text:
Film editing/Understanding "L-Cuts"/Fireworks Display

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |  Four ways to use "L-Cuts"
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The ultimate two way conversation

 * Four different ways to use "L-Cuts"
 * The best way to learn about editing a conversation is to get the film dailies for a scene and edit the scene. In this case, you see the scene edited four different ways.  The only difference is the "L-Cuts" yet the impact is huge.

 * The story
 * A rich man is talking to the workmen about a fireworks display that he wants for the picnic. The workmen think he is crazy.  So will you.

 * A challenge
 * This scene was shot quickly with only a few shots to get all the coverage. Not all the shots match perfectly.  The performances change from the wide angle shot to the close up shot.

 * So you must worry about a lot of things, not just how to create "L-Cuts".

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

A simple scene from a TV drama

 * DVD-Video disk
 * The Star Movie Shop has a disk which shows a two way conversation. The disk is called "Fireworks Display".

 * The disk is both a DVD-Video with a demonstration of how this scene can be edited. You just watch the demos and see the many options.

 * Also the disk is a DVD-Data disk containing all the film dailies for use in your editing program.

 * Enough points?
 * If you have enough points, let me know and the disk will be send to you.

 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Who do you want to emphasize?

 * L-Cuts emphasize one actor over the other
 * This disk contains the unedited film footage of one scene which has two people talking. This is probably the absolute ideal conversation to explore. All the examples that are on this disk as just from "L-Cuts".

 * In a conversation, you can use "L-Cuts" to:

 * See the speaker who is talking.

 * See the listener before he begins to speak. This gives the feeling of anticipation.

 * See the listener after he finishes speaking. This shows the listeners reaction.

 * Emphasize one actor over another.

 * Your will see that making "L-Cuts" and adding cut away shots changes the way that the audience interprets the scene.

 * IRou editing creates the emotional content of the scene.

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

Very Educational

 * Educational but boring!
 * This is concidered the most boring disk from the Star Movie Shop. This is because you will see this scene edited four different ways.  The difference is only with the "L-Cuts".  Everything else is the same (or almost the same).

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next lesson

 * The next lesson discusses editing a conversation to add narrative music.

 * }


text:
User talk:Areil123

I am now to be Areil314 since someone used Areil123 on wikipedia, and I needed to be able to login to both.

Welcome to Wikiversity!
I've responded to your request in Intro to CS. Welcome aboard!

If you'd like to help out with content development, or have any other ideas, we'd be more then happy to hear them. Enjoy your stay here at Wikiversity. Historybuff 04:12, 15 March 2007 (UTC)

Flashcards
"Did you ever use flash cards when you went to university?" <-- No, but different people have different styles of learning. I wonder if you have seen Flashcards for Java keywords (see also Test and Quiz. Is that the kind of "flashcard" you are thinking of? I'm not sure about how to track cards that need more use for an individual. It might be best to post your question at Colloquium. --JWSchmidt 23:00, 19 April 2007 (UTC)

Edits to computers pages
Hi. I was looking at the recent editing of some of the pages you started, such as Introduction to Computers/Peripherals, noticing that the pages seem to have been extended in the previous style using a bunch of rather bot-like user accounts. I'm rather curious as to how the editing and user account creation is being done. Don't worry - I don't see any wrongdoing here! I'm just rather curious about these edits. --McCormack 04:27, 19 September 2007 (UTC)
 * I teach a class at a college on introduction to computers, all the 'bot-like" accounts are my students. In fact a couple of my students had trouble setting up accounts, they set one up but forgot the password, and didn't set the email address properly to be able to reset it. can you help?Andrew 03:05, 20 September 2007 (UTC)
 * If you've lost the password and have an incorrect email address for an account, I don't think there's any way that a normal administrator can recover account usage for you. Theoretically if a technician hacked the database... The easy way is to get the student to sign up again. As the account probably isn't exactly a long-standing one, it probably doesn't matter. --McCormack 03:57, 20 September 2007 (UTC)

Steam Powered Mouse
Hi Areil123, I was tempted to delete the secton on the steam powered mouse as obvious vandalism but decided that your Intro to Computers could withstand a joke or two until your students catch up with the material. I stifled an impulse to add a helpful footnote documenting that the Titanic had three steam powered mice on board when it went down so do not be surprised if additional lint is aquired rather than an instant removal of erronius materials. Mirwin 05:41, 20 September 2007 (UTC)
 * Thanks. It was my joke. I'm glad you added to it.Andrew 17:59, 20 September 2007 (UTC)

computer images
Just wanted to let you know that there is a great source of images at. You might want to suggest that your students search there first because it is easier to include those images in pages here. I don't know if you saw it, but I aslo left a note at Talk:Introduction to Computers/Introduction giving some hints about how to resize images and link to Commons. Another advantage is that it insures that author credit and copyright information does not get lost when downloading from Wikipedia and then uploading here. Plus it saves time and effort for the students. Feel free to drop me a note if you need any help. --mikeu 03:39, 16 January 2008 (UTC)

deleted image
The image that you uploaded Image:399px-Stevemannwristcomp.jpg has been deleted because it is a (resized) duplicate of an image that is already on the server. If you would like to use this image in a page, simply insert text like this: and the image will automatically be resized and included in the article. Feel free to contact me if you need any help. --mikeu talk 04:24, 23 January 2008 (UTC)

copyright violations
Are you teaching the course where students edit Introduction to Computers? Please see Talk:Introduction to Computers/Processor for information about four files that were uploaded that are copyright violations. I have notified the people that uploaded the image, who I think might be in this class but I have not received any response, and at least one person has continued to upload copyrighted material. Here are some more images that will be deleted in the next few days:

 * Image:CTS-untreated.jpg and Image:CTS-untreated1.jpg copyvio from
 * Image:0093-0604-1014-4924 SM.jpg and Image:0093-0604-1014-4924 2SM.jpg copyvio from
 * Image:Neck-pain.jpg copyvio from

Also see my above note above about using as a source for finding free images that can be used to illustrate pages here. Please respond by leaving a message on my talk page. --mikeu talk 23:53, 26 January 2008 (UTC)
 * Please also provide a license template and source for Image:Steam-powered-mouse.jpg. Thanks. – Mike.lifeguard | @en.wb 22:47, 13 February 2008 (UTC)

Introduction to Computers
Thanks for getting back me about the images. And good work on the intro to computers pages! It it developing well. BTW, let me know if you need any images of early computer history. I've uploaded a couple at commons and have more available since I am also involved in a small computer museum. --mikeu talk 05:28, 29 January 2008 (UTC)

 * I am growing concerned about the students uploading images which have incorrect attribution and copyright violations. See for example Image:Trojan_Horse where the student has claimed "I, the copyright holder of this work, hereby publish it under the following license:" even though the image is from the commercial movie Troy.  See also Image:Better_tivo.jpg which is copyright TiVo Inc.  For more than two months I have been warning about image uploads.  User:Acham678 has been blocked for two weeks which will prevent this person from making any edits to wikiversity or uploading any new images.  If there are continued uploads after the block expires this user will be blocked again, for a longer period of time.  There are other editors contributing to the introduction to computers pages who have also been uploading copyrighted images which violate the policy of this website.  After repeated warnings they also will be blocked if they continue.  Please contact me if you would like instructions on how to teach the students how to find copyright free images and to properly attribute the source of the images they upload.  --mikeu talk 18:11, 23 March 2008 (UTC)

 * I spoke to acham678 today and showed her how to get an image properly. I believe she sent a reply to your message on her talk page. I also removed references to the Trojan horse and Tivo pictures. (I don't know how to take the images out of your database, just the references to them)Andrew 02:13, 26 March 2008 (UTC)

 * Thanks. I just unblocked Acham678.  At the very least, please make sure that they cut and paste the link from the website where they got the image from when they upload here.  I've left notes on the talk pages of students when I've found copyrighted images, but I suspect that there are a lot more that were uploaded that I did not notice yet.  The best source of images is  because we know that they are free and clear to use.  It is also less work for the students to include those images here.  Wikiversity could get in trouble if it is discovered that we improperly used an image from a major motion picture (released by a company that retains high priced lawyers.)  You can't remove the images yourself, we'll take care of that.  Let me know if you need any help showing the students how to go about using free images.  I'll admit that we could use some better instructions to explain these things.  --mikeu talk 03:24, 26 March 2008 (UTC)

hi, this is just a heads up that we are starting to remove copyright violation images that were uploaded in the past few months. You may notice some broken links to these images in the learning pages. See User talk:Dlein428 for the list of images that I deleted today. You may also want to let the students know that they should pay attention to messages left on their talk pages so they will be aware of any problems with images they have uploaded. --mikeu talk 13:32, 31 March 2008 (UTC)

EyeSpot errors
Hello,

In going through the Into. to Computers lessons, all the Eyespot podcasts and videos are gone. The links are broken and when I Googled Eyespot, I came across an article about how Eyespot has shut down. Do you have an alternate source for these links? Thank you.--Cmilesbmiles 18:02, 4 October 2010 (UTC)cmilesbmiles 12:01, 4 October 2010

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

title: User talk:Areil123


text:
Spanish: An Introduction

 Welcome to an introduction to Spanish

Obviously, this subject is in progress. It is a course comprised of 25-30 classes of Spanish language instruction for beginners. Anyone can join at any time. The tab below is used for coordination that the instructor will know in which lesson you are at the time. It is recommended to do 1-2 lessons a week. This course has to bring you on a lower-intermediate level (pass A1).

Welcome students! How to study?
It is highly recommended to all of you coming to study Spanish to have a basic knowledge of PC, Internet and MediaWiki (Our course:MediaWiki I), but also know to write fast on keyboard (Our course:Typing). If you do not know these basic things you will have many problems during the course.

How to study this course? Follow the guidelines written in points in each section. They are in bold. You should follow each section systematically and not skip ahead. If something is too difficult for you, or too easy, don't skip it but be patient and pass it. This course is methodologically written, therefore it needs to be done in order. Remember that only hard work bears fruits.

Don't be afraid to write in your contributions to the text. Teachers will help you and motivate you during the course. After some time your contributions will be deleted by a teacher, or the best contributions will be moved to wikiversity or wikibooks content. You might also have a notebook for note taking if this suits you better. Another recommendation is not to copy answers and to write them in your own words.

So, good luck students and see you at the end of this course.

General Guidelines
Before entering first lesson creat a subpage:  (if you dont know how, ask for help). Then click on the zerro lesson.

Help
If you are a Spanish native speaker, and you would like to help, follow this site: Spanish: An Introduction/Teaching tools.

Live Speech
Live speech will be available via skype, so the nick name of your teacher is juan-de-v. Your teacher is on UTC+1 so be patient. Schedule is available from here or via the box on the right up corner. The time is set in UTC. If you don’t know your time zone lets have a look on [[media:Timezones_optimized.png|map]].

Participants

 * Moved to Spanish/Registration.

Note: once you are signed in, please start to work on the zero-level lesson.

Sign in, if you are interested:

Lessons
Lesson 0: About Spanish Lesson 1: Pronunciation Lesson 2: Hola Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9:

title: Spanish: An Introduction


text: Category:Spanish:An Introduction

title: Category:Spanish:An Introduction


text:
Spanish: An Introduction/About Spanish

Background
Spanish belongs to the Indo-European language family. This group of languages contains several languages spoken primarily in Europe, India, and western Asia. Spanish is also a Romance language. English is a Germanic language. Russian is a Slavic language. This is shown in the picture:

61) Give examples of other Romance languages that would belong in the empty bubbles:

French, Italian, Latin, Romanian, Portuguese
 * Yeah. Something more? Imagine that Romance languages appeart after Roman Empire in Mediteranean (sorry for bad spelling).--Juan 13:25, 24 July 2007 (UTC)

Portuguese, Catalan, Romanian OK. Thats fine. --Juan 18:27, 17 August 2007 (UTC)

What about Greek ? Sylvie 01:11, 27 August 2007

 * Well, Greek doesnt belong to the family of Romance languages. It has its own family of Greek languages. Romance languages were born from Latin during the times of Roman Empire. See: Greek and Romance languages.--Juan 09:25, 29 August 2007 (UTC)

Spanish,French,Portuguese,Italian,Romanian Marie12 11:40, 9 October 2007 (UTC)Maryrose

The Gen
Spanglish is a blend of the English-language words for "Spanish" and "English".It has also been used for many years in the vernacular to denote a more jocular "mix-up" of Spanish and English where the speaker makes an English word "sound Spanish". Examples are: Beaners like them dern burritos n tacos Marie12 12:02, 9 October 2007 (UTC)

Other Languages in Spain
Other languages in Spain include Catalan, Galician and Basque. There are several other minority languages which have much small communities that speak them and which are not protected by law to the same extent as these.

1) Where are these spoken?

Catalan (català) is a Romance language, the national language of Andorra, and a co-official language in the Spanish autonomous communities of Balearic Islands, Catalonia and Valencia (in the latter with the name of Valencian), and in the city of L'Alguer in the Italian island of Sardinia. It is also spoken, although with no official recognition, in the autonomous communities of Aragon (in La Franja) and Murcia (in El Carxe) in Spain, and in Northern Catalonia, a historical region of Catalonia in southern France, which is more or less equivalent to the département of the Pyrénées-Orientales. 1 --Friviere 12:26, 16 July 2007 (UTC)
 * Nice. Yeah. Wikipedia is a big source of information.--Juan 13:25, 24 July 2007 (UTC)

Basque (euskara) is spoken in an area straddling the Spanish-French border on the Atlantic side.

Galician (galego) is spoken in the Galician autonomous community by (still) the majority of the population and a bit more outer the borders, in Asturias and Castilla-Leon aut. comm. However, Galicians have emigrated a lot during XIX century (Cuba, Mexico and South America: Argentina, Brasil and Venezuela) and XX (Europe during Franco's time: France, Switzerland and Germany; rest of Spain last half: Ireland, Canarias, Catalonia, Madrid and Spanish Mediterranean coast). Since that, Galician could be sometimes heard in this places, as long as they keep related to the homeland by means of Galician centers or come back on holidays (and of course, if they are not shy or embarrased about speaking it, as it usually happens). It's still academically controversial if the variant of As Ellas (San Martiño de Trevello, San Martín de Trevejo, sus Ejas, Cáceres province), very far away from Galicia and only connected through Portuguese language areas but strongly vigorous, is a Galician descendant, Portuguese descendant or Asturian descendant language.

2) What are their origins?

Origins of the Catalan Language: The Catalan language developed by the 9th century from Vulgar Latin on both sides of the eastern part of Pyrenees mountains (counties of Roussillon, Empuries, Besalú, Cerdanya, Urgell, Pallars and Ribagorça). It shares features with Gallo-romance and Ibero-romance, and it could be said to be in its beginnings no more than an eccentric dialect of Occitan (or of Western Romance).

As a consequence of the Catalan conquests from Al-Andalus to the south and to the west, it spread to all present-day Catalonia, Balearic Islands and most of Valencia.

On the 15th century, during Valencian Golden Age, Catalan language reached its highest cultural splendor, which could not be comparable again until La Renaixença, 4 centuries later. 2 --Friviere 12:31, 16 July 2007 (UTC)

Basque is thought to be one of the languages spoken in Western Europe before the arrival of the Indo-European tribes. Aside from lexical borrowings, it is totally unrelated to any of the surrounding languages (Spanish, French, Catalan, etc.).

 * And Galician with Basque also originate in Vulgar Latin?--Juan 13:25, 24 July 2007 (UTC)

 * Galician does. Basque is a language isolate.  The Jade Knight 20:34, 25 July 2007 (UTC)

 * Galician is very related to Portuguese, more than to Spanish. G and P come from the same language in the Middle Age, galego-portuguese, very strong in speakers and in prestige, even in the Castilian king court (?) of Toledo, south to Madrid. In fact, Portuguese in Portugal could be understood as the descendant of the G-P during the Reconquista. Later on, Portugal became an independent county (and a kingdom definitively in 1640), and the two languages started to differ more and more. Though North Portuguese and South Galician are still strongly (phonetical, economical and even cultural) related (and even more now with European Interreg Region structures, despite the Portuguese of schools is based on Coimbra-Lisboa standard), there is usually not a feeling of speaking the same language, unless for the reintegracionismo movement.

What’s the Difference Between "español" and "castellano"?
Yeah that’s a question. So what’s the difference?

Well, according to Castellano article, it is the synonym of "Spanish". If you want to contrast it with different language from Spain, you use "Castellano". Otherwise you use "Spanish". When I asked a lady from Argentina about the language they spoke, she said: "Actually, it's Castellano, but you can say that it's Spanish"
 * Yeah, thats right:-)--Juan 18:06, 2 April 2007 (UTC)

Spanish Languages are in fact several, even when the most known is Castellano, also must be considered Spanish Languages: Basc, Catalan, Galician and Aranese, among others.--Friviere 12:34, 16 July 2007 (UTC)

 * So you think, if we are talking in here about Spanish languages Aranese should be mentioned. By which means is to important?--Juan 13:25, 24 July 2007 (UTC)

Indigenous Languages of Latin America
1) write down some indigenous languages of Latin America:

Yaqui, Tarahumara, Achuar, Kamsa, Quechua, Otomi, Miskitu, Kuna, Ticuna

Good. Dont know all of them, but Quechua, Otomi and Kuna are from that region:-)--Juan 18:27, 17 August 2007 (UTC)

Lesson 0: About Spanish →(next lesson)

title: Spanish: An Introduction/About Spanish


text:
File talk:Cycloid animated.gif

So this means that if I put a frictionless sphere at any point of the curve, it will take the same amount of time to roll down no matter where it starts?

title: File talk:Cycloid animated.gif


text:
User:CanadianScouter

Canadian Scouter
Currently living somewhere in Canada, Canadian Scouter is one of many students looking into the enticing career of filmmaking. Having created many different video projects, he is now working to hone his skill, and to hopefully be accepted as a film school student in the near future.

title: User:CanadianScouter


text:
User:Gleneth

As a fairly young retiree I finally have the time to study and learn about things I haven't had time for in the past. Currently I'm interested in Philosophy, Spanish, Art and Literature. I know any one of those can be a lifetime of study - well maybe not the spanish but I'm anxious to get started.

title: User:Gleneth


text:
Introductory Ancient Greek Language/Lesson 5

Present Indicative tense
The suffixes are:

One of the simplest verbs in Ancient Greek, and maybe the simplest, will be used in charts for almost all tenses: the verb λύω, which means free, release in the active, and having a specific meaning of ransom in the middle.

The syllabs in bold indicate that, when speaking, the voice is raised and in A.Greek this voice raise is expressed with a mark above the vowel, the tone. You may notice that at the third person plural the letter "ν" is added in parentheses. You say λύουσιν, etc when the verb is followed by a word that begins with a vowel or when it is the last word of a sentence.

TRANSLATION

In English we have a number of ways that we express actions in the present. Eg. I run, I am running. Greek does not make that distinction, so a perfectly acceptable translation for λύω can be either "I release" or "I am releasing"

Another simple verb is γράφω (=write)

γράφω

γράφεις

γράφει

γράφομεν

γράφετε

γράφουσι(ν)

Κλίσεις ρημάτων/Αρχαία Ελληνικά/Οριστική Ενεργητικής/Ενεστώτας


text:
Advanced general studies learning group

 2024 July 29  UTC

School of Advanced General Studies Learning Group

Learning Group in the Developmental Stage
The AGS Learning Group is in the earliest stages of development.

AGS Learning Group Summary

 * Project code: AGSLG

 * Time Commitments may range from Minimal to Ongoing.

AGSLG Content Summary

 * The AGS Learning Group is concerned with Advanced Thought in Simultaneously a Wide Range of Endeavors.

AGSLG Goals

 * The AGS Learning Group seeks to engage in learning activities to enable Advanced Thinkers to bootstrap, providing a springboard to constantly and continually higher and higher "advanced" understandings thus transforming Data into Information, Information into Knowledge, Knowledge into Understanding, and Understanding into Wisdom more quickly than would have otherwise been possible, thereby expanding and applying Advanced Thought in all areas.

 * Of course, not all Data contains Information, not all Information contains Knowledge, and not all Knowledge contains Wisdom. The Learning Group seeks to tease out the Wisdom from the Knowledge, the Knowledge from the Information, and the Information from the Data.  The Page "Information Management Using Open Source" includes Understanding between Knowledge and Wisdom, a part of the series so useful that the Learning Group will add it to the Work.  For now, we will refrain from suggesting that "Not all Knowledge contains Understanding." as we are now compelled to consider the relationships between Knowledge, Understanding, and Wisdom.

AGSLG a Collaborative Writing Group

 * The AGS Learning Group is involved in collaborative writing based on readings chosen by consensus. In this way the Group seeks to understand the material it undertakes, providing a springboard for those who later arrive to rapid acquire the "advanced" understanding which the Group is able to achieve.  Thus the collaborative work of the Group guides Participants who follow to transform Data into Information, Information into Knowledge, and Knowledge into Wisdom more quickly than would have otherwise been possible.  Thereby we expand and apply Thought to the constant and continual improvement of the Wikiversity, of Wikipedia Articles, to the writing of Wikibooks.

Learning Materials

 * Learning Materials

 * Learning materials and learning projects are located in the main Wikiversity namespace, and provide generic guidelines on making a Learning Group.

 * Here we simply make a link to the name of the steps (steps are Learning Projects which are independent pages in the main namespace) and start writing!

For example, the Research Project proposal has many elements in common with Research Grant Application. We will therefore co-operate with other departments and use the same learning resource.
 * One may also read about the Learning model. Steps should focus on learning activities for Wikiversity participants wishing to improve their grant acceptance ratios. This Learning Material in the Learning Projects can be used by multiple projects.

Texts / Resources

 * __Textbook Name___

Steps ("Lessons")

 * Steps1: ...

Activities

 * Activity 1: ...

 * Activity 2: ...

 * Activity 3: Building on previous knowledge

Readings
Each activity has a suggested associated background reading selection.

 * Reading 1.

 * Study guide:

 * Wikiversity article: One Laptop Per Teacher

Assessment
Each activity has a suggested self- and group-assessment.

Active participants
Active participants in this Learning Group

Inactive participants

 * 1) Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-06-08 (June 8, 2007) Time: 21:48:01 UTC

AGSLG a Contributor to the Wikimedia Community

 * The AGS Learning Group collaboratively creates assignments to get a better understanding of its material and to contribute to the Wikimedia Community.

AGSLG a Participant in Wikipedia

 * The AGS Learning Group is improving Wikipedia entries based on information learned from its readings and discussions. The AGS Learning Group does not anticipate completing its learning objectives, but rather anticipates being ongoing in its endeavors, from time to time writing Wikibooks based on what is being learned in the Group.  These Wikibooks are then to be used in future Groups who decide to study the same subjects, and it is anticipated they too will perhaps again improve upon these Wikibooks based on what they have learned using sources the earlier Groups did not use.

AGSLG a Wikiversity Learning Group

 * The AGS Learning Group represents an activation of the Proposal: Learning Groups which see for further information.

title: Advanced general studies learning group


text:
Concepts and the Nature of Knowledge

What is the Nature of Knowledge? There are two major kinds of knowledge:
 * 1) Knowledge of things (descriptive knowledge) and
 * 2) Knowledge of changes in things (productive knowledge).

Each of these kinds of knowledge can occur in either of two forms (see Figure 1):
 * 1) Particulars are single, unique cases, often referred to as referents, examples or instances.
 * 2) Generalities are statements which apply to more than one particular.

Kinds of Knowledge Things.

Things. Particulars of things are instances of concepts, and include objects (e.g., one particular computer), actions (e.g., one particular debate), ideas (e.g., one particular thought), and symbols (e.g., one particular fraction). Generalities of things are what we usually call definitions of concepts.

Changes. Particulars of changes are instances of procedures and principles, and include specific events, like the evaporation of a puddle on my driveway last Sunday, the growing of a particular flower from a seed in front of my neighbor's house, and my son's writing of an essay last Tuesday night. Generalities of changes are what we usually call statements of principles and procedures.

It is helpful to distinguish between what content is learned and on what level it is learned:
 * Content (what is learned) can be classified in accordance with the type of knowledge. Concepts and facts represent knowledge of things, and principles and procedures represent knowledge of changes.
 * Level of learning can be classified as memorization, understanding, or application.

title: Concepts and the Nature of Knowledge


text:
Portal:Greek

Καλώς ορίσατε!

Welcome to the (Modern) Greek department at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature.

Introduction

 * Modern Greek at Wikipedia

Lessons

 * Lesson 1 — Pronunciation, ...
 * Lesson 2 — ...
 * Lesson 3 — ...
 * Lesson 4 — ...
 * Greek alphabet
 * Greek consonants
 * Greek/Pronunciation and alphabet
 * Greek two-letter consonants
 * Greek/Syllable separation
 * Greek two-letter vowels
 * History of Greek language

Teachers

 * User:Πανεπιστήμιο

authors: Πανεπιστήμιο

title: Portal:Greek


text:
Instructional design/Cognitive behaviors/Concept Classification, Page 2

Back to Topic: Instructional Design > Cognitive Menu

Overview
This section of the lesson deals with how concept classification is learned. A learner proceeds through four phases when learning concept classification:

 * Prototype formation
 * Discrimination
 * Generalization
 * Algorithm development

First, though, let's consider the importance of prior knowledge for learning concept classification.

Prior knowledge
Robert Gagné (1985) has shown that the skill of applying a concept always has some "prerequisite" skills, skills which must be mastered before it is possible to learn any given classification skill. Those prerequisites are the critical (and sometimes variable) characteristics, which are concepts in their own right. This is a principle of learning which has important implications for the instructional strategies that will be helpful for teaching concept classification.

Prototype formation
Consider for a moment your knowledge of concepts. When someone says "dog" to you, what goes on in your mind? Think about it for a minute...

You probably form an image of a dog in your mind, right? What is that dog like? What color is it? It doesn't really have any color, does it? How big is it? About average height for a dog, right? Unless you have a beloved dog of your own, your image is not of one specific dog. Rather it is of a prototype (which literally means pattern or model). It concentrates on the characteristics common to all dogs and tends to ignore the characteristics which vary across dogs, such as color and size and length of hair. Robert Tennyson has shown that prototype formation is probably the first phase of learning to apply a concept. This is our first principle of learning for concept classification.

Once a prototype has been formed, we must learn how dogs vary: that they can be different sizes, colors, shapes, and so on. So, we must learn to generalize beyond the prototype. But the other side of that coin, according to Sue Markle and Phil Tiemann, is learning ways that dogs cannot vary. So we must learn to discriminate them from nondogs.

Discrimination
All dogs have certain characteristics in common, such as being mammals, having a certain type of teeth, a certain type of diet, a certain range of body shapes, and so on. These are called common characteristics. Some of them are easily visible (e.g. body shape) and some of them are not (e.g. diet). Hence, some common characteristics are useful for classifying an animal as being a dog or not, and others aren't. The ones which are useful are called critical characteristics. They are what you need to learn to discriminate dogs from nondogs. This is our second principle of learning for concept classification.

Generalization
Dogs also have certain characteristics which vary from one dog to another, such as their color, size, and so on. These are called variable characteristics. They are what you need to learn to generalize across all kinds of dogs. This is a third principle of learning for concept classification. Generalization across variable characteristics and discrimination on the basis of critical characteristics are very important aspects of learning to apply concepts. But it is helpful to keep in mind that variable characteristics can have different degrees of variability. Some can be common to almost all of the members of the concept class, while others can be very rare in any of them. The ones that are common to most can sometimes be very useful for classifying. Almost any concept can be broken down into kinds (called "subordinate concepts"), and each of those kinds represents what Joseph Scandura calls a different "equivalence class." The different equivalence classes are sometimes called "dimensions of divergence."

Algorithm formation
Some concepts are quite complex. That is, they have many critical characteristics. This can make learning to classify very difficult. Lev Landa has identified a technique which people learn to facilitate the process. They develop an algorithm, or procedure, to follow. It is likely to be something like this:

First look to see if it has such-and-such. If it doesn't, it is not a widget. But if it does, look to see if it has either a whatsit or a whosie. If it has neither, then it is not a widget. But if it has either one, then look to see if. . ..

Learning to apply a concept always entails learning an algorithm, but for simple concepts the algorithm has just one step. This is our fourth principle of learning for concept classification. Incidentally, "experts" are usually unaware of the algorithm they use.

Given all these principles for concept learning, how should one teach a concept classification task?

Click the Next button to continue.


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Concept Classification, Page 3

Overview
Not surprisingly, the principles for teaching concept classification reflect the phases for learning concept classification:

 * Prototype formation
 * Discrimination
 * Generalization

Prototype formation
First, the learner should form a prototype. You can facilitate this by presenting a prototypical example. This example should be very common and highly representative of as many examples of the concept as possible.

Discrimination
Next, the learner should learn what the members of the concept class have in common so that she or he can distinguish them from nonmembers. These commonalities are the critical characteristics, and their acquisition can be facilitated in two major ways. One way is to tell the learners what they are. This is called a generality, or definition, of the concept. The other way is to contrast an example of the class with a nonexample that is as similar as possible to that example. This is called a matched nonexample, because its variable characteristics and all but one of its critical characteristic are matched with those of an example. The example and matched nonexample are presented simultaneously to facilitate identifying the critical characteristic that makes one an example and not the other.

Generalization
The learners must also learn to generalize from the prototype to all other members of the class. That is, they must learn how examples can differ from each other and still be members of the class. This requires learning which are the variable characteristics that should be ignored. You can facilitate this learning in two ways: by presenting a generality which identifies the most common of the variable characteristics or by presenting examples that are as different as possible from each other. These are called divergent examples. Of course, divergent practice is just as important.

It is helpful to notice that two learning processes occur in concept classification tasks. One of them is acquisition of some general representation of the concept in memory, which is probably a combination of the generality and the prototypical example. The other is learning to apply the concept representation to the classification of new examples. Acquisition of the generality is usually facilitated by presenting the generality and the prototypical example simultaneously. You could even make a game out of the instruction by presenting lots of examples without the generality and having the learners try to discover the critical characteristics (discover the generality). But this is very different from facilitating application of the generality, which requires presenting divergent examples and practice and matched nonexamples.

Therefore, there are two kinds of learner participation which can be designed into the instruction: one to facilitate acquisition of the generality, which is inductive in nature, and one to facilitate application of the generality, which is deductive in nature. Inductive participation alone is insufficient if concept classification is your objective.

So what tactics should instruction have for concept classification tasks? It may be helpful to distinguish between routine tactics (which are routinely included in all instruction for concept classification) and power tactics (which are usually only used to strengthen the instruction for difficult concept classification tasks. This distinction may well be useful for teaching all kinds of skill application, and perhaps even for facilitating other levels of learning.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.

title: Concept Classification, Page 3


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Concept Classification, Page 4

Overview
We can group the routine tactics for teaching concept classification into:
 * Presentation
 * Practice
 * Feedback

Let's take a look at each.

Presentation
One presentation tactic is to present a generality that only includes examples that help the learner to classify. When we want the learner to learn other things about the concept, a different type of learning is involved--understanding. However, it is helpful to understand that some concepts are defined on the basis of critical characteristics, whereas others are defined on the basis of functions. These are called criterial definitions and functional definitions, respectively. For example, "chair" can be defined as something to sit in with back support, or it can be defined as having a seat, raised off the ground, and a back. A definition can also have both criterial and functional characteristics. For example, a chair is something to sit in, and it has a back.

Given the purpose of presenting examples as discussed above, we should make sure they are very divergent (as different as possible from each other), and we should present some of them with matched nonexamples. Markle and Tiemann (1969) have identified what they call a "minimum critical subset" of examples, which is one of each of the major types of examples that comprise the concept class. This means that in designing the examples, you must first identify all the major ways that the examples can differ.

Practice
Since the learners need to be able to generalize the classification skill to examples that they have never seen before, your practice should always present new instances (ones not used in the examples), and they should be divergent from each other, including at least one "minimum critical subset" of instances.

Feedback
If learners practice the wrong responses without being corrected, those wrong responses are likely to become difficult to change. Thus, it is very important to correct wrong responses as soon as possible after they occur. This is called "informational feedback." If the learners get it right, you can confirm their response. If they get it wrong, you can give them the correct response with explanations or give them hints that help them to figure out how to correct their own responses. But feedback can serve a second purpose--motivation.

Sequencing
Does this mean that your sequence of routine tactics should be generality-example-practice? Certainly not. We have seen that the instruction should begin with prototype formation. Hence, a prototypical example should lead the instruction, usually with a simultaneous presentation of the generality. Also, young learners tend to benefit from plentiful examples before presentation of the generality, and you may want to use a discovery approach where the generality isn't presented at all until it has been discovered.

Next, it is often helpful for learners to be able to skip around among the instructional tactics. After looking at the generality and prototypical example, a learner might think she already knows the concept. She could then go directly to the more difficult practice to test herself. If she gets it wrong, she could go back and look at an example of medium difficulty, then go and try out a practice item of medium difficulty or take a look at the generality again, and so forth. All that's needed to facilitate such learner control is to clearly label the various routine tactics. This is a more practical and empowering solution to individual differences than designing different instruction for each learner.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.

title: Concept Classification, Page 4


text:
User:Devourer09/Basic JavaScript

= Stuff =

title: User:Devourer09/Basic JavaScript


text:
Talk:Concept Classification, Page 4

I am creating these pages as part of a Indiana University class. The instructor for this class is Dr. Honebein. phonebei@indiana.edu

Dr. Reigeluth, the original material's author has given our class permission to use his material.

I've been working on these pages today and forgot to add the source reference to them.

I will include a source statement, along with the phase "used by permission" on each page that is based on Dr. Reigeluth's material.

Is that sufficient?

-- This is Peter Honebein. I'm the Indiana University professor teaching the class in which my students are building this wikiversity site. My colleague at Indiana University, Charles Reigeluth, has given this class permission to migrate his content from the aforementioned website to this wiki context. We are referencing the source where applicable. Charlie's permission is documented in the following email exchange (latest email first):

-Original Message- From: Reigeluth, Charles M. [mailto:reigelut@indiana.edu] Sent: Thursday, February 15, 2007 9:36 AM To: Honebein, Peter C Subject: RE: R561 and R626

Pete,

That sounds fine to me. I’ll probably keep the materials on my design site as well. You could just put a link to each of the materials on my design site. Whatever you prefer.

Do you do the course very differently from the way I do it? I am interested in seeing any differences/improvements.

Charlie

From: Honebein, Peter C Sent: Wednesday, February 14, 2007 7:07 PM To: Reigeluth, Charles M. Subject: RE: R561 and R626

Charlie, Hope all is well. R626 seems to be going smoothly this semester.

One of the projects I’m engaging students in is to build a set of Wikiversity courses on instructional strategy. We’re in the beginning stages things, but have stubbed out some Wikiversity space at: http://en.wikiversity.org/wiki/Topic:Instructional_Design

Was wondering if you’d be interested in moving the content you have in your micro-strategy lessons to this forum. My students used the lessons and liked them a lot. Future R626 courses could also use the content in the Wikiversity forum, and perhaps build and extend it.

I know you have the material copyrighted. Not sure if you were intending some other kind of publication of it in the future. Let me know your thoughts. We’re planning on extending the micro-strategy content into affective, interpersonal, and psychomotor domains, as well as cognitive.

Pete

title: Talk:Concept Classification, Page 4


text:
Talk:Instructional design/Cognitive behaviors/Concept Classification, Page 2

Confirmation from Charles Reigeluth
I sent a message to Charles M. Reigeluth (using the email form at http://education.indiana.edu/~edfolks/persons/reigelut.html) and asked if he is allowing his material to be used at Wikiversity. In reply to my email, I got an email from:
 * Reigeluth, Charles M. @indiana.edu
 * Date:Thu Mar 15 12:54:35 2007

saying that he gives permission for his copyrighted materials on concept classification to be released under the GFDL license.--JWSchmidt 20:27, 15 March 2007 (UTC)

Page creator
I am creating these pages as part of a Indiana University class. The instructor for this class is Dr. Honebein. phonebei@indiana.edu

Dr. Reigeluth, the original material's author has given our class permission to use his material.

I've been working on these pages today and forgot to add the source reference to them.

I will include a source statement, along with the phase "used by permission" on each page that is based on Dr. Reigeluth's material.

Is that sufficient?

Course instructor
This is Peter Honebein. I'm the Indiana University professor teaching the class in which my students are building this wikiversity site. My colleague at Indiana University, Charles Reigeluth, has given this class permission to migrate his content from the aforementioned website to this wiki context. We are referencing the source where applicable. Charlie's permission is documented in the following email exchange (latest email first):

-Original Message- From: Reigeluth, Charles M. @indiana.edu Sent: Thursday, February 15, 2007 9:36 AM To: Honebein, Peter C Subject: RE: R561 and R626

Pete,

That sounds fine to me. I’ll probably keep the materials on my design site as well. You could just put a link to each of the materials on my design site. Whatever you prefer.

Do you do the course very differently from the way I do it? I am interested in seeing any differences/improvements.

Charlie

From: Honebein, Peter C Sent: Wednesday, February 14, 2007 7:07 PM To: Reigeluth, Charles M. Subject: RE: R561 and R626

Charlie, Hope all is well. R626 seems to be going smoothly this semester.

One of the projects I’m engaging students in is to build a set of Wikiversity courses on instructional strategy. We’re in the beginning stages things, but have stubbed out some Wikiversity space at: http://en.wikiversity.org/wiki/Topic:Instructional_Design

Was wondering if you’d be interested in moving the content you have in your micro-strategy lessons to this forum. My students used the lessons and liked them a lot. Future R626 courses could also use the content in the Wikiversity forum, and perhaps build and extend it.

I know you have the material copyrighted. Not sure if you were intending some other kind of publication of it in the future. Let me know your thoughts. We’re planning on extending the micro-strategy content into affective, interpersonal, and psychomotor domains, as well as cognitive.

Pete

Copyright status check

 * Good thing I checked the discussion page, as I was about to delete this. Though, everything that goes onto Wikiversity is currently placed under GDFL. Does the permission extend to changing the copyright status of his work?--Rayc 04:36, 15 March 2007 (UTC)

Request for deletion - kept
Just for the records: see this for details. --HappyCamper 22:55, 23 August 2007 (UTC)


text:
User:Yorik

My name is Yorik, I am belgian but I live in Brazil. I am an architect, I do workshops and write tutorials from time to time about subjects that neighbor architecture like illustration and 3D. Besides, I am now working on my own as an architect, and I slowly begin to produce my own projects. A bit of all of this can be found on my website: yorik.uncreated.net

An independant, free, online architecture course, where people contribute to mutual knowledge instead of passing pre-made knowledge from teacher to student, is something I always dreamed of, and I hope to contribute to it a little bit...

Basically where I hang most of the time is at the School of Architecture, and in its subsequent divisions...

title: User:Yorik


text:
Concept Classification, Page 5

Overview
When a concept is difficult for the learners to learn to classify, additional tactics can be used to increase the power of the instruction. It is helpful to think of such instructional enhancement as existing for eachroutine tactic.

Presentation
So how can the generality be srengthened? There are several ways. You can facilitate encoding by focusing the learner's attention on the important parts of it: the label and the critical characteristics. Or you can facilitate encoding by providing a variety of representations of the generality, like a diagram or a paraphrase. You can also present an algorithm (Landa, 1976), a set of steps for the learner to use in checking to see if all of the critical characteristics are present.

The most obvious way to enhance this routine tactic is to increase the number of examples. But we can also make it easier to learn from each example. Since examples are different from each other, some are likely to be harder to identify as examples of the concept. The easier examples should be presented first, followed by progressively more difficult ones. This is called an easy-to-difficult sequence. We can also use attention-focusing to relate the example to the generality by pointing out the presence or absence of critical characteristics in the example. And we can use a variety of representations for the examples, to facilitate "dual encoding" of the information.

Practice
The only ways that practice itself should be enhanced are to increase the number of practice items, to use an easy-to-difficult sequence, and to include prompting on early practice items. Otherwise, ehancements should be reserved for the feedback.

Feedback
Enhancement on the feedback should be much like on the examples. We can use attention-focusing which relates the instance to the generality by pointing out the presence or absence of critical attributes. And we can use a variety of representations for the correct-answer feedback. Of course, motivational enhancement can also be used: praise for correct answers and encouragement for wrong answers.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.

title: Concept Classification, Page 5


text:
Instructional design/Cognitive behaviors/Concept Classification, Page 6

Common errors novice designers make
There are several errors that novice instructional designers commonly make when designing instruction on concept classification tasks. First, they often name the subordinate concepts (kinds) in examples and practice. For example, suppose you were teaching the concept "woodwind instrument" in music, and your only objective was for the learners to be able to classify any musical instrument as a woodwind or not a woodwind. Many novice designers would say in an example, "This is a clarinet, so it is a woodwind." Or they would say in their feedback, "No, this is an oboe, so it is a woodwind." There is nothing wrong with this if the learner already knows what a clarinet or oboe is. But if a learner doesn't, then this just adds to the amount the learner needs to try to figure outóit makes learning more difficult rather than easier. Even when such subordinate concepts are also among your objectives, it is generally better to help them master the higher-level concept (woodwind instrument) first, and then teach its subordinate concepts. The subordinate concepts can be taught simultaneously with each other, as long as there aren't too many of them. Otherwise they can be taught in sets of 3 or 4 at a time.

A second error novice designers commonly make is not indicating the criterion for mastery on the practice. This is important for both situations in which the learner will exercise full control over their progress and situations in which a teacher (or computer) will exercise such control.

Guidelines
In summary, the following guidelines (or prescriptive principles) are likely to improve the quality of your instruction:

 * Make sure prerequisites (critical characteristics) have been mastered ;
 * Present a prototypical example, with explanation ;
 * Make a generality available ;
 * Make additional examples available, with explanations ;
 * Present some of the examples with matched nonexamples ;
 * Make practice available ;
 * Provide feedback on all practice (confirmation, explanation, or hint ;
 * Make instances as different as possible ;
 * Arrange instances in an easy-to-difficult order ;
 * Use a variety of representations.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.


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Concept Classification/References

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

title: Concept Classification/References


text:
Talk:Web Design/Getting Your Site On the Web

Domains
I think there should be a section about getting a domain or something.--Devourer09 23:46, 14 March 2007 (UTC)
 * Great idea! It can sometimes be confusing as some hosting packages give you a domain for free, but that doesn't mean it's really free (just free for the first year). I agree, would be good to explain getting a domain. Michaelnelson


text:
User:Fuzheado

See my user page on Wikipedia:User:Fuzheado.

title: User:Fuzheado


text: File:Threetimestables.png

title: File:Threetimestables.png


text: Template:Reflection

title: Template:Reflection


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Web Design/CSS

Cascading Style Sheets(CSS)

What you'll need to know
Since CSS formats HTML you will need to know some of the basics:

 How to create a HTML file, *.html.  ..., ... ,  ... tags , ... tags

If you haven't had any experience with HTML or would like a refresher check out Build a basic web page.

What is CSS?
  Cascading Style Sheets (CSS) is a style sheet language used for describing the presentation semantics (the look and formatting) of a document written in a markup language.  With CSS you can change the font, size, color, background, and even position of text.  CSS was developed primarily to separate the formatting and presentation of a site from it's content and structure, the HTML.  CSS can be used three different ways: Inline, Embedded, and External.

 A single External CSS file can be used by many pages on a website, making the process of changing the look of an entire site as simple as editing one file.

 CSS will greatly improve the look and feel of your website and save hours of time…after spending a few hours learning it.

Inline CSS (OK only in certain circumstances)
Inline CSS is the simplest way to format your HTML, it is also universally considered bad form, therefore, you should never, ever use it on a published site unless there are justifiable circumstances.

The main purpose of CSS is to separate the presentation from the structure and content (HTML).

If you choose to use inline CSS you will create a site that is difficult to maintain and lose the benefits of the cascading effect over all your pages.

That being said we will go over its use because beginning the simplest form of CSS, it’s the best way to learn some basics. Let's start with a plain heading tag: Viewing this in web browser will show "Hello World" in black Times New Roman font. What if we want to have the text in red? Well we just add in some inline CSS: Simple, right? You can do this with any CSS styling, let's say we want to have our header centered:

Notice that there is no space between the colon and center, that's because in CSS white spaces (spaces, tabs, and line breaks) do not matter. You can place all of your CSS on one line, though it would be hard to read. Also notice that there is a semicolon between the end of the color property and the beginning of the text property, think of this and placing a comma between a list of items or numbers (1, 2, 3 is not the same as 123). Inline CSS should not really be used for the reasons listed above, but feel free to go through the CSS References (unfinished) and try out some different styles to see what all CSS can do. Also check out the Inline Styles tutorial for more examples.

Embedded CSS (better)
Embedded CSS is a better alternative to inline, here the CSS is separated from the structure and content(HTML), but it's still located in the HTML file. This style of CSS is best for single pages or if you would like to quickly experiment with site wide changes on a small scale. Embedded CSS should be located in the head of the HTML inside of the style tag. You can technically places the style tag in the body of the HTML but this means that the content will load THEN be styled. Meaning it will flicker into the color or font you specified and is generally a sign of bad craftsmanship and should be avoided. So to insert CSS into your HTML all you need in the style tag in the head.

So if we wanted to take our original Hello World header and color is red here all we would need is the same coding:

There are three sections to this CSS code. First the Selector, this tells the browser what HTML element to grab, it can be a tag name, id, or class (we'll go over these later). Here we are telling the browser to grab h1. Second is the Property, this states what part of the grabbed element we will be changing. Here we are stating that we would like to change the color. Lastly is the Value, this tells the browser what we would like to do with part of our grabbed element. Here we tell the browser that we want to change it red. So in simple English we are telling our browser, color h1 red. One more thing to point out is the format that the CSS is written. As mentioned before white spaces don't matter, but readability does. So you can place all three sections and curly braces in one line, but coming back and editing fifty lines of CSS this way will only lead to headaches and frustration. So it's ok for small presentation changes but on the large scale go with this format. The curly braces are also a very important part of the CSS if you forget to close one everything written afterwards will not work. Now lets center our header and give it a thick black, dashed border. It's not as hard as it might sound:

Here we placed line breaks after the semicolons to make the CSS easier to read and edit later. There is no limit to the number of Properties and Values you can edit with a single Selector. So you can add margin, padding, font-weight, font-size, color, background-color, etc. Embedded CSS is a great way to get into the groove of changing the CSS on a small scale and to learn all the things you can do, so check out the CSS Reference (unfinished) and the Embedded CSS.

External CSS (best)
What makes External CSS the best option is that it give you the full power of CSS. You can quickly change the look and feel of an entire site by changing one file and once you have the CSS created adding more pages becomes much easier and faster. So let's start with how to create an external CSS page. Using your text editor create a new file, select Save As…, and save the file into the folder with your HTML using a .css extension. That's it you will want a name that is relevant to the site so it doesn't get mixed up, but for this example we will use 'mystyle.css'. Now that we have a CSS file created let go over the different ways to add it to you HTML page. First we will use the link tag in the head:

The rel section tells the browser the relationship this file has to the HTML, using "stylesheet" indicated that this is the preferred style for this page. The type section lets the browser know that this is a CSS file and if it doesn't support it can ignore it. Neither of these are required but they are considered best practices. The most important part is the href it points to where the file you want to use is located. Just adding files like images to HTML if they are in a director different than the HTML use the backslash; "/css/mystyle.css" Another way to add CSS to your page is with the @import statement inside the style tags.

Now the import may seem like a simpler option when adding CSS, but(depending on who you ask) it can create a slower loading site. The upside is that you can upload several CSS files and the file loaded last overrides the files before it. If your making a simple site that this should not be an issue and either will work for you. There are several sites out there that will help you out to decide which is best for you. With our CSS file added to the HTML we can edit our Hello World header. It's the same as in the Embedded CSS, but with in the "mystyle.css file and without the style tags.

In CSS files the comment is indicated by the opening and closing of the slashes and asterisks as shown above. That is it for External CSS if you would like to see more examples check out the External CSS tutorials and you can practice more Properties found in the CSS Reference (unfinished).

Classes
We mentioned earlier the basic idea of Selectors and I think it's time to go over them in more detail. Let's say you have two paragraphs and you want one to be blue and the other to be gold. Using a simple p Selector we will change both paragraphs to the same color. This is where Selector Classes come in, but first we need to make the classes in the HTML: Here all we have done is added class="" with what ever you would like to name your class. This will be the name in which the CSS will look for in your HTML. Now let's format each of these paragraphs.

In order to find the right class the Selector must first be called followed by a period then the name of the class. You can use the same class name for multiple properties lets say we have two headers on our page: If we were to run this page the way that it is, both headers would be black. That is because we have set the CSS to change only the paragraphs. We remedy this by simply removing the p: This tells the CSS to grab any Property with the given class name and change it's format. So you can change many different elements fonts, colors, and background, etc. by simple giving them the same class.

IDs
IDs are similar to classes in that they can be used to identify properties, but they are unique, so can only be used once in a page. Let's say we wanted to make the ampersand bold, first we add the id. Now we will add the bold styling to the CSS: To identify the id we use the # sign instead of the period. We will have more on classes and how they interact with one another the CSS points system in more the advanced sections.

Selecting Entire Elements
You can also select entire elements by listing the element name in a similar syntax as shown before. This makes all elements have a size of 12px without adding any ID or class to the element. If you want to see more examples check out the CSS Selector Classes.

CSS Tutorials

 * Embedded CSS
 * External CSS
 * Inline Styles
 * CSS Selector Classes

CSS In Action
An example of the power of CSS is illustrated at Zen Garden, where various CSS templates create some very different pages using the same html code – CSS does all the work! Take a look at [http://www.mezzoblue.com/zengarden/alldesigns/]

title: Web Design/CSS


text: File:Addition pic.PNG

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Greek Language/Alphabet

The Greek alphabet has 24 characters, as opposed to 26 letters in the Roman alphabet. However, Greek has seven vowels, as opposed to the standard five (and sometimes six) of the Roman alphabet. This makes for only 17 Greek consonants, compared with 21 Roman consonants.

Wikimedia

 * Greek alphabet

title: Greek Language/Alphabet


text:
Spanish: An Introduction/Teaching tools

If you are a Spanish native speaker, you can help to record articles, dialogs and pronunciation below. Your records will be used in An Introductory course of Spanish. If you would like to help, move the request from "Record request" to "In progress". Than right down your name, accent (country or state - which Spanish you speak), and in how many days you are able to finish it. If it is finished, move it to "Complete records". Many thanks!

Si eres un hispanohablante puedes ayudar y grabar el artículo, dialogo o solamente la pronunciación de la palabra. Pospone entrada de la "demanda por grabaciones" al "en preparación". Escribe su nick, acento (se puede escribir solamente país de origen) y tiempo en que eres capaz a grabarlo. Después pospone la grabación a la categoría de las "grabaciones acabadas"). Muchas gracias!

Record request (Demanda por grabaciones)

 * Conquista de América - standard/Spain Spanish, moderate velocity.--Juan 20:44, 28 March 2007 (UTC)
 * orange words - standard pronunciation.
 * orange words - mexican pronunciation.

In progress (En preparación)

 * Example --Juan 08:07, 15 March 2007 (UTC) (Argentina) in 14 days

title: Spanish: An Introduction/Teaching tools


text:
Portal:Alternative medicine

Welcome to the School!

For many years, Alternative Medicine was considered to be lacking a scientific approach or proper measure tools, etc. this didn't hinder the development and growth of demand on Alternative Medicine Education. This school aims at providing the basis for all the interested mentors / teachers who would like to participate in their fields of speciality.

Divisions and Departments
Divisions and Departments of the School exist Below. Because of the nature of alternative medicine, many topics will overlap each other.

 * Herbalism
 * Homeopathic Medicine
 * Energy Medicine
 * Meridian Therapy
 * Hypnosis
 * Neurolinguistic Programming (NLP)
 * Ayurveda
 * Naturopathic Medicine
 * Traditional Chinese Medicine
 * Osteopathy
 * Chiropractic
 * Acupuncture
 * Nonkilling Human Biology
 * Kinesiology

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 20 August 2014 with Orthomolecular medicine. --Marshallsumter (discuss • contribs) 16:08, 27 April 2018 (UTC).

Inactive participants

 * Noura 18:50, 24 March 2008 (UTC)N.R. up to 24 August 2008.

School news

 * Date founded - by Mugrubi 08:16, 15 March 2007 (UTC)!

Resources

 * Homeopathy
 * Naturopathic medicine
 * List of Accredited Naturopathic Medical Schools in North America

title: Portal:Alternative medicine


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text: User:Juandev/Spanish tools

title: User:Juandev/Spanish tools


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User:Juandev/Teacher availability

 * Name: Juan
 * Skype nickname: juandevwiki
 * Time set in here: UTC
 * Teacher local time: UTC+1
 * Teacher mother tongue: Czech

Here on this page you may request for a teacher to be on-line at a certain time you need. If you don’t know your time zone lets have a look on map.

Teacher Availability
I am sorry friends, but I have some personal problems and due to it I will not be available for you some time.:-(
 * March 29 19:00-20:00 UTC
 * March 29 19:00-20:00 UTC

Request for the Teacher

 * …How do you sign up for a class? I see other students set up in a class; but I don't see anywhere for me to join.  Can you help me please?  I can access lessons, but nothing else. Manna 11:10, 26 February 2008 (UTC)
 * Hi, I see you have found a way. Now if you are so eager as you wrote, lets strart filling up first lesson. Ill be around. There is something already done, but I think we can do it better. Mucha suerte!--Juan 23:52, 26 February 2008 (UTC)

 * I am also interested in signing up. Are you still available for another student? Ashbloem 09:43, 5 March 2008 (UTC)
 * Sure. When do you want to start?--Juan 19:12, 5 March 2008 (UTC)

I'm interested in signing up. Will you be available for me?

I am trying to add "juandevwiki" in my Skype contact list. The search is coming out blank. Where am I going wrong?

 * Umm. Strange! Let me poke around. Maybe, I can find you firstly. Whats your skype name?--Juan 12:12, 28 June 2008 (UTC)

 * Hi, I haven't seen the above person online in awhile, I posted something in your discussion page about the same time he did. I would definitely like to meet you online and learn as much Spanish as possible. My skype name is aisrev, and I'm online usually 11:00 - 22:00 +6 GMT, and you can find me hanging out in #wikipedia and #wikipedia-es on irc.freenode.net --ybit 20:34, 21 July 2008 (UTC)

--Albstp 06:54, 23 July 2008 (UTC)
 * Hi Juan... I have sent u a skype request. Please accept it. I need to learn as much Spanish as I can. Can u help me on this and also tell me the timings when I can meet u online..Gracias.

title: User:Juandev/Teacher availability


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User talk:Thuvhack

user's new account
see here: e.g. in case of usurpation requests, Erkan Yilmaz uses the Wikiversity:Chat (try) 06:40, 3 April 2008 (UTC)

title: User talk:Thuvhack


text: User:Juandev/Teacher availability/template


text: User:Brent~enwikiversity/Teacher availability/template


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User talk:Mugrubi

AltMed
Do you have a reason for using the term "AltMed" rather than spelling it out? --JWSchmidt 01:50, 19 October 2007 (UTC)

title: User talk:Mugrubi


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User:Brent~enwikiversity/Teacher availability

 * Name: Brent
 * Email: Special:Emailuser/Brent
 * Skype nickname: BrentNewhall
 * AIM: BrentNewhall
 * ICQ: 212600
 * Yahoo!: gurney5
 * Teacher local time: GMT-5
 * Teacher mother tongue: English

Teacher availability

 * Most Monday, Tuesday, Thursday, and Friday evenings, and most weekends

You may request for this teacher to be on-line at a certain time you need.


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User talk:Nrose

Welcome to webdesign!
Hi Nrose! Just noticed your addition of Web Design/CSS.

It's great to have your input. Was wondering if you'd seen the CSS learning that we've tried to integrate into Build a basic web page? We've been trying to help learners learn CSS in the context of activities around building a web page (with links to resources like HTML Dog's CSS beginner). I just wasn't sure if you created the Web Design/CSS because (1) you didn't see the stuff we had, or because (2) you didn't think it was any good :) Michaelnelson 18:52, 15 March 2007 (UTC)

title: User talk:Nrose


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User:Usfbear

Mark Marino: Sarasota, FL

Education
BA - History & International Relations

MA - Modern European History

MLS - Library Science (May, 2007)

About me
I'm currently working as an adjunct history instructor, and reluctantly pursuing a career move to academic librarianship. I'm also contemplating yet another graduate degree, perhaps in cultural studies, or even American studies.

Current areas of academic interest
nationalism, citizenship and migration.

title: User:Usfbear


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User:Imaginationac

Imaginationac, here! Welcome to my user page. My real name is Dorian Alexander Patterson. I hail from Augusta, GA.

I am currently an undergraduate student in my second semester at the University of Georgia. I am pursuing a Bachelor of Arts (A.B.) in Theatre, with a minor in Korean.

My career goals aim toward acting professionally, both on stage and screen. Thus my area of expertise will be associated with a liberal arts education concentrated focused on theatre, with emphasis on acting.

I also have an interested background in mathematics, although at the moment my tract of study does not include any related courses.

Aside from my high school diploma from one of the most prestigious magnet schools in the nation, John S. Davidson Fine Arts Magnet School, I have no accrediation. Still I'm willing to contribute what I know.

WikiMedia Foundation Sites

 * Wikipedia, the free encyclopedia that anyone can edit see my user page for more details.
 * Wikiquote

Wikia Sites

 * Aselia, the Tales wiki, Contributing Editor since March 16, 2007, adopted on March 27, 2007.
 * The Gaiapedia, the community encyclopedia for Gaia Online, General Editor since March 17, 2007. This Wikia is currently active, but still needs help.
 * Degrassi Wiki, General Editor since March 18, 2007.

Other Wikis

 * The Plotwiki, General Editor since March 17, 2007. Officially affliated with the Gaiapedia.

title: User:Imaginationac


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Portal talk:Performance art

Other departments
There are other departments list on various pages, but at the moment none of them have pages. I would prefer someone of high expertise and experience create them.

--Imaginationac 22:31, 15 March 2007 (UTC)

Visual performance department does not match listing
On both the School of Art and Design page and the Division of Fine Arts page, under the section Division of Performance Art, the departments listed are:
 * Acting (Film and Stage)
 * Dance and Physical Theatre
 * Technical Theatre
 * Music

However, on the Division of Performance Art page, under the section Division and Departments there exists a department called Visual performance. They do not match. Either the Visual performance department should change names, be added to the main list of departments, or be deleted.

--Imaginationac 22:31, 15 March 2007 (UTC)

I changed this page a bit because Stage and Film acting art taught seperately in every school and it should be no different here. Also Musical Theatre is a huge acting department and it isn't merely "music." I'll definately help update this page since I am an actor and I have tons of personal notes on the topic. It's a very argued subject and there is no right way to the art entirely. Richandler 07:54, 9 October 2007 (UTC)

Description and Histories for Departments
Hi, I am new and so feel as though I must ask permission.
 * My initial interest is in the description of each department. Currently, Acting for the stage and film have the same general history of acting.  I have been a student and practitioner of the craft of acting for fourteen years and would love the opportunity to clarify the differences and give a brief history (which could be expanded) of both.

Demosthenes13 12:50, 31 December 2008 (UTC)
 * I will create a sample for Acting for the Stage if someone within this department is willing to review it.

Definition of Performance Art vs Performing Arts
"Performance Art" seems to be confused here with "Performing Arts." The latter is a broad category which includes all of the performing arts. "Performance Art" is a much more specific term which relates to an unconventional and avant-garde style of performance. Type "Performance Art" in the search box to see the "Introduction to Performance Art" article. --gdm 03:27, 7 January 2010 (UTC)
 * Agree- I have just started to develop Topic:Art Studies and History where I have a page for Performance Art. Shall we change the name of this department to Performing Arts as suggested above. Dx (discuss • contribs) 22:42, 25 November 2013 (UTC)

title: Portal talk:Performance art


text: User talk:Imaginationac

title: User talk:Imaginationac


text: User talk:Jlclark

title: User talk:Jlclark


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Optimisation

What is optimization?
Optimization is the process of finding extrema (maximum or minimum values) of a particular function. In this guide we will use differentiation to determine these extrema of functions of one or more variables.

How to find extrema
Consider the following image: As you can see it has a maximum value and the tangent at this value is horizontal. This means the gradient of the function at the maximum value is 0. Therefore to find these 'stationary points' you need to find where the derivative of the function is 0. So differentiate the given function and then solve with the function equal to 0. This will give you the point(s) where the function has extrema.

To determine whether the point is a maximum or a minimum, you need to find the second derivative (ie differentiate again). If the value of this function at the stationary point is less than 0 it is a maximum, otherwise it is a minimum.

Example 1

The effectiveness of a particular drug is given by the function: $$E=-C^2+7C+4$$ where E represents the effectiveness and C is the concentration of the drug. Find the concentration of the drug where it is most effective. $$\frac{dE}{dC}=-2C+7=0$$ $$2C=7$$ $$C=\frac{7}{2}$$ Ensure that this value is a maximum: $$\frac{d^2E}{dC^2}=-2$$ $$-2<0$$ Therefore is a maximum

Example 2

''A man need to run from one point to another which is along a flat road measuring 200m and up a slope of length 50m. Given that he can run at 6ms-1 along the road and 4ms-1. Find the value of x (see diagram below) to minimise the time taken and therefore find the minimum time.'' As can be seen, the shortest path is along the road and then up the slope at an angle. [marked in red] From mechanics, time is the distance divided by the speed. Let the horizontal distance be x, therefore the time of that section = $$\frac{x}{6}$$. To work out the slope distance we use pythagoras' theorem. ie dist = [(200 - x)2 + 502]0.5 and therefore the time taken is $$\frac{[(200 - x)^2 + 50^2]^{0.5}}{4}$$. Finally this gives us our equation of time: $$T=\frac{x}{6}+\frac{[(200 - x)^2 + 50^2]^{0.5}}{4}$$ Differentiation gives us the equation:$$T'= \frac{1}{6}+ \frac{\frac{1}{8}(-400+2x)}{((200-x)^2+2500)^{0.5}}$$ This is equal to 0 when x = 155.2786404m. This means that $$T=\frac{155.2786404}{6}+\frac{[(200 - 155.2786404)^2 + 50^2]^{0.5}}{4}$$ $$T=42.65s (2dp)$$

Convex optimization

 * 1) CVX101 Convex Optimization, Stephen Boyd, Stanford University, Spring 2014
 * 2) Convex Optimization I, Stephen Boyd, Stanford University, Summer quarter 2013–14
 * 3) Convex Optimization II, Stephen Boyd, Stanford University, Spring quarter 2013–14

Discrete optimization

 * 1) Discrete Optimization, Pascal Van Hentenryck and Carleton Coffrin, The University of Melbourne (through Coursera)
 * 2) * Basic modeling
 * 3) * Solving algorithms
 * 4) * Advanced modeling

Resources

 * 1) Hyper-Textbook: Optimization Models and Applications, L. El Ghaoui, EECS Department, UC Berkeley.

title: Optimisation


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