0.5em;" |

Switching roles
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

For this assignment, you must switch roles and pretend you are the filmmaker.
 * Pretend you are the filmmaker

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The spotting session
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

Decide what music is needed.

 * Very easy assignment
 * All you have to do for this assignment is tell me what music is needed for this scene.

 * If you are the filmmaker, what music would you ask for from the composer?

Hint

 * What are the moods of the scene and exactly when do the moods change?

Go watch the movie!

 * This motion picture was released in the USA as Uncorked. In other territories, this movie had many different names such as On Sachem Farm, Higher Love and Trade Winds.

 * I suggest that you rent the film of this motion picture to get a better understanding of the moods in the movie.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Yet another scene
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Next, you will create scores for a very long scenes. You need to write a film score for Blindman's Bluff.

 * By the way, Click Here to see the instructor's answer to this lesson on the moods of Green Tea Smoothie.

 * }

title: Film scoring/Score green tea smoothie


text:
Film scoring/Score Blindmans bluff

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Ordering the disk
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Disk required for this lesson

 * Lesson requirements
 * Previously, students obtained disks from the Star Movie Shop. They no longer sell disks to the public.

 * I still have copies of these disks and I can loan the disks to you if you promise to return each disk in one month. (The disks are not copy protected.)

 * When you are ready, tell me that you want to borrow the disk called "Blindman's Bluff Production".  @undefined

 * Earn points for the next lesson.
 * When you complete a film score for this scene and return the disk to me, you qualify to borrow the next disk.

 * style="padding:0em 0.5em 0em 0.5em;" |

Getting Started
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

There is a page which tells you how to set up GarageBand to do film scoring. If you have not done this before (with any program), go to How to score with GarageBand.
 * If you need help setting up your program

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Write a film score
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

Use the long version of scene 1

 * Scene 1 - GOOD SCENE - The LONG version of SCENE #1 should be the most fun. This scene is typical motion picture for television.

 * Scene 2- NOT GOOD SCENE - The LONG version of SCENE 2 is NOT as interesting. Try it for practice but the really good scene is the long version of scene #1.

Which format?

 * For GarageBand, the Photo-JPEG version works best I think.

 * But if you want higher quality and you have a really fast computer, you can use a higher quality format.

 * Whatever works!!!! (You might need QuickTime Pro and movie player to convert the file to the format which works best with your music scoring program.)

Watch the motion picture

 * I think the title that it was released under was "The Trial of the Incredable Hulk". I think there was no money for a score so I think the music was just "cut and paste" from old "Incredible Hulk" movies and the TV show.

What to do?

 * The instructions for this scene are the same as for any motion picture. The only difference is this is a MELODRAMA so everything (specially your music) can be slightly exagerated.

The instructions

 * The audience is 15-year old kids from around the world. Most do not speak English.

 * Therefore, you must explain what is happening in the movie with your music.

 * You are the TRANSLATOR for this movie!!!!

Background: The story

 * This scene is a love story. The woman loves the man who is blind.  The blind man has a secret (he is the Daredevil) so he is afraid to love the woman.  The assistant tries hard but he keeps making mistakes because he is new.

The assignment

 * Turn off the sound. Watch the movie without hearing the dialog.  Now explain everything that happens using your music. Then turn the sound back up.

Remember the Rules

 * 1. Music with dialog
 * You can use single notes (or chords) or very delicate rhythms (no drums though) over dialog. When people are talking, these are the only two kinds of music you can use.  Yes, this is very limiting.  This is why people use the sounds of a symphony orchestra rather than a rock band.  It is easy to create a wide variety of moods using single notes with instruments of the symphony orchestra.

 * 2. Music without dialog
 * When no one is talking (when there is no dialog), you can do anything you want to explain what is happening to the audience. This includes using melodies which tell a story, and melodies which are a motiv to create continuity, etc.

How to get started

 * The first thing is to write a list of the major moods and actions in the scene.

 * Obviously, when the man is about to trip over the box, the mood is "danger".

 * And when the man holds the lady's hand and she blushes, the mood is "love".

 * What other moods are there?

Use motiv

 * If you wish, you can create melodies for each of the characters.  These should be about 7 motes long or less.

 * If you use motiv, then the beginning music and the ending music must both contain the man's motiv.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The final exam
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The last page

 * Next, you will create a score for an animatic. Exercise : Write a film score for Seduced by the Dark Side!

 * }

title: Film scoring/Score Blindmans bluff


text:
Film scoring/Score SBTDS

Under Construction

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Ordering the disk
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Disk required for this lesson

 * Lesson requirements
 * You must purchase a disk from the Star Movie Shop. If you have enough points, the disk will be free.

 * When you are ready and you have enough points, tell me that you want the disk called "Home Wrecker". @undefined

 * Earn points for the next lesson.
 * When you complete a film score for this scene, you earn enough points to receive the next disk free.

 * style="padding:0em 0.5em 0em 0.5em;" |

Getting Started
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

There is a page which tells you how to set up GarageBand to do film scoring. If you have not done this before (with any program), go to How to score with GarageBand.
 * If you need help setting up your program

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Write a film score
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

What did she do last night?

 * The real thing
 * Finally, you get to score a scene from a real television drama.

 * This scene is on disk #6 from the Star Movie Shop who is the sponsor of these lessons. This disk is an editing workshop for young film editors but the disk also contains two different edits of the scene for you to create a film score.

 * Extremely boring
 * This scene is not very exciting. In fact, it is extremely boring.  Nothing happens on the screen.

 * So why am I asking you to create a film score for such a boring scene?

 * Your music needs to make this scene interesting. That is a great challenge.  Can you do it?

 * The story (background)
 * The young woman is a super hero. She protects the world from vampires.  And she is super strong.

 * But after 6 seasons of slaying vampires on television, the young woman still cannot get a boyfriend (because of her super strength) and she cannot get a good job (because she is too busy killing evil monsters.)

 * He is one of he undead. But he is really, really cute.

 * What is a girl to do?

 * Now it is the morning after. Now she realizes what she has done.  (And she wrecked the house doing it.)

 * The story of this scene
 * 1) The young woman and the man are sleeping.
 * 2) The young woman wakes up and is suprised... and maybe horrified or perhaps secretly happy.
 * 3) When the young woman realizes that the house has been destroyed and she asks, "When did the house fall down?"
 * 4) The man replies, "I don't know. It must have been between the first time and..."
 * 5) The young woman (and the audience) thinks about this for a while.
 * 6) Finally the young woman says, "Oh. Oh my Gosh!"

End of scene.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Your film scoring exercise using a real scene
 * style="width:100%; vertical-align:top; border:2px solid Blue; background-color:#fff6dd;" |

Your assignment

 * Compose and perform the film score for this scene :
 * Load the edited version of the scene with time code into your music program.

 * The music can start two seconds before the beginning of the scene. This creates continuity between scenes.

 * Timecode 01 : 00 : 00 : 00 to 01 : 00 : 21 : 00

 * 1. Narrative music - the two people are asleep and it is now almost morning.

 * With your music, you must explain that it is morning and these two are sleeping (or that all is peaceful.)

 * Timecode 01 : 00 : 21 : 00 to 01 : 00 : 36 : 00

 * 2. Narrative music - the woman is surprised and even horrified.

 * With your music, you must create the feeling of fear and surprise.

 * Timecode 01 : 00 : 36 : 00 to 01 : 00 : 39 : 00

 * 3. Faint background music or absolutely no music - Perhaps add the emotion of astonishment when she asks, "When did the house fall down?"

 * No music.

 * Timecode 01 : 00 : 39 : 00 to 01 : 00 : 46 : 00

 * 4. Narrative music - the man looks around in wonderment.

 * Your music must express is amazement or maybe his sinister delight at this amazing situation.

 * Timecode 01 : 00 : 46 : 00 to 01 : 00 : 51 : 00

 * 5. Faint background music or absolutely no music - Perhaps add the emotion of surprise when the man replies, "It must have been between the first time and..."

 * No music.

 * Timecode 01 : 00 : 51 : 00 to 01 : 01 : 06 : 00

 * 6. Narrative music - Explain to the audience what the man and the young woman did last night to cause the house to fall down.

 * I think it is called "Sex!"

 * Your music must explain what kind of sex would cause a house to fall down.  (If you are under 18 years old, do not do this part of the assignments.  You are not supposed to know about things like this.)

 * Timecode 01 : 01 : 06 : 00 to 01 : 01 : 07 : 00

 * 7. Background music or no music - Perhaps add the emotion of surprise, horror, joy, or disgust when the young woman says, "Oh."

 * Your music (or just one musical note) must explain how she feels.

 * Timecode 01 : 01 : 07 : 00 to 01 : 01 : 15 : 00

 * 8. Foreground music - Drown her expletive with music when the young woman says, "Oh my Gosh!".

 * Your music must express her anguish and at the same time, hide the fact she used bad words.

 * Note : The ending music can continue to 01 : 01 : 20 : 00 (which is into the next scene.)

 * This creates continuity between the scenes.

Hide her words!

 * Here is the exception to the rule.

 * The rule

 * Previously, you learned that you never use foreground music (loud music) when there is dialog.

 * The exception to the rule

 * When you do not want the audience to hear the words of the actor, you can cover the words with loud music. The audience will still hear the words but because of the loud music, the audience will not understand the words or pay attention to the words.

 * Please cover her words
 * That is needed here. You must add music to prevent the audience from thinking about the words of the young woman.  She was supposed to say, "Oh my Gosh!".  She said something different.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Getting Started Scoring "Home Wrecker"
 * }
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid #7d7; background-color:#efe;" |

[[Image:Blue check.svg|32px]]Start here - Your first assignements for Home Wrecker[[Image:Applications-multimedia.svg|48px]]

 * Start with the two longest cues
 * Please start by creating the cue for Sleeping

 * When you are finished, send this cue to me.

 * The second cue is "What they did last night?"
 * Next please create the cue for what they did last night. This is probably the most fun to do.

 * When you are finished, send this cue to me.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" To more exercises in film scoring using real scenes
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next exercise

 * Next, you will create scores for two more scenes. Click here for your last lesson.

 * }

title: Film scoring/Score SBTDS


text:
Technical writing/Our experience

Learning_to_learn_a_wiki_way
In theory I love all the things this proposed policy/method/recommendation envisions learning. And according to some interpretations of the standards in the "Wiki Way" I'm an abject failure.

Rather than having most of the content sort of self-form (as in the Wikipedia Way), I've found that I have contributed well over half of the content, with the rest being created mostly by students and former students in my real world classes. This seems to better the 90:9:1 ratio of content creation in Web 2.0, but not by much...

So I'm currently using this as an online host for my course content, modifying it as I go along.

I just made a lot of changes, so please contact me with reactions. TWFred 15:51, 2 December 2007 (UTC)

Some drawbacks of using Wikiversity
Concurrent editing of the same page when collaboratively creating a wiki. Even when each writer limits edits only to a subsection, there seem to be conflicts resulting in potentially lost work. (Hint: When this happens, tell the student to just use the back button until their work reappears, copy it for safety, and try again.)

Some|Other Wikiversity Projects

Technical writing

Alistair's Comments
This introductory course in Technical Writing has very much been the brainchild of Fred, although I have acted in a co-instructor role as well as being the editor in chief of the Wikiversity pages.

We decided during our course to migrate all our materials to Wikiversity so that current students could access them at weekends and away from the office.

Not only have we learnt a lot about technical writing, but also several of us have become wiki activists (should we call them wikivists?) - seeing opportunities to get involved in other courses, both as teachers and students. Using Wikiversity has also opened doors to other wiki projects, in several languages.

Wikiversity also allowed us to see "live" what we were looking at in the classroom situation - and also when things didn't work out, to have more minds than one to find a solution.

The next step for us is to continue refining the introductory course, as well as doing a re-run in the autumn. We also plan to develop an intermediate level course in Technical Writing.

We want to thank the custodians who have given us pointers, advice and the benefit of their experience - in particular JWSchmidt and HapperCamper have proven to be mines of knowledge, thanks guys.

AlistairReece 13:18, 5 September 2007 (UTC)

Bob Cooper's Comments
Thanks to Fred and Alistair for being brave and starting the process. It is easy to critise and difficult to give unpatronising praise but these guys trod where angels had feared to tread and still made it to the destination. We only realised how difficult it was to localise the information when we tried to translate the text into Russian.Olga the translater asked me Bob what does any of this this mean? I had to admit that although I knew roughly what some of the idioms meant I had to google some of them to be sure. So we cut the text down to the incontravertible. The style and voice in Russian has to be authoritative and they just do not appreciate a friendly colloquial narrative. I can give an example. When I first became sector manager I emailed my group leader in Moscow over some minor matter and he replied very reverentially to Mr Robert Copper Dokumetation Secktor Manazer and I emailed him back saying

" Blah blah blah....... By the way you can call me Bob"

seconds later my phone was ringing. I said "Why are you phoning me?" He said " you said in email I should phone"

And thus began a journey to understanding of how little we really understand of each other.

title: Technical writing/Our experience


text:
User:Aaronchall

Aaron Hall
Curriculum Vitae

Phone: (850) 644-3869

Education

Florida State University, Tallahassee, FL

Ph.D. in Finance, pending

Florida State University, Tallahassee, FL

B.S. in Real Estate and Political Science, Spring 2002

Related Industry Experience

Merrill Lynch, Financial Advisor with Merrill Lynch, with $3,000,000 in assets on the books, $2,000,000 of which was fee based, where clients followed specific portfolio recommendations based on optimized portfolios tailored to risk tolerance and goals, 2006-2007

Independent, Financial Planner, continuing to work with select clients, 2005-2006

American Express Financial Advisors (Now Ameriprise Financial), Financial Advisor, Selling Financial Planning Relationships, 2004-2005

MetLife, Financial Services Representative, Selling Life Insurance and Annuities, 2003

Guernsey and Associates, Boutique Financial Planning Firm Internship, Selling Life Insurance and Fee-based Financial Plans, Fall 2002

Honors and Awards
 * College of Business Ph.D. Fellowship/Assistantship
 * College Teaching Fellowship Award
 * Full Undergraduate Academic Scholarship at FSU
 * National Merit Scholar Award

title: User:Aaronchall


text: File:Tharunbhascker StarWarsPoster.png

title: File:Tharunbhascker StarWarsPoster.png


text:
User talk:Osamp100

Hello Osamp100, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( evaluate me!, discussion ) 19:11, 5 September 2007 (UTC)

title: User talk:Osamp100


text:
User talk:Akshar100~enwikiversity

Hello Akshar100, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( evaluate me!, discussion ) 19:12, 5 September 2007 (UTC)

Copying text from Wikipedia
Hello, you seem to have copied text from Wikipedia to Wikiversity. See please here: Primary Storage Erkan Yilmaz ( evaluate me!, discussion ) 09:58, 6 September 2007 (UTC)
 * ping. Erkan Yilmaz ( evaluate me!, discussion ) 12:32, 7 September 2007 (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 Akshar100. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Akshar100~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Akshar100~enwikiversity


text:
Medical practice and the law

Welcome to the Wikiversity learning project for medical practice and the law. This project allows Wikiversity participants to explore what constitutes "medical practice" and what is legally recognized as "practicing medicine without a license". The emphasis here is in making clear how Wikiversity participants can discuss medical topics without being accused of "practicing medicine without a license".

Activity: improve the Wikiversity medical disclaimer
The basic issue is that Wikiversity does not provide medical advice and nothing "said" at Wikiversity should be taken as constituting medical advice.

Draft changes here
The following is a work space for drafting new modifications of Medical disclaimer. WIKIVERSITY DOES NOT GIVE MEDICAL ADVICE

Wikiversity encourages wiki participants to explore and discuss medical topics; however, no warranty whatsoever is made that any of the Wikiversity content related to medical topics is accurate. There is absolutely no assurance that any statement contained or cited in a Wikiversity webpage touching on medical matters is true, correct, precise, or up-to-date. The overwhelming majority of Wikiversity content is written, in part or in whole, by nonprofessionals. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms.

The medical information provided on Wikiversity is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). Wikiversity does not provide medical advice. Wikiversity attempts to discourage participants from providing medical advice. Wikiversity participants should remove medical advice from Wikiversity webpages when they see it or tell the custodians. However, most discussions of medical topics do not constitute medical advice.

None of the individual contributors, system operators, developers, sponsors of Wikiversity nor anyone else connected to Wikiversity can take any responsibility for the results or consequences of any attempt to use or interpret as medical advice any of the information presented on this web site. If you find Wikiversity content that you believe constitutes medical advice, please discuss your concerns with other Wikiversity participants.

Nothing on Wikiversity.org or included as part of any project of Wikimedia Foundation Inc., should be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.

Legal definitions of medical practice and medical advice
There are some characteristic elements in the practice of medicine. The following examples suggest how to discuss medical topics without giving medical advice.
 * "Prescribing, dispensing, or administering any medicinal drug" (example, Florida state law). In wiki discussions (such as those at help desk), do not say, "You should take drug X for condition Y," but you might say, "According to the CDC, Ciprofloxacin is one drug that is used to treat Anthrax. If you are describing a real world health problem, consult a doctor." Drugs are just one form of medical treatment; there others such as surgery. At Wikiversity we do not tell people to use a particular treatment, but we do have learning resources that discuss which treatments are used for particular medical problems.
 * Diagnosis of a physical, mental or emotional condition. In wiki discussions, do not say, "Tell us more about your symptoms so that we can figure out your health problem". However, you might say, "That list of symptoms is similar to the list found at Diabetic Foot Exam. If you are describing a real world health problem, consult a doctor. You cannot get a useful medical diagnosis on the internet."
 * Patient-physician relationship. Establishing a patient-physician relationship is a normal part of practicing medicine. Wikiversity participants might fruitfully have informal student-teacher relationships when they exchange information about a medical topic, but Wikiversity participants should not establish any kind of relationship that begins to resemble a patient-physician relationship. Direct people who ask for medical advice to the Medical advice tutorial.
 * Prognosis. A common part of the practice of medicine involves physicians providing the best available information about the expected course of an illness. If a help desk participant asks a question such as, "I have lung cancer, how long will I live?" then do not try to answer the question....just tell the person to ask a doctor. There is no point in accepting such questions framed as a patient seeking a prognosis. However, questions such as, "What is the average life expectancy following a diagnosis of lung cancer," can be answered by citing reliable sources such as the CDC, NCI and the NIH.

Related resources

 * Medical advice tutorial - for wiki participants who ask for medical advice

title: Medical practice and the law


text: File:GarageBand volume adjust.png

title: File:GarageBand volume adjust.png


title: File:1frac2of4.png


title: File:2and2frac3dividedby2frac3.png


text:
User talk:Smk~enwikiversity

Hello Smk, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 03:04, 6 September 2007 (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 Smk. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Smk~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 23:43, 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) 06:22, 19 April 2015 (UTC)

title: User talk:Smk~enwikiversity


text:
User talk:Ldeutch

Hello Ldeutch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 03:04, 6 September 2007 (UTC)

title: User talk:Ldeutch


text:
File:Papa bear pipe no bk.png

Used to illustrate the WikiU Film School Lesson on Film scoring for musicians

title: File:Papa bear pipe no bk.png


text:
User talk:Aaronchall

Hello Aaronchall, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 04:44, 6 September 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:23, 1 November 2007 (UTC)

title: User talk:Aaronchall


text:
User talk:I, Podius

Hello I, Podius, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 04:56, 6 September 2007 (UTC)

title: User talk:I, Podius


text: File:Tharun Bhascker storyboard frame.png


text:
Cow eye dissection

Introduction
In grade 8 science the students dissect an eye. This wiki will be created by students from Magee Secondary school with the help of their science teacher, Mr. Rozitis.

What do the human eye and cow eye have in common? There are many similarities and a few differences. Examining the cow eye can help students understand how their own eyes work.

Safety Issues

 * 1) The cow eye is raw meat. Make sure you wash your hands and all utensils after completing the dissection to ensure that all bacteria has been washed off.
 * 2) Keep your hands away from your mouth and eyes when handling the cows eye.
 * 3) Ensure you discard of all the cow eye parts as instructed by your teacher.
 * 4) Be careful of the sharp objects the can cut you or one of the other students.
 * 5) Be mindful and respectful of other students and the task at hand.

CAUTION: If you get grossed out easily do NOT do this.

Materials

 * preserved cow eye
 * dissecting tray
 * paper towels
 * sharp scissors with a point
 * prod
 * protective gloves

Procedures
Part 1 The Outside of the Eye

Part 2 The Inside of the Eye
 * 1) Put on your gloves. Examine the outside of the cow eye. Notice that it is covered in a layer of fat and muscle. The fat is a white-yellow tissue and the muscle is the brownish tissue. It may be beneficial to remove some of the fat and/or muscle, as it may be helpful for observation of the Sclera.

 * 1) Use the prod to poke a hole in the eye halfway between the cornea and the optic nerve.
 * 2) Separate the two parts

Questions

 * 1) List four differences between the anatomy of the cow eye and a human eye.
 * 2) Is the image that is cast on the retina at the back of the eye upright or inverted? Draw a ray diagram to explain your observations.

title: Cow eye dissection


text:
User talk:Crozitis

Hello Crozitis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 07:25, 6 September 2007 (UTC)

 * I have changed some small things on the site Cow eye dissection - could you also have a look at Talk:Cow eye dissection please ?
 * I must say again: thank you very much for adding the interesting topic. I remember in Biology class where we dissected Cow eyes - was exciting :-) Erkan Yilmaz ( evaluate me!, discussion ) 07:51, 6 September 2007 (UTC)

 * Dear Mr. Rozitis, thank you for the changes. I have also added Cow eye dissection at Wikiversity:School and university projects. Perhaps you can also read there the chapter Overview.
 * In any case, I would be glad to help you feel more comfortable at Wikiversity. Just write me or visit the chatroom (see above). Erkan Yilmaz ( evaluate me!, discussion ) 22:13, 8 September 2007 (UTC)

title: User talk:Crozitis


text:
User talk:Mafidufa

Hello Mafidufa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 07:29, 6 September 2007 (UTC)

title: User talk:Mafidufa


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User talk:Zpozega

Hello Zpozega,

could you have a look here please ? How about adding also content - not only links ? People can also search in search engines for the term Autopoiesis. Let's distinguish Wikiversity more: What is Wikiversity?.

Welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 07:38, 6 September 2007 (UTC)

title: User talk:Zpozega


text:
Talk:Cow eye dissection

Disclaimer or alike ?
Could there be addded a disclaimer ? General disclaimer Unfortunately we can not be sure, if all have a teacher who read this page. I am not sure of the law situation in US or alike, but also kids can see the page and I am not sure, if they could come to the idea to also dissect other than cow eyes. Also the danger is, that they do not proceed as told. Also this could be interesting: Medical practice and the law. Erkan Yilmaz ( evaluate me!, discussion ) 07:49, 6 September 2007 (UTC)

 * Erkan, I am going to link your general disclaimer and reduce the volume of the existing one. It is overkill.  The students directed here are under the supervision of an adult science teacher.  Mirwin 20:16, 20 September 2007 (UTC)
 * I just gave the hint, but someone else put it in, see :-) Erkan Yilmaz ( evaluate me!,  discussion ) 20:42, 20 September 2007 (UTC)

title: Talk:Cow eye dissection


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User talk:Saltlakeryan~enwikiversity

Hello Ephraim,

it has now been one day since registering. How do you like Wikiversity ? I will put below some general info.

Welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 08:48, 6 September 2007 (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 Saltlakeryan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Saltlakeryan~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Saltlakeryan~enwikiversity


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User talk:Epsilonbuilding

Hello Epsilonbuilding,

I have read your user page and wanted to give you some link to: Category:Blogs - perhaps also the users there can help you with some info.

Will put below also some more info.

Welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 08:51, 6 September 2007 (UTC)

title: User talk:Epsilonbuilding


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/White Flowers/Herbaceous/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=BCP/SEPA/9 category=Flowering herb logs order=descending ordermethod=lastedit


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Bloom Clock/Shrubs with white flowers seen in September in Southeastern Pennsylvania

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.


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Bloom Clock/Vines with white flowers seen in September in Southeastern Pennsylvania

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/White Flowers/Herbaceous

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 13:57, 13 October 2007 (UTC) with 45 plants


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BCP/Fagopyrum esculentum/Logs

This page contains recent bloom logs for the plant Fagopyrum esculentum (Buckwheat).

Recent Logs

 * --SB_Johnny | talk 08:28, 1 October 2007 (UTC)
 * --SB_Johnny | talk 12:30, 24 October 2007 (UTC)
 * --SB_Johnny | talk 13:14, 1 November 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 11:34, 4 July 2007 (UTC)
 * --SB_Johnny | talk 11:29, 6 September 2007 (UTC)

title: BCP/Fagopyrum esculentum/Logs


text: Category:BCP/Family/Polygonaceae

title: Category:BCP/Family/Polygonaceae


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User:Joefaust

Retired mathematics teacher, publisher, aerospace associate industrial engineer, hang glider manufacturer, and kite engineer. Highly interested in Wikiversity. First contribution will be toward a favorite: empty set.

Authorship interests are in hang gliding, mathematics, kiting, minimalism, solar energy, water, and religion. Home page: http://JoeFaust.org

title: User:Joefaust


text:
User talk:Joefaust

Hello Joefaust, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 13:30, 6 September 2007 (UTC)

title: User talk:Joefaust


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User:Ryanfrei

About me

 * I am a chemistry grad student at the University of Oregon, interested in facilitating better and faster ways to share knowledge. The current journal peer-review system works very well, but better and faster ways to share information are possible, as the success of wikipedia illustrates.

 * My primary research area is biophysics. My undergraduate degree was in physics, and I am currently studying toward a PhD in physical chemistry.  I also speak fluent Russian, and know a little about a lot of random things.

Can you reveal your contact info? (sorry couldn't find a better way to contact you. please write me to levtchenkov@hotmail.com I would like to discuss with you the "Introduction to Russian" course
 * Comments

title: User:Ryanfrei


text:
User talk:Ryanfrei

Let me know if you have any comments.

Hello Ryan, I "only" wanted to welcome you. Did you already see: School:Chemistry, School:Physics or School:Language and literature ? If you need any help, contact me - faster is always IRC, see below.

Welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 15:41, 6 September 2007 (UTC)

title: User talk:Ryanfrei


text: Template:Commons

title: Template:Commons


text:
User talk:Budiah

Hello Budiah, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 20:40, 6 September 2007 (UTC)

consciousness
Consciousness and the human mind are fun topics. Maybe you would like to help develop Consciousness Studies as an interdisciplinary course. --JWSchmidt 20:40, 6 September 2007 (UTC)

title: User talk:Budiah


text:
Nonlinear finite elements/Kinematics - objectivity

Objectivity of kinematic quantities
 Objectivity is one of the fundamental concepts of continuum mechanics. Objectivity is another name for frame indifference, i.e., the position of an observer should not affect any quantities of interest. The concept is an extension of the idea that rigid body motions should not affect the stress and strain tensors or the mechanical properties of a material.

A spatial strain tensor is said to transform objectively under rigid body motion if it transforms according to the transformation rules for second order tensors.

Example of an objective vector
Let us look at an example in the context of kinematics. Consider a vector $$d\mathbf{X}$$ in the reference configuration that becomes $$d\mathbf{x}$$ in the deformed configuration. Let us then rotate the vector by an orthogonal tensor $$\boldsymbol{Q}$$ so that its rotated form is $$d\mathbf{x}_r$$.

Then,

d\mathbf{x} = \boldsymbol{F}\cdot d\mathbf{X} ~; d\mathbf{x}_r = \boldsymbol{Q}\cdot d\mathbf{x} $$ The length of the vector $$d\mathbf{x}$$ in terms of $$d\mathbf{X}$$ is given by

\lVert d\mathbf{x}\rVert_{} = \lVert\boldsymbol{F}\cdot d\mathbf{X}\rVert_{} = \sqrt{(\boldsymbol{F}\cdot d\mathbf{X})\cdot(\boldsymbol{F} \cdot d\mathbf{X})} = \sqrt{(\boldsymbol{F}^T\cdot\boldsymbol{F}):(d\mathbf{X}\otimes d\mathbf{X})} = \sqrt{\boldsymbol{C}:(d\mathbf{X}\otimes d\mathbf{X})} $$ Similarly,

\lVert d\mathbf{x}_r\rVert_{} = \lVert\boldsymbol{Q}\cdot d\mathbf{x}\rVert_{} = \sqrt{(\boldsymbol{Q}\cdot d\mathbf{x})\cdot(\boldsymbol{Q} \cdot d\mathbf{x})} = \sqrt{\boldsymbol{\mathit{1}}:(d\mathbf{x}\otimes d\mathbf{x})} = \sqrt{d\mathbf{x}\cdot d\mathbf{x}} = \lVert d\mathbf{x}\rVert_{} $$ Therefore, the vector $$d\mathbf{x}$$ is objective under rigid body rotation.

Example of a non-objective vector
Let $$\mathbf{x} = \boldsymbol{\varphi}(\mathbf{X},t)$$ and $$\mathbf{x}_r = \boldsymbol{Q}\cdot\mathbf{x} = \boldsymbol{Q}\cdot\boldsymbol{\varphi}(\mathbf{X},t)$$. Then

\mathbf{v}_r = \frac{\partial \mathbf{x}_r}{\partial t} = \boldsymbol{Q}\cdot\frac{\partial \mathbf{x}}{\partial t} + \dot{\boldsymbol{Q}}\cdot\mathbf{x} = \boldsymbol{Q}\cdot\mathbf{v} + \dot{\boldsymbol{Q}}\cdot\mathbf{x} ~. $$ If we compute the length of $$\mathbf{v}_r$$ we get

\lVert\mathbf{v}_r \rVert = \lVert \mathbf{v} \rVert + \sqrt{(\dot{\boldsymbol{Q}}^T\cdot\dot{\boldsymbol{Q}}):(\mathbf{x}\otimes\mathbf{x})} $$ So the length of the velocity vector $$\mathbf{v}$$ changes if the rate of change of rotation is arbitrary (i.e., not constant or zero). Also the spatial velocity vector does not follow the standard vector transformation rule under rigid body rotation.

Therefore the spatial velocity vector violates objectivity.

Examples of objective 2nd-order tensors
Let now consider the effect of a rotation on the right Cauchy-Green deformation tensor $$\boldsymbol{C}$$.

\boldsymbol{C} = \boldsymbol{F}^T\cdot \boldsymbol{F} \quad \implies \quad \boldsymbol{C}_r = \boldsymbol{F}_r^T \cdot \boldsymbol{F}_r \quad \text{where} \quad \boldsymbol{F}_r = \boldsymbol{Q}\cdot\boldsymbol{F} $$ Then

\boldsymbol{C}_r = \boldsymbol{F}^T\cdot\boldsymbol{Q}^T\cdot\boldsymbol{Q}\cdot\boldsymbol{F} = \boldsymbol{F}^T\cdot\boldsymbol{F} = \boldsymbol{C} $$ Therefore $$\boldsymbol{C}$$ is an objective quantity. Similarly we can show that the Lagrangian Green strain tensor $$\boldsymbol{E}$$ is objective.

For the spatial deformation tensor $$\boldsymbol{b}$$ and the spatial strain tensor $$\boldsymbol{e}$$ we can show that

\boldsymbol{b}_r = \boldsymbol{Q}\cdot\boldsymbol{b}\cdot\boldsymbol{Q}^T ~; \boldsymbol{e}_r = \boldsymbol{Q}\cdot\boldsymbol{e}\cdot\boldsymbol{Q}^T $$ These tensors are objective because they follow the standard rules for tensor transformations under rigid body rotations.

The spatial rate of deformation tensor $$\mathbf{d}$$ transforms at

\boldsymbol{d}_r = \frac{1}{2}~(\boldsymbol{l}_r + \boldsymbol{l}_r^T) = \frac{1}{2}~(\dot{\boldsymbol{F}}_r\cdot\boldsymbol{F}_r^{-1} + \boldsymbol{F}_r^{-T}\cdot\dot{\boldsymbol{F}}^T_r) = \frac{1}{2}~[(\dot{\boldsymbol{Q}}\cdot\boldsymbol{F} + \boldsymbol{Q}\cdot\dot{\boldsymbol{F}})\cdot(\boldsymbol{F}^{-1}\cdot\boldsymbol{Q}^T) + (\boldsymbol{Q}\cdot\boldsymbol{F}^{-T})\cdot(\boldsymbol{F}^T\cdot\dot{\boldsymbol{Q}}^T + \dot{\boldsymbol{F}}^T\cdot\boldsymbol{Q}^T)] $$ or,

\boldsymbol{d}_r = \frac{1}{2}~[\dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{F}}\cdot\boldsymbol{F}^{-1}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{Q}}^T + \boldsymbol{Q}\cdot\boldsymbol{F}^{-T}\cdot\dot{\boldsymbol{F}}^T\cdot\boldsymbol{Q}^T] = \frac{1}{2}~[\dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\boldsymbol{l}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{Q}}^T + \boldsymbol{Q}\cdot\boldsymbol{l}^T\cdot\boldsymbol{Q}^T] $$ or,

\boldsymbol{d}_r = \boldsymbol{Q}\cdot\boldsymbol{d}\cdot\boldsymbol{Q}^T +\frac{1}{2}~[\dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{Q}}^T] = \boldsymbol{Q}\cdot\boldsymbol{d}\cdot\boldsymbol{Q}^T $$ where $$\quad[\dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{Q}}^T]=(\boldsymbol{Q}\cdot\boldsymbol{Q}^T)^\cdot=\boldsymbol{0} $$

Therefore $$\boldsymbol{d}$$ is an objective quantity.

Example of a non-objective 2nd-order tensor
Let us now look at the velocity gradient tensor by itself. In that case

\boldsymbol{l}_r = \dot{\boldsymbol{F}}_r\cdot\boldsymbol{F}_r^{-1} = (\dot{\boldsymbol{Q}}\cdot\boldsymbol{F} + \boldsymbol{Q}\cdot\dot{\boldsymbol{F}})\cdot(\boldsymbol{F}^{-1}\cdot\boldsymbol{Q}^T) $$ or,

\boldsymbol{l}_r = \dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\dot{\boldsymbol{F}}\cdot\boldsymbol{F}^{-1}\cdot\boldsymbol{Q}^T = \dot{\boldsymbol{Q}}\cdot\boldsymbol{Q}^T + \boldsymbol{Q}\cdot\boldsymbol{l}\cdot\boldsymbol{Q}^T $$ Clearly the first term above is not zero for arbitrary rotations. Hence the spatial velocity gradient tensor is not objective.


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Talk:Aptitude test

The following discussion was copied from the Colloquium and gives information on how and why this project started. It ends with "In Summation".

Aptitude Tests
I would like to see an aptitude test/s as a service of Wikiversity. Along with what will - hopefully - be an unlimited opporuntiy for learing, people may like to know what their aptitudes are in addition to their interests, in order to focus their resources. It should be free and anonymous. If offered, I'll be among the first to use it. Thank you. --Shir-El too 23:48, 23 August 2007 (UTC)

 * Would these be just general "you would be good in the ZZZ field", or are you talking about actual tests that would be done to show knowledge of a particular course/subject? Historybuff 18:35, 25 August 2007 (UTC)

General tests. The thought is that people (myself included) may like to know more about their own abilities and talents: aptitudes. Knowledge is acquired with greater or lesser effort; aptitudes are already present.

If the rational of any 'university' is to produce a 'universal' wo/man, what about a tool to let each one discover more of their innate abilities, so that they can develop them? Many conventional education systems and methods suppress or handicap the individual for the sake of the group. Here, no individual need be penalized and, ideally, the group becomes a dynamic learning environment that enriches each of its members, rather than bridling them. Shir-El too 02:38, 26 August 2007 (UTC)
 * Rather than emphasize areas where people are already talented, an alternative is to just encourage people to explore anything they are interested in. --JWSchmidt 14:51, 27 August 2007 (UTC)

 * If someone had the motivation, desire and know-how to create an aptitude test I have no reason to believe that it would not be fully encouraged and appreciate by both those who would use it and those who would not. There is the quiz extension somewhere around here; maybe that could be hacked. Alternatively, tests can be made so that the taker scores the test on their own and compares the resultant score to a key which explains what the score means. Developing such a test on Wikiversity, that actually is useful and has validity, would be an interesting learning endeavor on its own. --Remi 08:15, 30 August 2007 (UTC)

 * Thank you Remi - I was beginning to think I was a majority of one! Where is the quiz you mention? ...tests can be made so that the taker scores the test on their own and compares the resultant score to a key which explains what the score means.  * I've seen two of these on the e-mail rounds: one supposedly authored by a personnel department, the other a Chinese 'spiritual' test; both were remarkably accurate as to personality traits.  I'll see if I saved copies; if so, where should I send them?  * Perhaps the  Psychology Department would adopt this as a project? (I have the interest, not the nohow).
 * BTW: in response to JWSchmidt's comments: WV will make it possible for anyone to learn nearly anything. I know too many people who's true talents have gone unremarked or suppressed because of envy, stupidity and/or lack of resources. Why not give everyone a tool to discover the flowers and diamonds inside themselves?  Shir-El too 13:26, 30 August 2007 (UTC)
 * I'm skeptical about the idea that people have hidden "true talents" that can be efficiently revealed by an aptitude test. For every person who might benefit from an aptitude test how many will be harmed? Aptitude tests skew the entire educational landscape by creating false beliefs about the limited domain the test measures.....people come to believe, without evidence, that the test is a valid measure of what is important to people. Rather than explore their real interests, students are forced to conform to the test. Aptitude tests tell us interesting things about the beliefs of the people who make the tests as well as those who are willing to use the tests to label people with a number and then happily treat people as a number. The aptitude testing industry is a powerful device for social engineering. We now have a well-developed system that selects for people who can efficiently learn and repeat what they are told, without question. We are now seeing the fruits of this system: corporate and government employees who are happy to do any illegal or unethical task without questioning their masters. I'm skeptical about the idea that aptitude tests are the best way to use wiki technology to help students discover and explore their learning goals. Historically, aptitude testing has been shaped as a tool for the factory education system where the individual student conforms to the system. Wiki technology provides a way for individuals to function as self-directed and active collaborators in explorations of educational opportunities. The question becomes, is an aptitude test the best tool Wikiversity can provide or is it a distraction from better options? --JWSchmidt 15:12, 30 August 2007 (UTC)

Dear Sir or Madam,

“Sometimes the hardest part of science is escaping from what we think we know and finding ways to open out thinking to new ideas.”

By and large I agree with you, and I would continue to agree if any of the parameters you so heatedly and justifiably resent were applicable to what has been suggested so far. It was not my intent to lock horns with a Custodian less than 10 days after joining WV, nor to stir up unpleasant associations. Nonetheless your objections deserve a response.

1. I would rather know more about myself than less; even if it is only by what standards others have judged me. Why should I deny myself the same information that is already available to every Joe Schmo employer, review board, admittance committee, etc.???

2. Since any such test would be (a) anonymous and (b) voluntary, no one could be “forced to conform to the test.”

3. The question is not “is an aptitude test the best tool Wikiversity can provide...” since no one has made that claim. The question is: is anyone interested in such a tool to enhance their efforts?

4. If, as you believe, aptitude testing lies at the root of so much abuse, then what about a project to reverse-engineer such tests? The tests can only work so long as we are ignorant of the methods and purpose...

Very truly yours, Shir-El too 00:23, 31 August 2007 (UTC)
 * I was stimulated by Remi's comment about having aptitude testing at Wikiversity: "I have no reason to believe that it would not be fully encouraged and appreciate by both those who would use it and those who would not". There is a rather large published literature that can be described as on-going discussion and debate over the benefits and problems associated with aptitude testing.....I view my critical comments about aptitude testing (above) as a way to bring that long-running debate into the Wikiversity project. Does "locking horns" have anything to do with this discussion? Wikiversity is open to a wide range of approaches to using wiki technology to support learners. I've voiced my concerns about aptitude testing and you are free to go ahead and develop some form of aptitude testing at Wikiversity. What exactly do you mean by "reverse-engineer such tests" and what benefits do you think might come from it? --JWSchmidt 02:19, 31 August 2007 (UTC)

 * Please bear in mind that I am none technical/academic: as I understand the term "reverse-engineering", in this case it would mean studying the techniques and culteral biases used, then describing and publishing them in laymens terms to be accesable to the broadest possible public. The benefits? As you pointed out, analysing such tests would reveal as much about the tester as the testee. My stake in this? Firstly, I would like to know more about myself. Secondly, if I have been pigeon-holed in the past, I'd like to know what someone else thinks they know about me.
 * I'm also delighted to know 'locking horns' has no place here. Wishing you all a Good Weekend and Shabbat Shalom, Shir-El too 08:13, 31 August 2007 (UTC)

 * Shalom. :-) Just to add my enthusiasm for a learning project about aptitude tests as well as providing such tests themselves. This strikes me as a powerful model of education - looking at the artifacts of knowledge production and seeing them in their full social context. :-) Cormaggio talk 11:43, 31 August 2007 (UTC)

Here is the Quiz and here examples which was asked about. BTW: the world is not black and white, there is no standard for anyone to measure. I would take such a test to see, what it is like, but "to know more about myself" I would recommend someone taking time to think about herself or ask some of the closest friends, who can tell how one behaves in some situations. Often it even helps to shutdown the PC :-) Actually it is better to think in general ways then to think our strength lies in specializing. Imagine in past times great thinkers were talented in many areas. And nowadays people specialize, because society demands it. Steping out of the box ! I do not need a test to tell me what to read or where to digg more, my gut just tells me this. Hormons will show a person the way and when one has tried many things oneself will know where the own strengths lie (if this ever can be found out). Not always taking the shortcut is a good thing. The search alone could bring oneself to the goal (which will change over time).

E.g. I would recommend anybody to scan through Wikiversity to get to know things. Starting with the recent changes. There is so much changed everyday, karma will certainly lead you to a topic somebody finds interesting. Or using the "Random Page" link. And if not in Wikiversity then in Wikipedia and then comeback to WV.

But keep in mind: starting such a Aptitude Test and see where it goes is a good idea. Wikiversity is a wiki. Everybody can do (nearly) anything. We are still only discussing here. Probably the discussion is too long already and we are forgetting what the goal of Wikiversity is. So I would recommend starting a project Aptitude Test with a goal and poeple who want to join will come with time. And I believe also people from this discussion will observe it.

"government employees": I am laughing now - this is an inside joke :-) Erkan Yilmaz ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung evaluate me! ], discussion ) 20:15, 31 August 2007 (UTC)

 * Here is a crude example of attempting to use some simple quizzes which are self scored to direct readers to further reading material. user:mirwin

In Summation: the mechanism, results and uses of aptitude testing is questionable but worth exploring, to which end a page has been opened. See you there!Shir-El too 06:54, 2 September 2007 (UTC)

I'm working on using the quiz system to do this, but I so far haven't been able to assign point values to particular choices. I'm going to ask the creator of the extension if she knows how when I get home. --Rayc 21:06, 6 September 2007 (UTC)

{1. When do you feel your best? + in the morning - during the afternoon & early evening - late at night - Distractor.
 * type=""}

{2. You usually walk + fairly fast, with long steps - less fast head up, looking the world in the face - less fast, head down - very slowly
 * type=""}

{3. When talking to people you + stand with your arms folded - have your hands clasped - have one or both your hands on your hips - touch or push the person to whom you are talking - play with your ear, touch your chin, or smooth your hair
 * type=""}

{4. When relaxing, you sit with + your knees bent with your legs neatly side by side - your legs crossed - your legs stretched out or straight - one leg curled under you
 * type=""}

{5. When something really amuses you, you react with + a big, appreciative laugh - a laugh, but not a loud one - a quiet chuckle - a sheepish smile
 * type=""}

{6. When you go to a party or social gathering you.. +make a loud entrance so everyone notices you -make a quiet entrance, looking around for someone you know -make the quietest entrance, trying to stay unnoticed
 * type=""}

{7. You're working very hard, concentrating hard, and you're interrupted. Do you.. +welcome the break -feel extremely irritated -vary between these two extremes
 * type=""}

{8. Which of the following colors do you like most? +red or orange -black -yellow or light blue -green -dark blue or purple -white -brown or gray
 * type=""}

{9. When you are in bed at night, in those last few moments before going to sleep, you lie +stretched out on your back -stretched out face down on your stomach -on your side, slightly curled -with your head on one arm -with your head under the covers
 * type=""}

{10. You often dream that you are +falling -fighting or struggling -searching for something or somebody -flying or floating -you usually have dreamless sleep -your dreams are always pleasant
 * type=""}.

Apptitude Test 'form' program
I have given this program for taking the apptitude tests a great deal of thought in the past few days. I am not comfortable with the idea. I myself would not fill out such a grid if I found it while brousing the Internet, and I don't see why I or any other visitor should apply different trust criteria here on WV. Besides, it is not germain to the purpose of the page. Paper and pencil are still widely avaialbe items, even in this computer age, and far more private.

Now: may I ask you to try out the tests and give your evaluations of them (without scores)? Thank you. Shir-El too 02:58, 16 September 2007 (UTC) PS I don't remember where the last message on this topic was left, so this message will go on all the talk pages I can remember. Tks.

 * >and I don't see why I or any other visitor should apply different trust criteria here on WV.
 * It is possible that users
 * are used to this kind of form from their day to day usage with the internet and they prefer this more than using paper and pencil
 * or they don't have pencil and/or paper around

 * How about this: there could be offered both ways (both ways must not be on one page) and you could let decide the user for herself than limiting user choices already from beginning. What do you say ? Erkan Yilmaz ( evaluate me!, discussion ) 09:53, 16 September 2007 (UTC)

 * My Dear Sir: excellent! provide a link to the program page from the test heading. Woman though I be, I stick to my guns and would like to get back to the main issue: provision, analysis and discussion of apptitude tests. BTW: I'm copying the original discussion from the Colloquium onto the A/T talk page. Thank you, Shir-El too 15:14, 16 September 2007 (UTC)

title: Talk:Aptitude test


text:
Talk:In statics, the sum of the forces is equal to zero

it is noted that T=Iw, but obviously it is T=I*alpha. Like Newton's 2nd Law for the force F=ma not F=mV


text:
User:Dantheman531

See my user page on the English Wikipedia.

title: User:Dantheman531


text:
User talk:Dantheman531

See my user talk page on the English Wikipedia.

title: User talk:Dantheman531