text:
LMCC/Family Life Cycle

Divides the life history of a family into 8 predictable stages characterized by:
 * specific developmental tasks
 * crises associated with completion or noncompletion of these tasks

Stage 1: Leaving Home
 * establishment of independence
 * emotional separation from parents

Stage 2: Commitment to the couple relationship
 * establish an intimiate relationship with a significant other
 * further emotional separation from parents

Stage 3: Learning to live together
 * equitable division of couple roles
 * establishment of a more independant relationship with family and friends

Stage 4: Parenting the first child
 * Adding a new member of the family
 * quitable division of parenting roles

Stage 5: Living with the adolescent
 * Increasing the boudnaries/freedom of the adolescent
 * reforcus on midlife marital and career issues

Stage 6: Departure of children
 * "empty nest"
 * accept the exist/entries into the family system
 * adjustment to loss of parenting role

Stage 7: Retirement
 * adjust to the end of wage earning role
 * development with new relationships amongsts family, friends and significant other

Stage 8: Old age
 * deal with lessening abilities and greater dependence on others
 * deal with loss of friends, family and significant other

title: LMCC/Family Life Cycle


text:
Challenges

Contests

 * Mascot contest

Challenges & prizes

 * $3,700 Social Sciences and System Theory Article Writing Competition
 * Registration deadline: 09/30/2009

 * Open Architecture Challenge
 * Registration begins: 09/12/2007
 * Submission deadline: 01/15/2008

 * Google Lunar X-Prize - $20 to $25 Million for sending a robot to the moon
 * Due date to win whole prize is December 31st 2012.
 * Due date to win 15 million is December 31st 2014

 * N-Prize - ~10,000 sterling to launch a ~10-20g satelite into a orbit and have it tracked in orbit of Earth 9 times on a buget of about ~1000 sterling - Ends around ~19th September 2011

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

title: Challenges


text:
User:Crowe~enwikiversity

Ok, so I am her now. I will be setting up some content to help architects use Second Life as a conceptual design sharing and collaboration tool. In SL I go by Christopher Prudhomme.

title: User:Crowe~enwikiversity


text:
User talk:Crowe~enwikiversity

Hello Crowe, 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 05:30, 14 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 Crowe. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Crowe~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 23:30, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Crowe~enwikiversity


text:
BCP/Festuca glauca/Logs

This page contains recent bloom logs for the plant Festuca glauca (Blue Fescue).

Recent Logs

 * SBJ 18:21, 1 June 2007 (UTC)
 * SBJ 16:16, 7 June 2007 (UTC)
 * --SB_Johnny | talk 10:32, 22 May 2008 (UTC)
 * --SB_Johnny | talk 08:56, 2 June 2008 (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).
 * (no archived logs yet)

title: BCP/Festuca glauca/Logs


text: Category:BCP/Family/Poaceae

title: Category:BCP/Family/Poaceae


text:
BCP/Forsythia x intermedia/Logs

2007 Logs

 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * --SB_Johnny | talk 17:27, 29 April 2007 (UTC)

2008 Logs

 * SB Johnny-LM 10:00, 8 January 2008 (UTC) (sporadic)
 * SB Johnny-LM 10:40, 11 February 2008 (UTC) (sporadic)
 * --Juan 09:32, 20 March 2008 (UTC)
 * SBJ 10:14, 21 March 2008 (UTC)
 * --Juan Pisek 21:45, 21 March 2008 (UTC) (nearly done)
 * Anna gdf 24 March 2008 (Photo)
 * SB Johnny-LM 10:01, 26 March 2008 (UTC)
 * --SB_Johnny | talk 10:58, 4 April 2008 (UTC)
 * SB Johnny-LM 10:58, 4 April 2008 (UTC)
 * --Juan 17:23, 8 April 2008 (UTC)
 * SB Johnny-LM 10:05, 9 April 2008 (UTC)
 * Ngravagna 00:42, 10 April 2008 (UTC) (full bloom)
 * --Luai lashire 17:14, 10 April 2008 (UTC)
 * --SB_Johnny | talk 19:13, 13 April 2008 (UTC)
 * Taylorali 21:16, 15 April 2008 (UTC)
 * SB Johnny-LM 15:58, 16 April 2008 (UTC)
 * Ngravagna 20:01, 18 April 2008 (UTC)
 * --Juan Karlovy Vary 17:23, 20 April 2008 (UTC)
 * --Jomegat 17:16, 21 April 2008 (UTC)
 * --Chemgym 20:02, 22 April 2008 (UTC)
 * --Jomegat 04:18, 25 April 2008 (UTC)
 * --Jomegat 00:22, 27 April 2008 (UTC)
 * --SB_Johnny | talk 10:25, 27 April 2008 (UTC) (mostly done)*--Luai lashire 21:35, 28 April 2008 (UTC)
 * --Luai lashire 21:01, 3 May 2008 (UTC)
 * --Jomegat 17:03, 6 May 2008 (UTC)
 * Chemgym 12:48, 10 May 2008 (UTC)
 * --Jomegat 19:30, 17 May 2008 (UTC)

2009 Logs

 * Anna gdf 7 April 2009 (Photo)
 * Jomegat 16:58, 22 April 2009 (UTC)
 * Jomegat 22:30, 6 May 2009 (UTC)
 * Jomegat 00:39, 12 May 2009 (UTC)

Recent Logs

 * --Jomegat 01:16, 2 April 2010 (UTC)
 * --SB_Johnny talk 18:26, 2 April 2010 (UTC)
 * --Anna reg 12:01, 12 April 2010 (UTC)
 * --Anna reg 15:15, 25 March 2011 (UTC)
 * --Anna reg 08:01, 18 April 2011 (UTC)

title: BCP/Forsythia x intermedia/Logs


text: Category:BCP/Family/Oleaceae

title: Category:BCP/Family/Oleaceae


text:
BCP/Fragaria x ananassa/Logs

2007 Logs

 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)
 * SBJ 08:37, 3 October 2007 (UTC)

2008 Logs

 * SBJ 08:49, 18 April 2008 (UTC)
 * --SB_Johnny | talk 10:26, 27 April 2008 (UTC)
 * --SB_Johnny | talk 12:16, 4 May 2008 (UTC)
 * --SB_Johnny | talk 10:12, 17 May 2008 (UTC)
 * --SB_Johnny | talk 16:45, 6 June 2008 (UTC)
 * --SB_Johnny | talk 09:53, 2 July 2008 (UTC)

Recent Logs

 * Clarinetguy097 (discuss • contribs) 03:52, 14 May 2018 (UTC)
 * Clarinetguy097 (discuss • contribs) 00:11, 21 May 2018 (UTC)
 * --Clarinetguy097 (discuss • contribs) 00:21, 4 May 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 16:06, 11 May 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 23:44, 19 May 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 19:52, 29 May 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:47, 3 July 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 15:54, 13 July 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 03:18, 28 July 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 21:18, 7 September 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:56, 17 September 2019 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:40, 19 April 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 21:44, 19 September 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 19:00, 18 July 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:17, 6 September 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 21:52, 1 October 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:27, 14 October 2021 (UTC)

title: BCP/Fragaria x ananassa/Logs


text: Category:BCP/Family/Rosaceae

title: Category:BCP/Family/Rosaceae


text:
BCP/Galanthus nivalis/Logs

This page contains recent bloom logs for the plant Galanthus nivalis (Common Snowdrop).

Recent Logs

 * Anna reg 18:38, 24 March 2011 (UTC)
 * Anna reg 14:57, 8 February 2011 (UTC)
 * SB Johnny-LM 08:35, 26 March 2008 (UTC)
 * Luai lashire 23:41, 26 March 2008 (UTC)
 * Luai lashire 00:52, 10 April 2008 (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 14:17, 15 January 2007 (UTC)
 * SB Johnny-LM 11:13, 13 March 2007 (UTC)
 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * SB Johnny-LM 20:46, 18 February 2008 (UTC) (regular species and cv. 'Flore Pleno' both in bloom)
 * SB Johnny-LM 11:40, 7 March 2008 (UTC)
 * --Luai lashire 23:06, 13 March 2008 (UTC)
 * --SB_Johnny | talk 09:36, 14 March 2008 (UTC)
 * SB Johnny-LM08:37, 22 March 2008 (UTC)
 * mikeu talk 23:13, 22 March 2008 (UTC)

title: BCP/Galanthus nivalis/Logs


text: Category:BCP/Family/Amaryllidaceae

title: Category:BCP/Family/Amaryllidaceae


text:
BCP/Galium aparine/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 23:17, 20 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * --SB_Johnny | talk 13:38, 2 May 2008 (UTC)
 * --SB_Johnny | talk 10:13, 17 May 2008 (UTC)
 * -- Turnvater Jahn 20:07, 21 May 2008 (UTC)
 * --SB_Johnny | talk 09:50, 27 May 2008 (UTC)
 * --SB_Johnny | talk 08:56, 2 June 2008 (UTC)

title: BCP/Galium aparine/Logs


text: Category:BCP/Family/Rubiaceae

title: Category:BCP/Family/Rubiaceae


text:
BCP/Galium odoratum/Logs

This page contains recent bloom logs for the plant Galium odoratum (Sweet Woodruff).

Recent Logs

 * SB Johnny-LM 20:23, 21 May 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).

 * (no archived logs yet)

title: BCP/Galium odoratum/Logs


text:
BCP/Glechoma hederacea/Logs

2007 Logs

 * --SB_Johnny | talk 25 April 2007 (photographic log)
 * --SB_Johnny | talk 11:26, 4 May 2007 (UTC)
 * --SB_Johnny | talk 10:02, 9 May 2007 (UTC)
 * --SB_Johnny | talk 23:17, 20 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 17:31, 27 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)

2008 Logs

 * --SB_Johnny | talk 11:26, 22 April 2008 (UTC)
 * SBJ 11:36, 25 April 2008 (UTC)
 * --SB_Johnny | talk 10:27, 27 April 2008 (UTC)
 * --Luai lashire 21:58, 28 April 2008 (UTC)
 * --SB_Johnny | talk 12:16, 4 May 2008 (UTC)
 * --SB_Johnny | talk 10:13, 17 May 2008 (UTC)
 * --Turnvater Jahn 20:39, 21 May 2008 (UTC)
 * --SB_Johnny | talk 09:54, 27 May 2008 (UTC)
 * --SB_Johnny | talk 10:48, 4 June 2008 (UTC)

Recent Logs

 * Jomegat 22:23, 14 May 2009 (UTC)
 * Jomegat 04:11, 5 June 2009 (UTC)
 * Anna gdf 17:15, 20 April 2011 (UTC)

title: BCP/Glechoma hederacea/Logs


text:
BCP/Geranium maculatum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 9 May 2007 (from photographs)
 * --SB_Johnny | talk 00:32, 24 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)*
 * --SB_Johnny | talk 12:04, 26 April 2008 (UTC)
 * --SB_Johnny | talk 13:57, 27 May 2008 (UTC) (still in full bloom, forgot to log earlier this month)
 * --SB_Johnny | talk 08:58, 2 June 2008 (UTC)

title: BCP/Geranium maculatum/Logs


text: Category:BCP/Family/Geraniaceae

title: Category:BCP/Family/Geraniaceae


text:
BCP/Ranunculus ficaria/Logs

This page contains recent bloom logs for the plant Ranunculus ficaria (Lesser Celandine).

Recent Logs

 * --SB_Johnny | talk 17:27, 29 April 2007 (UTC)
 * SB Johnny-LM 08:46, 22 March 2008 (UTC)
 * --SB_Johnny | talk 13:23, 23 March 2008 (UTC)
 * SB Johnny-LM 11:29, 4 April 2008 (UTC)
 * --SB_Johnny | talk 11:29, 4 April 2008 (UTC)
 * SB Johnny-LM 00:00, 9 April 2008 (UTC)
 * --SB_Johnny | talk 11:15, 12 April 2008 (UTC)
 * --SB_Johnny | talk 13:38, 20 April 2008 (UTC)
 * Chemgym 16:11, 23 April 2008 (UTC)
 * Chemgym 12:49, 10 May 2008 (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 18:06, 27 March 2007 (UTC)
 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)

title: BCP/Ranunculus ficaria/Logs


text: Category:BCP/Family/Melanthiaceae

title: Category:BCP/Family/Melanthiaceae


text:
BCP/Veratrum viride/Logs

This page contains recent bloom logs for the plant Veratrum viride (Green False Hellebore).

Recent Logs

 * --SB_Johnny | talk 12:05, 27 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 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).
 * (no archived logs yet)

title: BCP/Veratrum viride/Logs


text:
BCP/Wisteria sinensis/Logs

This page contains recent bloom logs for the plant Wisteria sinensis (Chinese Wisteria).

Recent Logs

 * SBJ 12:05, 12 May 2007 (UTC)
 * SBJ 10:30, 23 May 2007 (UTC)
 * SB Johnny-LM 11:55, 30 April 2008 (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).
 * (no archived logs yet)

title: BCP/Wisteria sinensis/Logs


text:
BCP/Wisteria frutescens/Logs

This page contains recent bloom logs for the plant Wisteria frutescens (American Wisteria).

Recent Logs

 * --SB_Johnny | talk 15:33, 9 June 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).
 * (no archived logs yet)

title: BCP/Wisteria frutescens/Logs


text:
Introduction to descriptive geometry

 * Go back to the Descriptive Geometry Topic

Descriptive geometry builds on the practice, evolved over centuries, of displaying two images of a single object simultaneously; one image is seen from one direction while a second image is seen from a direction 90° rotated (e.g., a "front" and a "side" view). Gaspard Monge, the father of descriptive geometry, developed a graphical protocol which creates three-dimensional virtual space on a two-dimensional plane.

Understanding The Concepts of Descriptive Geometry
Assuming you know the basics of Geometry (Geometry wikibook), the concept of the point, the line, the plane, we'll start off by introducing the first projection system.

A projection system is a conventional system used for representing a 3D image on a 2D plane. The plane we're using refers to the sheet of paper or the computer screen, if you're using a CAD program.

An orthographic projection is a projection which uses multiple views of the 3D object, each obtained by rotating the viewer angle by 90°.

As you can see, by projecting the views onto the projection plans, you obtain three distinguished images which represent the horizontal projection (floor), the vertical projection (left vertical plane), and the lateral projection (right vertical plane).

The Isometric Projection

The axonometric projection, more exactly the isometric projection is a 3D perspective view of the object, in which the perpendicular plans are seen at an angle of 120°. In this view, the real dimensions are kept only on the direction of the 3 axes: X, Y and Z. See the image on the right for details.

As in any orthographic projection, the lines that in the real 3D object are parallel remain parallel in the projection as well, but in the isometric projection the angles are not the same as in reality, they are distorted so the angle of 90° isn't 90° anymore, it's 120°. You can see that in the planes that are perpendicular, the angle between them is 120°.

Topics

 * Go back to the Descriptive Geometry Topic

title: Introduction to descriptive geometry


text: Category:BCP/Family/Hyacinthaceae

title: Category:BCP/Family/Hyacinthaceae


text:
BCP/Muscari armeniacum/Logs

This page contains recent bloom logs for the plant Muscari armeniacum (Grape Hyacinth).

Recent Logs

 * --SB_Johnny | talk 11:08, 4 April 2008 (UTC)
 * SB Johnny-LM 11:08, 4 April 2008 (UTC)
 * --SB_Johnny | talk 19:12, 13 April 2008 (UTC)
 * --Luai lashire 21:42, 14 April 2008 (UTC)
 * --SB_Johnny | talk 10:29, 27 April 2008 (UTC)
 * --SB_Johnny | talk 12:14, 4 May 2008 (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 22:55, 31 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * SortaQuiet 03:44, 17 June 2007 (UTC)
 * --SB_Johnny | talk 15:57, 28 March 2008 (UTC) (most are still dormant, but those growing against the house (warm stone) are in full bloom)

title: BCP/Muscari armeniacum/Logs


text: Category:BCP/Family/Ranunculaceae

title: Category:BCP/Family/Ranunculaceae


text:
BCP/Helleborus foetidus/Logs

This page contains recent bloom logs for the plant Helleborus foetidus (Stinking Hellebore).

Recent Logs

 * SB Johnny-LM 20:52, 18 February 2008 (UTC)
 * --SB_Johnny | talk 14:54, 3 March 2008 (UTC)
 * SB Johnny-LM 08:39, 22 March 2008 (UTC)
 * HortMan 11:00, 25 April 2008 (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 14:17, 15 January 2007 (UTC)
 * --SB_Johnny | talk 18:06, 27 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 10:28, 9 February 2008 (UTC)

title: BCP/Helleborus foetidus/Logs


text: Category:BCP/Family/Euphorbiaceae

title: Category:BCP/Family/Euphorbiaceae


text:
BCP/Barbarea vulgaris/Logs

2007 Logs

 * --SB_Johnny | talk 10:02, 9 May 2007 (UTC)
 * --SB_Johnny | talk 09:56, 10 May 2007 (UTC)
 * SBJ 12:05, 12 May 2007 (UTC)
 * --SB_Johnny | talk 23:17, 20 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 12:05, 12 May 2007 (UTC)
 * --SB_Johnny | talk 17:31, 27 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * SB Johnny-LM 09:37, 9 June 2007 (UTC)
 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)

2008 Logs

 * SB_Johnny-LM 11:02, 20 April 2008 (UTC)
 * --Luai lashire 21:59, 21 April 2008 (UTC)
 * --SB_Johnny | talk 10:19, 27 April 2008 (UTC)
 * --Luai lashire 21:59, 28 April 2008 (UTC)
 * --SB_Johnny | talk 10:24, 2 May 2008 (UTC)
 * --Luai lashire 20:59, 3 May 2008 (UTC)
 * --SB_Johnny | talk 09:42, 17 May 2008 (UTC)
 * --SB_Johnny | talk 09:04, 27 May 2008 (UTC)

Recent Logs

 * Jomegat 00:36, 12 May 2009 (UTC)
 * Jomegat 00:14, 21 May 2009 (UTC)
 * Jomegat 01:32, 1 June 2009 (UTC)

title: BCP/Barbarea vulgaris/Logs


text:
User talk:Wikiguru

Hi Wikiguru - welcome to Wikiversity. I just saw Special:Contributions/Wikiguru - is there a problem with the software, or were you just testing stuff? Cormaggio talk 09:28, 14 September 2007 (UTC)

title: User talk:Wikiguru


text:
BCP/Lamium purpureum/Logs

2007 Logs

 * --SB_Johnny | talk 15:37, 24 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * --SB_Johnny | talk 17:27, 29 April 2007 (UTC)
 * --SB_Johnny | talk 11:26, 4 May 2007 (UTC)
 * --SB_Johnny | talk 10:02, 9 May 2007 (UTC)
 * SBJ 00:32, 23 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 09:18, 25 May 2007 (UTC)
 * SBJ 00:32, 23 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 09:18, 25 May 2007 (UTC)

2008 Logs

 * --SB_Johnny | talk 14:35, 15 March 2008 (UTC)
 * SBJ 10:06, 21 March 2008 (UTC)
 * --Juan Pisek 11:54, 22 March 2008 (UTC)
 * --Juan 17:33, 22 March 2008 (UTC)
 * --SB_Johnny | talk 17:46, 31 March 2008 (UTC)
 * --SB_Johnny | talk 11:03, 4 April 2008 (UTC)
 * --SB_Johnny | talk 19:13, 13 April 2008 (UTC)
 * --Luai lashire 21:47, 15 April 2008 (UTC)
 * --Juan Karlovy Vary 08:19, 21 April 2008 (UTC)
 * --Juan Karlstein 19:16, 22 April 2008 (UTC)
 * Chemgym 16:11, 23 April 2008 (UTC)
 * --SB_Johnny | talk 10:28, 27 April 2008 (UTC)
 * --Luai lashire 21:47, 28 April 2008 (UTC)

Recent Logs

 * --SB_Johnny | talk 12:15, 4 May 2008 (UTC)
 * Chemgym 12:48, 10 May 2008 (UTC)
 * --SB_Johnny | talk 10:01, 27 May 2008 (UTC)
 * --Juan Pisek 14:59, 29 June 2008 (UTC)

title: BCP/Lamium purpureum/Logs


text:
BCP/Vinca minor/Logs

2007 Logs

 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --Rayc 31 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * --SB_Johnny | talk 17:27, 29 April 2007 (UTC)
 * --SB_Johnny | talk 11:26, 4 May 2007 (UTC)
 * --SB_Johnny | talk 10:02, 9 May 2007 (UTC)
 * SBJ 09:00, 3 October 2007 (UTC) -- not as heavy as the spring bloom, but many open flowers.
 * --SB_Johnny | talk 12:28, 13 November 2007 (UTC) (sporadic)
 * SBJ 13:13, 29 November 2007 (UTC) (sporadic)
 * --SB_Johnny | talk 14:14, 23 December 2007 (UTC) (sporadic, but quite a few flowers (after several ice storms to boot))

2008 Logs

 * SBJ 09:35, 19 March 2008 (UTC)
 * --Juan 09:38, 20 March 2008 (UTC)
 * --Juan-Cesky Krumlov 09:43, 20 March 2008 (UTC)
 * SBJ 09:34, 27 March 2008 (UTC)
 * SB Johnny-LM 11:43, 4 April 2008 (UTC)
 * --Juan 18:05, 8 April 2008 (UTC)
 * Luai lashire 00:57, 10 April 2008 (UTC)
 * SB Johnny-LM 17:19, 16 April 2008 (UTC)
 * --Luai lashire 22:01, 17 April 2008 (UTC)
 * --SB_Johnny | talk 10:43, 27 April 2008 (UTC)
 * --Luai lashire 21:31, 28 April 2008 (UTC)
 * --Luai lashire 21:08, 3 May 2008 (UTC)
 * --SB_Johnny | talk 12:07, 4 May 2008 (UTC)
 * --Jomegat 19:42, 7 May 2008 (UTC)
 * --SB_Johnny | talk 11:12, 27 May 2008 (UTC)
 * --SB_Johnny | talk 11:37, 4 June 2008 (UTC)
 * --SB_Johnny talk 09:24, 23 September 2008 (UTC)

2009 Logs

 * Jomegat 22:42, 24 April 2009 (UTC)
 * Jomegat 23:00, 6 May 2009 (UTC)
 * Jomegat 00:39, 12 May 2009 (UTC)
 * Jomegat 00:09, 21 May 2009 (UTC)

Recent Logs

 * Anna reg 13:04, 17 April 2010 (UTC)
 * Jomegat 20 Apr 2010 (from photos)
 * Anna reg 11:53, 27 March 2011 (UTC) (sporadic)

title: BCP/Vinca minor/Logs


text:
BCP/Helleborus niger/Logs

This page contains recent bloom logs for the plant Helleborus niger (Christmas Rose).

Recent Logs
=====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-LM 11:40, 15 January 2007 (UTC)
 * SB Johnny-LM 10:36, 11 February 2008 (UTC)
 * SB Johnny-LM 20:51, 18 February 2008 (UTC)
 * SB Johnny-LM 11:38, 7 March 2008 (UTC)
 * SB Johnny-LM 08:40, 22 March 2008 (UTC) (most flowers fading to pink)
 * (no archived logs yet)

title: BCP/Helleborus niger/Logs


text:
BCP/Pieris japonica/Logs

2008 Logs

 * SB Johnny-LM 11:24, 4 April 2008 (UTC)
 * --SB_Johnny | talk 19:11, 13 April 2008 (UTC)
 * SB Johnny-LM 00:22, 17 April 2008 (UTC)
 * SBJ 09:56, 26 April 2008 (UTC)
 * --SB_Johnny | talk 12:05, 4 May 2008 (UTC)
 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * SB Johnny-LM 20:45, 18 February 2008 (UTC) (cv. 'Variegata' blooming, green forms dormant)
 * SB Johnny-LM 12:20, 8 March 2008 (UTC) (cv. 'Variegata', green forms still dormant)
 * SB Johnny-LM 08:45, 22 March 2008 (UTC) (both 'Variegata' and green forms)

Recent Logs

 * Jomegat 17:10, 22 April 2009 (UTC)

title: BCP/Pieris japonica/Logs


text: Category:BCP/Family/Ericaceae

title: Category:BCP/Family/Ericaceae


text:
User talk:Izecold

Hello,

I just saw your edit here and later you discovered the Sandbox. Do you have any questions ?

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) Erkan Yilmaz ( evaluate me!, discussion ) 10:01, 14 September 2007 (UTC)

title: User talk:Izecold


text: Template:Mad Max:Narrative Music:George Lucas In Love:Answers


text:
User:Manticore

Meta:User:Manticore

title: User:Manticore


text:
User talk:Clueless~enwikiversity

This account is for use at Topic:Wiki/The newbie experience. --JWSchmidt 14:09, 14 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 Clueless. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Clueless~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 23:32, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Clueless~enwikiversity


text:
User talk:Jpom

Hello Jpom, 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) Erkan Yilmaz ( evaluate me!, discussion ) 14:12, 14 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 Jpom. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jpom~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

title: User talk:Jpom


text: File:TBOL3 Tired.ogg

title: File:TBOL3 Tired.ogg


text: File:Joe Mac Sound of Fear2.ogg

title: File:Joe Mac Sound of Fear2.ogg


text: File:Joe Mac Sound of Fear.ogg

title: File:Joe Mac Sound of Fear.ogg


text:
BCP/Malus domestica/Logs

This page contains recent bloom logs for the plant Malus domestica (Apple).

Recent Logs (flowers)

 * --SB_Johnny | talk 10:02, 9 May 2007 (UTC)
 * --SB_Johnny | talk 08:28, 23 April 2008 (UTC)
 * SBJ 10:37, 26 April 2008 (UTC)
 * --SB_Johnny | talk 10:28, 27 April 2008 (UTC)
 * --SB_Johnny | talk 12:15, 4 May 2008 (UTC)
 * Anna gdf 13 April 2009 (Photo)
 * --Anna gdf 17:12, 20 April 2011 (UTC)

Recent Logs (ripe fruit)
=====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 12:37, 16 September 2007 (UTC)
 * (no archived logs yet)

title: BCP/Malus domestica/Logs


text: User:TSchroeder~enwikiversity

title: User:TSchroeder~enwikiversity


text:
User:Yuming01

Hi, I am A Tv repair guy who come from Hong Kong since 2000 year's end. I am running as A Tv repair small shop in my own garage, and was issued a TV repair license number E79924.I join this, the main aim is to study furhther topics of Tv repair techniques that related to Plasma, and LCD TVs. Please help to look at these materials.

Thank you

title: User:Yuming01


text:
User talk:Joey.dale~enwikiversity

Hello Joey.dale, 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) Erkan Yilmaz ( evaluate me!, discussion ) 01:53, 15 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 Joey.dale. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Joey.dale~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 23:40, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Joey.dale~enwikiversity


text:
BCP/Prunella vulgaris

Prunella vulgaris

title: BCP/Prunella vulgaris


text:
BCP/Prunella vulgaris/Logs

2007 Logs

 * --Jomegat 13:27, 20 July, 2007 (UTC)
 * --Jomegat 23:52, 17 August 2007 (UTC)
 * --Jomegat 01:30, 3 September 2007 (UTC)
 * --Jomegat 02:18, 15 September 2007 (UTC)
 * --Jomegat 23:06, 21 September 2007 (UTC)
 * --Jomegat 17:24, 25 September 2007 (UTC)
 * --Jomegat 04:09, 8 October 2007 (UTC)
 * --SB_Johnny | talk 10:02, 31 October 2007 (UTC)

2008 Logs

 * --Jomegat 22:13, 25 June 2008 (UTC)
 * --SB_Johnny | talk 08:18, 29 June 2008 (UTC)
 * --Jomegat 00:26, 2 July 2008 (UTC)
 * --SB_Johnny | talk 08:44, 2 July 2008 (UTC)
 * --Jomegat 12:44, 8 July 2008 (UTC)
 * --Jomegat 18:47, 12 July 2008 (UTC)
 * --SB_Johnny | talk 10:25, 14 July 2008 (UTC)
 * Jomegat 13:01, 21 July 2008 (UTC)
 * Jomegat 19:44, 26 July 2008 (UTC)
 * Jomegat 19:04, 2 August 2008 (UTC)
 * --SB_Johnny talk 12:25, 9 August 2008 (UTC)
 * Jomegat 20:40, 9 August 2008 (UTC)
 * Jomegat 01:16, 17 August 2008 (UTC)
 * Jomegat 23:49, 23 August 2008 (UTC)
 * Jomegat 00:08, 30 August 2008 (UTC)
 * Jomegat 21:36, 1 September 2008 (UTC)
 * --SB_Johnny talk 09:14, 5 September 2008 (UTC)
 * Jomegat 21:02, 29 September 2008 (UTC)
 * Jomegat 20:52, 2 October 2008 (UTC)

2009 Logs

 * Jomegat 20:36, 27 June 2009 (UTC)
 * Jomegat 00:52, 15 July 2009 (UTC)
 * Jomegat 23:43, 18 July 2009 (UTC)
 * Jomegat 00:54, 22 July 2009 (UTC)
 * Jomegat 15:50, 26 July 2009 (UTC)
 * Jomegat 03:47, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 11:17, 22 June 2010 (UTC)

title: BCP/Prunella vulgaris/Logs


text:
Category talk:Fire and Emergency Management

Fire and Safety Prevention
The title, and subsequent references should refer to Fire Prevention and Safety. Safety is not something we want to prevent. Thanks James Hade 02:43, 15 September 2007 (UTC)


text:
Fire and Emergency Management/Fire Fighter I

The Chemistry of Fire
Fire is a chemical reaction. Specifically, fire is an oxidation process that releases energy in varying intensities in the form of light (with wavelengths also outside the visual spectrum) and heat and often creates smoke. It is commonly used to describe either a fuel in a state of combustion (e.g., a campfire, or a lit fireplace or stove) or a violent, destructive and uncontrolled burning (e.g., in buildings or a wildfire).

.. a more thorough discussion of the chemistry of oxidation is needed.

The Physics of Fire Control
... a discussion of the four elements of fire control is needed

Fuel .. a discussion of fuels and their flash-points are needed for a firefighter to understand the dangers of fighting various materials and the importance of recognizing what is needed to protect uncombusted elements that may be adjacent to an incident.

Heat .. a discussion of the laws of thermodynamics would be helpful in aiding a firefighter's understanding regarding how best to control a fire from this perspective.

Oxidizer .. a discussion of the sources of oxygen during a fire event is needed to aid the firefighter's ability to avoid making structural errors in increasing the progression of a fire.

Self-Sustaining Chemical Reaction ..a discussion of how a fire event is a chemical reaction and must be self-sustaining

Fire types, or Classes
It is critical to understand the class of fire so as to select the proper method of fighting it. Most fires begin as one class but may involve other classes as the fire progresses. Recognizing the signs of the different classes may be tricky, and are usually assumed based on the context of the location of the fire.

Class A
 * Letter Symbol is a capital 'A' inside a triangle.
 * Graphic Symbol: a trash can with fire emanating from the top beside a crude campfire, all inside a green square.

 * Class A fires involve the combustion of mostly organic solids such as coal, wood, paper, cloth, rubber, and many plastics where the combustion elements do not change form when heated (eg. solid asphalt or wax, when heated becomes liquid, the resultant fire fighting tactics may need change to class 'B').

Class B
 * Letter Symbol: a capital 'B' inside a solid red square.
 * Graphic Symbol: a portable liquid fuel container "Jerry Can[w:Jerry_can]" with a spout, tilted to the right with liquid on the ground which is ablaze. The symbol is contained inside a red square

 * Class B fires involve the combustion of flamable liquids or gases such as Natural gas, propane, butane, greases, oils (petroleum, vegetable, etc), Most petroleum products: tar, gasoline, Kereosene, turpentine, and paint thinners.
 * Class K
 * Recently recognized by NFPA 10: a subclass to Class 'B' limited to combustible vegetable or animal cooking fats in commercial cooking equipment.

Class C
 * Letter Symbol: a capital letter 'C' inside a solid blue circle.
 * Graphic Symbol: a side view of a two prong (120 volt) male plug on a wire over the end view of a female (120 volt) plug which is involved in flame. The symbol is in a Blue square box.

 * Class C Fires are those which involve energized electrical equipment. Fires may be caused by short circuiting, or an overdraw of current through inadequate wiring, or an improperly grounded circuit. Class C fires do not always start as a result of an electrical malfunction but almost always involve other fire classes. An electrocution hazard must always be assumed when a fire is designated class 'C')

Class D
 * Letter Symbol: a capital letter 'D' inside a solid yellow five point star.
 * Graphic Symbol: there is no graphic symbol for Class 'D' fires.

 * Class D fires involve burning metals: magnesium, titanium, sodium, lithium, potassium and zirconium.

Sources for Firefighter I training
TrainingDivision.com in partnership with Hill College (on Line Course $2,500 fee:

Fire link - Police link

Illinois Fire Service Institute:

Central Florida Fire Academy

South Carolina Fire Academy:

New York City Fire Academy:

Vermont Fire Academy:

James Hade 14:32, 15 September 2007 (UTC)


text:
Making sense of quantum mechanics

Welcome to the Making sense of Quantum Mechanics research project, a subproject of the Theory of Everything Project.

Quantum Mechanics is the cornerstone of physical theories dealing with the most fundamental issues of nature. Its principles appear to be different from classical laws of nature. This research project aims to make sense of this arduous field, privileging multiple points of view and developing intuitive approaches and insights. It is hoped that putting Quantum Mechanics in such a perspective may facilitate comprehension of the laws governing the elementary constituents of nature.

Fundamental issues of Quantum Mechanics
Contribute to a fundamental issue below (eventually adding one) discussing it on the talk page and holding in mind the aim of this research project: Making sense of Quantum Mechanics. When it is sufficiently mature, add it to the lessons in the box above.

What are the first principles of Quantum Mechanics?

You may contribute or research on the first principles at Principles_of_Quantum_Mechanics.

In summary, we have the following principles:

 * 1) First principle: A quantum system may be represented by a vector
 * 2) Second principle: The orientation of the vector representing a quantum system evolves
 * 3) Third principle: Kets are transformed into other kets by means of operations that reveal an observational property with example: Particle in a box
 * 4) Fourth principle: In quantum measurements, the result is always undetermined
 * 5) Fifth principle: Quantum probabilities involve interaction cross sections of both observed and observing particles

Least action in both frameworks
In classical mechanics, an elementary particle is represented by a point that follows a path of least action. Classical evolution laws describe the evolution of the location of the point.

In quantum mechanics, an elementary particle is represented by a vector whose most probable path is that of least action. Quantum evolution laws describe the evolution of the orientation of the vector.

Uniform motion in CM and QM
In Classical Mechanics, we have Newton's first law: Every body continues in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed upon it.

An analogous quantum "first law" would be: Every arrow-like body continues in its state of rest, or of uniform spinning motion, unless it is compelled to change that state by forces impressed upon it.

Sense-making quotes

 * …and you will find someday that, after all, it isn’t as horrible as it looks. Richard P. Feynman, Feynman's Epilogue in The Feynman Lectures on Physics, Vol. III, 1965.

 * You will have to brace yourselves for this - not because it is difficult to understand, but because it is absolutely ridiculous: All we do is draw little arrows on a piece of paper - that’s all! Richard P. Feynman, QED: The Strange Theory of Light and Matter (Princeton Science Library), 1985.

 * The laws of motion and the quantum conditions are deduced simultaneously from one simple Hamiltonian principle. Schrödinger, 1926.

Readings

 * A. Einstein, B. Podolsky, and N. Rosen, Can quantum-mechanical description of physical reality be considered complete? Phys. Rev. 47 777 (1935).
 * Herbert, "Quantum Reality" (1985).
 * Paul Quincey, Why Quantum Mechanics Is Not So Weird after All, Skeptical Inquirer magazine, July 2006.

Active participants
Active participants in this Learning Group
 * Arjen Dijksman
 * Enlil Ninlil

title: Making sense of quantum mechanics


text:
BCP/Aster novae-angliae

Aster novae-angliae

title: BCP/Aster novae-angliae


text:
BCP/Aster novae-angliae/Logs

2007 Logs

 * --SB_Johnny | talk 10:25, 31 August 2007 (UTC)
 * --SB_Johnny | talk 10:01, 15 September 2007 (UTC)
 * --Jomegat 02:42, 18 September 2007 (UTC)
 * --Jomegat 23:00, 21 September 2007 (UTC)
 * --Jomegat 17:25, 25 September 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 September 2007 (UTC)
 * --SB_Johnny | talk 07:28, 1 October 2007 (UTC)
 * --Jomegat 02:46, 2 October 2007 (UTC)
 * SB Johnny-NHAMP 23:09, 8 October 2007 (UTC)
 * --SB_Johnny | talk 12:20, 24 October 2007 (UTC)
 * --SB_Johnny | talk 17:14, 1 November 2007 (UTC)
 * --SB_Johnny | talk 11:58, 1 December 2007 (UTC)

2008 Logs

 * Jomegat 28 June, 2008 (from photos)
 * Jomegat 00:21, 2 July 2008 (UTC)
 * Jomegat 12:45, 8 July 2008 (UTC)
 * Jomegat 18:49, 12 July 2008 (UTC)
 * Jomegat 01:22, 26 July 2008 (UTC)
 * Jomegat 19:10, 2 August 2008 (UTC)
 * Jomegat 03:48, 12 August 2008 (UTC)

2009 Logs

 * Jomegat 23:52, 23 August 2008 (UTC)
 * --SB_Johnny talk 09:16, 31 August 2008 (UTC)
 * Jomegat 21:47, 1 September 2008 (UTC)
 * Jomegat 22:45, 10 September 2008 (UTC)
 * Jomegat 12:27, 19 September 2008 (UTC)
 * Jomegat 21:03, 29 September 2008 (UTC)
 * Jomegat 23:13, 3 October 2008 (UTC)
 * Jomegat 17:56, 7 October 2008 (UTC)
 * Jomegat 04:31, 19 October 2008 (UTC)

Recent Logs

 * Jomegat 17:49, 6 June 2010 (UTC)
 * Clarinetguy097 (discuss • contribs) 22:02, 20 June 2021 (UTC)

title: BCP/Aster novae-angliae/Logs


text:
BCP/Bidens frondosa

Bidens frondosa

title: BCP/Bidens frondosa


text:
BCP/Bidens frondosa/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:07, 1 September 2007 (UTC)
 * --SB_Johnny | talk 10:06, 15 September 2007 (UTC)
 * --SB_Johnny | talk 16:52, 1 November 2007 (UTC) (bloomiing in areas that were mowed in September)
 * --SB_Johnny talk 09:22, 31 August 2008 (UTC) (about a week)
 * --SB_Johnny talk 08:20, 24 September 2008 (UTC)

title: BCP/Bidens frondosa/Logs


text:
Talk:Making sense of quantum mechanics

Lessons on the principles of Quantum Mechanics
Wikiversity has not yet lessons on the Principles of Quantum Mechanics. There is a Study guide:Quantum mechanics I. I think we need some lessons on the first principles and the basic postulates presented in a logical sequence, kind of: I found that the french lessons on the postulates of Quantum Mechanics are well presented. Maybe I could take inspiration of their templates? Arjen Dijksman 10:32, 15 September 2007 (UTC)
 * Quantum Mechanics is based on the fact that physical systems are represented by vectors (also called state vectors or kets, as introduced by Dirac), contrary to Classical Mechanics where systems are represented by collection of points on which forces act. This is the central postulate of Quantum Mechanics.
 * As systems are represented by vectors, Quantum Mechanics focuses on the orientation (phase, angle...) of those vectors, and not on the classical properties as position or velocity. We may then deduce the law of motion for quantum systems: time evolution is an evolution of the phase of the vector, which gives the time-dependent Schrödinger equation. In conventional presentations of Quantum Mechanics, this time evolution law is generally postulated independently.
 * We may then introduce the observational aspects. Observing something on a quantum system means that it interacts with another quantum system. The outcome of an interaction by two systems represented by vectors (linear segments) is undetermined depending on the place of interaction: principle of indeterminacy (Heisenberg). An interaction means that something operates on the vector: observational postulate.
 * and so on...

 * I think Bra-ket notation is a good example of Wikipedia resources for physics. That encyclopedia article is written by people who know the topic and for other people who know the topic. The article does not adequately explain the jargon that is used and does not offer a learning path for helping non-experts towards understanding the topic of the article. I wonder if "first principles" (above, on this page) is meant to include details like explaining jargon (such as "kets"), or not. --JWSchmidt 15:58, 15 September 2007 (UTC)

 * Yes, a first principles lesson written by contributors of this Making sense of quantum mechanics Project would be meant to either avoid specialized jargon and notations either include some intuitive explanation of it. Kets would for example simply be presented as rotating arrows or rods or needles or baseball bats or any ordinary objects that have an extent and a direction in some space. Would that make sense? Arjen Dijksman 19:52, 15 September 2007 (UTC)
 * That sounds good....analogies are useful for introducing people to new ideas. Another problem I have with many presentations of mathematical physics is that it seems like extra points are awarded to authors for concocting the most concise and general descriptions of topics, but such descriptions are of little use to people trying to learn the subject. I started thinking about this issue when I saw "physical systems are represented by vectors". I wished there was a link right there leading to several specific examples. --JWSchmidt 20:14, 15 September 2007 (UTC)
 * We need indeed some figures with arrows illustrating physical systems. Arjen Dijksman 21:37, 15 September 2007 (UTC)
 * I'd be glad to try making some images if I had an idea what is needed. This might be a good time to start making use of the Digital media workshop. --JWSchmidt 22:00, 15 September 2007 (UTC)

++== Time evolution of state vector ==++

Here is a sketch for an image that could illustrate the Schrödinger equation (I am horrible in graphics:- Arjen Dijksman 23:00, 15 September 2007 (UTC)
 * I could make a new version of this figure, but I do not understand the figure. --JWSchmidt 23:39, 15 September 2007 (UTC)
 * This figure could illustrate the fact that the vector difference $$|\psi(t+\Delta t) \rangle - |\psi(t) \rangle$$ between a needle at instant $$ t $$ and the same needle at instant $$ t + \Delta t $$ is perpendicular to the state vector $$ |\psi(t) \rangle $$ at instant $$ t $$ and proportional to the angular velocity $$ \omega $$ of the needle, for very small $$ \Delta t $$. In equation form, this may be stated as:

$$(|\psi(t+\Delta t) \rangle - |\psi(t) \rangle) \ \ \bot \ \ |\psi(t) \rangle \ \ $$   for    $$ \ \ \Delta t \rightarrow \ 0$$

 * and

$$(|\psi(t+\Delta t) \rangle - |\psi(t) \rangle) \ \ = \ \ i \ \omega \ |\psi(t) \rangle \ \Delta t \ $$   for    $$ \ \ \Delta t \rightarrow \ 0$$

 * provided that the time axis points towards us out of the plane of the screen. Maybe this could be stated in a better understandable way? Unfortunately there are some symbols needed. Arjen Dijksman 05:23, 16 September 2007 (UTC)
 * I learned the basics of vectors, inner products and quantum mechanics when I was in college, but I was never taught the notation that you are using. --JWSchmidt 20:29, 18 September 2007 (UTC)
 * Yes, this is Dirac's notation. I'll look for different manners to describe in what $$ \vec {\psi} $$ and $$|\psi \rangle $$ differ. $$ \vec {\psi} $$ is an ordinary static vector in 3D. $$|\psi \rangle $$ is also a vector (=arrow) but with physical properties attached to it: a state vector (or ket). This makes it suited to describe a physical linear object. It evolves or interacts with the physical environment. There is a physical relationship between $$|\psi (x_1) \rangle $$ and $$|\psi (x_2) \rangle$$, $$x_1$$ and $$x_2$$ being any physical observable. Describing this relationship for different conditions forms the object of Quantum Mechanics. Arjen Dijksman 22:10, 18 September 2007 (UTC)

 * What do you think about Quantum Mechanics and This quantum world? --JWSchmidt 22:27, 18 September 2007 (UTC)
 * Both texts are fine as they guide us through various aspects of Quantum Physics. The first text needs to be completed. I did not yet manage to read This quantum world at full extent. I appreciate its illustrations that help to visualize now and then the presented concepts. I also appreciate the fact that it deals with interpretational issues like the Bohmian view and Bell's theorem. Both texts present Quantum Mechanics from the viewpoint of its historical development. The first introduces QM with wave mechanics and the second explaining how classical serious illnesses require drastic remedies. That's the conventional approach in which QM is presented. From experience, you need to read dozens (if not dozens of dozens) of these texts combined with experimental and theoretical practice before gaining some intuitive comprehension of QM. In this way, it is very difficult to make QM accessible to a larger public. That's why I am looking for intuitively clear approaches to Quantum Mechanics, starting with the simplest elementary bricks, like a single photon, or electron, before extending to the behaviour of quantum wave mechanics or quantum fields. Arjen Dijksman 07:46, 22 September 2007 (UTC)

We could be a bit more general for the evolution law of state vectors, focusing only on the angle (the phase $$\phi$$). We could write a general differential equation:

$$|\psi(\phi+\Delta \phi) \rangle - |\psi(\phi) \rangle \ \ = \ \ i \ \ |\psi(\phi) \rangle \ \Delta \phi \ $$   for    $$ \ \ \Delta \phi \rightarrow \ 0$$

where $$\Delta \phi$$ could be understood as $$\omega \Delta t$$, but also $$k \Delta x$$ for situations where the angle changes when we shift the arrow a bit in the x-direction (k being the wavenumber, i.e. the angle through which the arrow would rotate if the arrow is shifted over unit length), or even some $$t_0 \Delta \omega$$, if we focus on a change of angular velocity at a given instant $$t_0$$. Arjen Dijksman 16:00, 6 October 2007 (UTC)

Navigation template
I made the page Template:Quantum mechanics and you can add it to pages using:. --JWSchmidt 19:31, 18 September 2007 (UTC)

Operators operate an ordinary arrows giving other ordinary arrows
I have started to write the text for the third principle about operators and the way they act on state vectors. I have some difficulty to describe it without reference to the abstract formalism, while it seems relatively ordinary: you have an arrow, you rotate it in some way (constrained or free) or you subtract it from another arrow. You always obtain another arrow. These arrows relate one to another with proportionality factors depending on the physical properties of the system. The relation is represented by mathematical formalism where appear complex exponentials and the observables (speed, spinning direction, energy, potentials...). So the behavior is intuitive but the formalism makes it abstract. Anyone has some ideas on the subject? Arjen Dijksman 17:43, 6 October 2007 (UTC)

title: Talk:Making sense of quantum mechanics


text:
BCP/Euthamia graminifolia

Euthamia graminifolia

title: BCP/Euthamia graminifolia


text:
BCP/Euthamia graminifolia/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 13:46, 31 August 2007 (UTC)
 * SB Johnny-LM 09:23, 8 September 2007 (UTC)
 * --SB_Johnny | talk 14:08, 16 September 2007 (UTC)
 * --SB_Johnny | talk 12:59, 13 October 2007 (UTC) (a few still flowering)
 * --SB_Johnny | talk 10:35, 29 July 2008 (UTC) (last 2 weeks)
 * --SB_Johnny talk 18:28, 24 September 2008 (UTC)

title: BCP/Euthamia graminifolia/Logs


text: User:Arjen Dijksman/Template:Lesson Header


text:
User:Arjen Dijksman/Template:Lesson

[ modifier ]

rérequis conseillés
Les prérequis conseillés sont :

[ modifier ]

Référents
Ces contributeurs sont prêts à vous aider concernant ce cours :

[ modifier ]

🇫🇮

title: User:Arjen Dijksman/Template:Lesson


text:
User:Arjen Dijksman/Template:Frame

 Documentation

title: User:Arjen Dijksman/Template:Frame


text:
User:Arjen Dijksman/Template:Chapter List

   Chapitres  }}                                   }}                 |                   }}                |                  }}               |                 }}              |                }}             |               }}            |              }}           |             }}          |            }}         |           }}        |          }}       |         }}      |        }}     |       }}    |      }}   |     }}  |    }} |   }} }}  |    }} |   }} }}  |    }} |   }} }}             |               }}            |              }}           |             }}          |            }}         |           }}        |          }}       |         }}      |        }}     |       }}    |      }}   |    }}  |    }} |   }} }}


text: User:Arjen Dijksman/Test Template:Lesson


text:
User:Arjen Dijksman/Test Template:Lesson/Présentation de la leçon

This lesson is intended to give understanding in the basic principles of Quantum Mechanics. Choose a chapter in the table of content.


text:
User:Mu301/Experimental Radio

Experimental Radio is a license-free form of radio communications. It differs from amateur radio in that it uses very low power transmitters that are exempt from license requirements. The frequency bands and the transmitter power allowed for unlicensed operation vary from place to place - please check the local regulations for your area before experimenting.

Experiments
The first experiments to be described here will involve using off-the-shelf electronic test equipment as a makeshift transmitter in the Medium wave band. Later experiments will involve the construction of a commercial transmitter kit.

A radio transmitter generates a carrier wave which can then be fed to an antenna to propagate the signal. Information can be encoded on the carrier wave by turning it on and off, or by using some form of modulation. The former is often used to transmit a message using Morse code, while the latter is used to send voice transmissions.

A signal generator transmitter
A signal generator that is capable of producing high frequency signals can be used as a simple source for a carrier wave. These may be obtained on the used market at reasonable cost. It is desirable to have a generator that is capable of modulating the signal. For experiments in the Medium wave band the carrier should be in the range of 510 - 1705 kHz. In the United States it is permissible to transmit up to 1/10 Watt into a 3 meter antenna without an FCC license. Care should be taken to select a frequency which is not being used by any nearby commercial broadcast station. There are a number of online tools that can help with this, for example: AM Radio Database Query.

Example
A check of the AM Radio Database shows that there are no commercial stations near the location of the experimental transmitter that are using the frequency of 1580 kHz. The signal generator is set to produce a sine wave at this frequency and is then amplitude modulated with a 1000 Hz sine wave. The amplitude of the signal should be in the range of 1.6 - 2 Volts RMS. The output of the generator is attached to a piece of loose wire less than 3 meters long which is used as a makeshift antenna. A standard AM radio receiver is then set to the same frequency and the presence of a tone indicates reception of the signal.

Wikipedia

 * LowFER Low-Frequency Experimental Radio (also discusses MedFER and HiFer for Medium and High Frequency)
 * Microbroadcasting
 * Low-power broadcasting

Longwave Club of America

 * Longwave Home Page
 * What Is 'Part 15?'
 * Part 15 Operation broken link
 * Receiver and Antenna Files broken link

AM88 Low Power Transmitter

 * AM88 Transmitter Kit
 * AM88 Part 15 operation
 * LP AM Vertical Antenna with loading coil
 * Variometer Loading Coils For LP AM Antennas
 * Construction of a Vertical Antenna for Part 15 AM Broadcast use

title: User:Mu301/Experimental Radio


text:
User talk:DrArbiter

Hello DrArbiter, 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) Erkan Yilmaz ( evaluate me!, discussion ) 15:20, 15 September 2007 (UTC)

title: User talk:DrArbiter


text: File:Delicate Rhythms in GarageBand.png

title: File:Delicate Rhythms in GarageBand.png


text: File:Delicate Rhythms In GB.ogg

title: File:Delicate Rhythms In GB.ogg


text:
Economic Classroom Experiments/Search

Overview
Students engage in a stylized model of costly search.

Objectives for learning (Intended Learning Outcomes)

 * 1) Review of cost-benefit calculation (marginal revenue = marginal cost).
 * 2) Understanding and avoiding the "sunk-cost" fallacy.
 * 3) Understanding the role modeling assumptions make when drawing conclusions.

Suitable modules
Advanced Micro. This is a good first experiment for a course in game theory or strategy, to illustrate individual decision-making prior to moving on to games proper.

Level (year of programme)
Upper-level undergraduate, or MSc or MBA.

Prerequisite knowledge
Intermediate microeconomics (theory of firm behavior, as far as marginal revenue=marginal cost) is helpful, but not necessary.

Procedures
A three-treatment sequence is suggested. This experiment is most easily run on computers, for example, with the Search experiment on Veconlab.

 * 1) Treatment 1: Draws from interval [0.00, 0.90], distribution known, search cost 0.05, recall permitted;
 * 2) Treatment 2: Draws from interval [0.00, 0.90], distribution known, search cost 0.20, recall not permitted;
 * 3) Treatment 3: Draws from interval [0.00, 9.00], distribution unknown, search cost 0.50, recall permitted.

A design with ten search sequences in each treatment (thirty overall) generally takes about 40-45 minutes, including reading the instructions aloud to the students.

For these treatments, the optimal cutoff strategy for risk-neutral searchers is to search until a draw of at least 0.60 in Treatment 1, 0.30 in Treatment 2, and 6.00 in Treatment 3. (Note that Treatment 3 is Treatment 1 with all parameters multiplied by 10.)

One can show this by first examining Treatment 1. Let $$v$$ be the cutoff. At $$v$$, one would be indifferent to drawing a new value. Assume there is recall. Then the benefit is the odds of getting a higher draw $$(.9 -v)/.9$$ times the expected gain from this new value $$((.9 +v)/2)-v$$. The benefit should equal the cost, thus $$((.9 -v)^2/1.8)=c$$. When $$c=.05$$, we have $$(.9 -v)^2=.09$$. Thus $$v=.6$$. Also notice that (without a time limit) not allowing recall does not affect the cutoff since one would not want to recall values below the cutoff.

Integration into course
The sequencing of treatments is designed to illustrate that the importance of recall depends on the extent to which one knows the distribution of values. Students generally react negatively when recall is "taken away" from them at the beginning of Treatment 2, especially coupled with the increase in search costs. In Treatment 3, when recall is returned, the distribution of values changes enough to give search an additional informational value, as the results of draws now give information about the possible values. Students who draw relatively low values at the beginning of Treatment 3 tend to be happy with their draws, while those drawing very high values often do some additional searching, since they realize their old information about the distribution of values is no longer accurate.

Generally, the risk-neutral cutoff prediction does a good job of organizing the data. However, not all students will immediately see that the solution is found by equating the expected benefit of the next draw against the cost of the draw. Some other heuristics students report include
 * 1) Computing the average draw (0.45 in Treatments 1 and 2) and searching until a draw that exceeds the average is obtained.  The instructor should point out that this leaves out the search cost, an important economic variable, entirely.
 * 2) Loss avoidance. Students sometimes report that they want to avoid getting a negative total earnings on a search sequence, and therefore stop searching as soon as their search costs exceed, or come close to exceeding, their current value.  This is a variation on the "sunk cost" fallacy.  The instructor should remind the students of the distinction between fixed, unavoidable costs and marginal, avoidable costs, and how those costs do and do not come into play in economic decision-making.

In relating this abstract experiment to real-world applications, focus on the extent to which the distribution of values is known, whether recall is possible, and what the nature of search costs are, reminding students that "all costs are opportunity costs." For a bit of levity, introduce dating as one application, and ask students whether recall is possible in that setting!

This experiment is part of an integrated course teaching principles of strategy through experiments. Here is a list of questions students can answer either as part of a writing assignment, or to lead off class discussion of the results of the experiment.

 * 1) Outline your strategy for each of the three treatments. How did you decide to make the choices you made?
 * 2) How did your strategy depend on the search cost?
 * 3) Do you think lowering the cost of an individual draw will necessarily lower the total amount spent searching on average? Why or why not?
 * 4) Did having recall (i.e., the ability to go back and take a value from a previous draw) help? In some treatments? In all treatments? In none of the treatments?
 * 5) Write a brief description of a search example drawn from “real life.” Give particular attention to (a) whether the distribution of values is “known” or “unknown;” (b) what corresponds to the search costs (purely financial, or perhaps psychic, etc.); (c) whether recall of previous draws is or is not possible.

Instructor hints
Since this is an individual choice experiment, this is suitable for assigning to students outside of class time, and can be done with large classes.

If you are considering doing a set of experiments in a course, this makes a nice first experiment because of its relative simplicity. Students new to classroom experiments may take some time to get used to lab procedures, so having an experiment where each can work at their own pace is ideal to start off with.

If you do this experiment during class time, you are likely to have a wide variety of paces at which students work; it is probable you may have a student or group finish an entire treatment before another student finishes the first round. If students are waiting on "slowpokes," remind student that everyone sees different draws, and therefore will work at different paces. Most of the students who start slowly do so because they attempt to figure out their strategy in detail in the first round; once they make their determination of strategy, they tend to catch up quickly.

title: Economic Classroom Experiments/Search


text:
Intellectual Traditions in Media Literacy

Influence of Postmodernism on Media Education
Postmodernism emerged in the early 60s, primarily as a revolt against elitism and in reaction to the commercialization of modernism by bourgeois culture.

The move toward postmodernism was a way to disintegrate the distinction between high and low culture. At its base it challenges the hostility to mass culture that modernism was built upon. This was significant since it broke from earlier traditions that relied upon this dualism. Instead, postmodernism is defined by plurality, reflexivity, boundary-crossing, and deconstruction. For media studies this is very crucial, because it allowed the field to invent itself by developing a critical look at the media, particularly beginning with television and film. It legitimizes these areas as objects of study. By bringing them into the classroom, teachers begin to experiment with mixing high and low culture, comparing TV programs  to Shakespeare. This has become even more prevalent in the last 10 years as sampling culture has created a space for students to critique media through the lens of a remix.

Jean-Francois Lyotard is credited for introducing the term postmodernism into circulation in the early 80s. His main contribution to the field of postmodernism was the rejection of universalist stories. He argued for a plurality of voices, diverse and heterogenous. The dissolution of the metanarrative of truth, was replaced by truthS. The process of knowing and learning begins to take precedence over the knowledge itself. “Postmodern pedagogy would teach how to use knowledge as a form of cultural capital without recourse to concern or anxiety about whether what is taught is true or false” (Storey, 175). The shift moves away from understanding a subject and focuses on the act of problematizing, critiquing, and questioning. This legacy is very visible within media education today. Universalist stories are often the object of deconstruction in order to reveal, point-of-view, unravel power relations, and to seek out what is missing. The result is to provide students with a more heterogeneous perspective on a given event and to emphasize the plurality of voices that not only write different texts, but read them differently as well.

Jean Baudrillard is most well known for his writing about the culture of simulation and simulacrum, the morphing of the representation into the real. He argues that we have lost our ability to judge things without a mediated reference point. He argues that this is the result of an economic shift away from the production of things toward the production of information. This move has forced a direct connection between economy and ideology within the cultural sphere.

As Lyotard initiated a revolution against latent meaning, Baudrillard has analyzed the effects one step further. “If there is no real behind the appearance, no beyond or beneath, what can be called with validity a representation? …. Representation does not stand at one remove from reality to conceal or distort it, it is reality” (Storey, 181). For example, he argues the Media don’t just report on the news, they produce it, and they produce it to keep us distracted.

The challenge for media educators is to move beyond discussing the media and push toward asking, what function does the media serve? It is no longer enough to do a textual analysis to see how these things function, we must ask, What is the economic function of image production? How does it work? What are the larger ramifications?

Frederic Jameson argues that postmodernism is a direct result of late multinational capitalism. Extending Baurillard’s thinking, the collapse of the distinction between culture and economic activity has led to the replacement of Popular culture by commercial culture. Additionally, what we have lost from the collapse of the distinction between high and low culture is a perspective of critical space and distance. In place of creativity and innovation we now have a culture of quotes, and blank parody. Media educators may encounter this when doing media production with their students. It is important to guide students to think about the formal choices in order to move beyond imitation of mainstream formats. They should reflect on, not only how to create content, but how to reinvent the form as well. Quotation can be a powerful form of critique, if a new understanding of the subject emerges.

Stucturalism and Post-structuralism: Applications in Media Education
Structuralism, the home of linguistics and semiotics, is concerned with the sign and symbol systems humans use to communicate. A structuralist approach seeks to discover the abstract rules that govern the system of signification (lexical rules, grammatic rules, genre rules, etc.). For media studies, the structuralist emphasis on the rules of a system privileges textual analysis rather than analysis of the conditions of media production (political economy) or of reception (audience studies). Structural analyses have provided media educators and learners with useful terms with which to talk about the mechanics of media texts (e.g. types of propaganda in ads: appeal to authority, bandwagon, red herring, etc; types of editing in film: montage vs. mise-en-scene). While such terms lend an efficient vocabulary for discussing and recalling media, media educators can also fall into the trap of transmitting knowledge in the form of the grammar of a certain media text or form rather than teaching students to construct knowledge from media analysis and production experiences. On the other hand, student acquisition of prescribed structural knowledge of media texts can easily be assessed in clear standards. So, the common language offered by structuralism may be useful, but should not dominate curricula.

Roland Barthes' approach to textual analysis brings a political element to structuralism, which is very useful in media education. Barthes differs between levels of signification: denotation (the common, explicit relational meaning; e.g. rat=small, gray rodent), connotation (the implicit meanings; rat=dirty, disgusting, disease), and myth (connotations as natural fact; rat=natural part of city life). Note that Barthes use of the term "myth" is different from the common usage. By delineating denotation, connotation, and myth through textual analysis, Barthes seeks to show how meanings are socially constructed, to make the familiar strange. This has been a common goal and practice in media education. For Barthes, the goal is to question and debunk the authority of ideological norms of meaning and signification, which he sees as dominated by the interests of the bourgeois class. Such an explicit political goal may be difficult for educators to approriate in conservative settings. However, such textual analysis can be couched in a more post-structuralist or postmodern context with the goal of explicating, from multiple reading positions, who subscribes to certain myths in certain ways, how, and to what ends, as well as how certain ways of making meaning activate certain identities.

Post-structuralism shifts the focus from the structures of texts to the text as "inseparable from the active process of its many readings" (Storey, 2006, p.98). Jacques Derrida emphasizes the intertextual nature of meaning making, as we must constantly make meaning through difference (I can place this meaning as different from these others which I know from other texts) and deferment (I know this from another text). Texts always contain traces of meaning from other texts. Derrida deconstructs texts by pursuing traces, locating "absent others," and abstracting binary oppositions to interrogate the power dynamic and valuations between them. While this technical approach may be too fine for many media education settings, the focus on the tangled webs of intertextuality and the political aspects of meaning making may be important to include.

Foucault's concern with knowledge and power in terms of discourses offers an opportunity for media educators to connect personal, social and cultural levels of meaning making. A discourse is an "organized and organizing body of knowledge with rules and regulations which govern particular practices (ways of thinking and acting)...Language, for example, is a discourse: it enables me to speak, it constrains what I can say, it constitutes me as a speaking subject" (Storey, 2006, p. 101). Likewise, this wiki is a discourse which enables me to construct media texts, constrains how they are presented (e.g. wiki format, open editing, etc) and how I can communicate (not interpersonally...), and constitutes me as a web author and wiki user. The discourse of media education also plays an obviously dominant role in my participation in this wiki. According to Foucault, "discourses produce knowledge and knowledge is always a weapon of power" (Storey, 2006, p. 102), but power must be thought of as a positive force producing reality rather than repressing or censoring reality (although the reality produced by power may be repressive to certain groups and individuals). By thinking in terms of discourse, media educators and students can begin to see how their personal media interpretations and choices in media production are constrained and enabled socially and culturally as well as how they're identities are constituted. Perhaps recognizing the power dynamics governed by discourses can allow media students to choose to acquire and inhabit discourses to their own advantage, or to contribute to the development of the power dynamics within discourses strategically through their own media production and communicative practices.

Umberto Eco
In his 1979 article, Can Television Teach? Semiotician Umberto Eco lends a unique perspective of media literacy. As a semiotician, he understands television cultural artifact which can be read, not exactly in the same way as one reads a book, but nonetheless as an event which occurs according to rules, and having a syntax and language of it’s own.

He suggests a ‘...sort of elementary grammar of communications’. In it, he suggests that messages emitted by a Sender are “sent as expression, carrying a certain content according to the codes of the sender”

On the receiving end, rather than receive identical meanings, the Receiver “receive[s the message] as and empty expression to be compared with the codes of the addressee.”

In other words, Eco points out that the meanings intended to be emitted by the producers of a particular television program are not identical to the meanings received by the consumers of it.

He understands the Sender to have “his own set of codes and subcodes, with an entire universe of competence” which corresponds with others through messages, (his term is “empty physical expression[s]”), which are then filled up with the meanings provided by the receiver’s own codes and subcodes from their own system of competence.

~

Eco draws a distinction between two types of television programming. The one shows ‘straight information’ (He give the example of “television news says that an event, X, happened in Lebanon”). The other type “communicates and opinion, or a more complicated definition of interrelations among events.”

He goes on to distinguish between gross programmes, (”the normal programs usually broadcast by television”) and net programmes, (“a programme about television, a metalinguistic or metatelevisional programme”). Eco suggests that gross programmes be used in the classroom as a sort of negative (or inverted) school book, and that the teacher act as the sender of the net message. By guiding classroom students in critical reflection about the gross programme, or normal television; “it is no longer necessary that the television message be a critical one” because the teacher instructs them how to handle the television message as an object for the process of deconstruction.

A Focus on inquiry.
Originally media education was covered partially in journalism or film study classes but media literacy today is a more in depth look at all media and how to examine the purpose and meaning of them. Media literacy expands on traditional English language arts by adding film, television, radio, newspapers, video games, advertisements, music, and pop culture in addition to learning about media industries. Popular texts in these various media are used to stimulate the student’s participation more than merely reading books on the subject. It is very interactive and provides critical learning and comprehension skills to the students who derive various meanings and purposes behind texts. Media literacy students analyze texts they experience at school, home or out in public by focusing on five major questions:

 * 1.	Who is sending the message and what is the author’s purpose?

 * 2.	What techniques are used to attract and hold attention?

 * 3.	What lifestyles, values, and points of view are represented in this message?

 * 4.	How might different people interpret this message differently?

 * 5.	What is omitted from this message? (Hobbs, 2006)

Studying Media as Technology Determining Ideology: Roots of Neil Postman’s Media Ecology Program at New York University
In a 1990 address to the Association of Communications Administrators (ACA), Postman described how he founded the communications program at New York University based on questions posed in Mcluhan’s book Understanding Media. This Media Ecology program has taken on McLuhan’s questions about a culture’s relationship to its media, with media understood as “complex environments loaded with ideological prejudices” (p. 63). In this speech Postman identifies Mcluhan’s specific influence on his own work through the 1980s:

“My last four books have been only elaborations of two sentences McLuhan wrote in a 1976 book review which appeared in The Journal of Communication. The sentences are as follows: ‘The highly literate.,.tend to have an 'anti-body' immunity to many of the mass effects of electric media which insures their capacity to live as individuals in a mass world. This fact points to the need for a comprehensive study of media ecology which might permit selective survival of whole cultures.’” (p. 63)

Postman explores McLuhan’s notion that it is not the content of cultures that shapes ideologies, but the shape of the culture’s media in relation to human communication and thought that produces the field and scope of ideologies. This idea echoes the mechanical understanding of Marx’s base and superstructure, which Postman recasts with technology as the determining base of the superstructural ideologies instead of control of the means of production. Postman prefers Mannheim’s definition of ideology as habits of thought that give a culture a naturalized sense of the world, of what is real and what is possible (p. 64).

As he does in his books, Postman’s address to the ACA launches into several high culture examples of celebrated thinkers exploring and exploiting the relation between eras of media technology to produce ideology: Moses forbids the technology of sculpture (false idols) to invent a religion of abstraction afforded by the Word; Plato pits the visual culture of written words against Socrates nostalgia for oral traditions; America’s founding fathers constitute the individuality afforded by the printing press into law. It is this last ideological bias towards individuality as granted by the technology of the printed word to which Postman stakes his own allegiance. Postman favors the ideology of the printed word for its affordances of reasoned and orderly discourse and for its production of the notion of intellectual property through which the idea of the self could be projected authoritatively into an infinite future. “Prior to printing, an intense awareness of one's own selfhood was considered a mental aberration. Afterwards, its absence was considered psychopathic” (p. 70).

In closing Postman drew on Harold Innis, McLuhan’s colleague who Postman calls the father of communication studies, “Technologies act in three ways to produce new ideologies: they alter the structure of our interests, that is, the things we think about; they alter the character of our symbols, that is, the things we think with; and they alter the nature of community, that is, the arena in which thoughts develop” (p. 71). Postman fears television and the computer as he sees each debasing the interests, symbols and community practices afforded by print—deliberative reflection, thoughtful discourse, and seriousness. For Postman the television is all entertainment at the expense of seriousness, reflection, and discourse production, and the computer is all speed and data at the expense of reflection and argument.

Postman celebrates high culture and the humanities because of his deep love for the value of history, literature and the arts. As a humanist, he diminishes the value of empirical inquiry because it may complicate and refute his ultimately authoritative structural readings. As a cultural critic, Postman willfully reads only the negative possibilities of technological change because they have particular rhetorical force. Ultimately, Postman is a moralist condemning not only modern lovers of television and computers, but all non-intellectuals as well as all intellectuals who have not postulated their superior discourses as competing rationale for the way things should be for all times. Postman scorns any sort of situated political analysis, as McLuhan did, for its irrelevance as content, while ironically elevating his own narrow bias for print ideologies as something other than content. Still, the ideas are of interest for media teachers and students insofar as they train focus on the technological influences of media on ideology, which should be considered as a determining factor, albeit along with many, many others.

Incorporating the Multiple Intelligences Theory
Media Education experts encourage the synthesis of the "reading" (analysis and deconstruction) as well as the "writing" (construction/production) of media texts into the media literacy pedagogy - an approach that not only combines theory and practice, but also allows for the assimilation of the theory of Multiple Intelligences into instructional techniques. Some of the many benefits of such an approach are seen in higher levels of engagement and motivation, increased self-esteem and self-expression among students, creative tools that help bridge the divide between the classroom and the 'real world' experiences, and more effective means of assessment of understanding content and concepts for instructors (Thoman & Jolls, 2005).

Cultural Theory & Popular Culture...The politics of the popular

In chapter 9, Storey focuses on two dichotomies situated within cultural studies analysis, the cultural field, and the economic field. He juxtaposes the views of several theorists on opposing sides of this discussion in order to address a ‘paradigm crisis’ discussed in the work of Jim McGuigan. Mcguigan points out, ‘cultural studies has increasingly narrowed its focus to questions of interpretation without situating such questions within a context of material relations of power.’ Storey seems to agree that within the last decade or so, it is much more important to uncritically allow for consumer/user interpretations of pop culture commodities stand as the focal point of cultural studies. He goes on to say, ‘for cultural studies to remain separate is for it to remain politically ineffective as a mode of explanation, and thus for it to remain complicit with the prevailing exploitative and oppressive structures of powers.’ I found this to be an interesting and 'provocative' statement due to its focus on how culture can be used as a form of oppression. What is important for educators in this text is attention to cultural identity for them and their students with relation to power and authority. This relation should be reflected on politically, economically, as well as socially. Through this understanding media literacy educators will better empower and enrich the classroom experience. Additionally, through understanding the cultural and economic fields educators can better students assess commodity debates within and outside the school setting.

The cultural field, within which, according to Storey’s account of John Fiske and Pierre Bourdieu, ‘takes place a cultural struggle between dominant or official culture and popular culture abstracted from economic and technological determinations, but ultimately overdetermined by them.’ If true, this is a powerful stance in that it depicts "high" culture and "low"/popular culture against each other in a battle over aesthetics. Form being the 'pure' aesthetics of "high" culture and function the 'popular' aesthetics of "low" culture. Moreover, the high/low distinctions bring class issues to the forefront. Bourdieu states the 'category of 'taste' functions as a marker of 'class'. As we discussed in class discussions on Marshall Mcluhan form and function are important features to the production and consumption of media.

Storey dissects this field through what McGuigan refers to as ‘the new revisionism, the reduction of cultural studies to competing hermeneutic models of consumption.’ Here he is referring to the opposing views of John Fiske who believes ‘popular culture as a site of struggle, but, while accepting the power of the forces of dominance, it focuses rather upon the popular tactics by which these forces are coped with, are evaded or are resisted…This approach sees popular culture as potentially, and often actually, progressive (though not radical)’. Basically, those without political and economic power have the ability to resist the powerful through ‘semiotic’ (meanings, pleasures and social identities) discourse, which challenges the ideological oppression of capitalism or social activism (transformations of the socio-economic system).

The economic field, within which, according to Storey, the 'significant word is 'access' (privileged over 'use' and 'meaning'). Here he is referring to the views of Peter Golding and Graham Murdock who believes the political economy is where the energy is best spent. They state, 'the work of theorists such as Willis and Fiske in its 'romantic celebration of subversive consumption is clearly at odds with cultural studies' long standing concern with the way the mass media operate ideologically, to sustain and support prevailing relations of domination'. Though they have a point with regards to the historical ways in which media is used to perpetuate the dominance of the ruling class and this must be studied, I agree with Storeys caution of disregarding possible power and interplay of audience 'use' if favor of a strictly economic approach to cultural studies. According to Storey, 'capitalism is not a monolithic system. Like any 'structure' it is contradictory in that it both constrains and enables 'agency'. It is a consequence of this contradiction that audiences/consumers/users of industry commodities are able to interpret these products in new ways. Media Literacy educators can find examples of this throughout the history of hip-hop culture. From sampling, scratching, rhyming as well as today's tension within the movement itself. With the controversial commercialization of hip-hop it is clear that profit and morality are at odds. Storey points to this stating, 'common class interests - unless specific restraints, censorship, etc., are imposed - usually take second place to the interests of particular capitals in search of surplus value'. I tend to agree with this and those educators that concur must be cautious of how this may be expressed with students in the classroom setting.

Online Resources for Learning More

 * PODCASTS: Learn about Reel Vision, the Boston filmmaking group that works with young people (Episode 15)
 * ORGANIZATIONS: European Centre for Media Literacy Alliance for a Media Literate America