text:
Islamic political thought/The Spanish-Muslims, continued

Lecture continued…

'''IV. Ibn Tufayl'''

a.Ibn Tufayl (d. 1185) was born in the first decade of the 12th century in Spain, and lived most of his life in Granada and Marrakesh. He was a court advisor to the Almohads.

b.Tufayl’s Hayy the Son of Yaqzan is important because it follows Ibn Bajja, and Ibn Tufayl is, in some major ways—esotericism and Sufism—indebted to Ibn Bajja, and because Averroes was a protégé of Ibn Tufayl. Thus we can infer that he must have had some impact on the young man who would become the commentator par excellence on Aristotle.

c.The impetus for this piece of philosophical fiction (not a dialogue but a short story, an interesting form in and of itself for a philosophical piece to take) is because a friend of Ibn Tufayl’s asked about the “oriental” philosophy of Avicenna. In the introduction to Hayy the Son of Yaqzan, Ibn Tufayl examines why this pursuit of knowledge is so necessary: “Your question has awakened in me a noble intention that led me, praise be to God, to partake in the vision of a state I had not experienced before. It made me reach a point so extraordinary that words cannot describe and clear exposition cannot render an account thereof, because it is of an order and realm not belonging to them….Now, if one who experiences this state lacks scientific skill, he will speak about it inconclusively (Ibn Tufayl 1963, 136). We can see that the influence of Sufism is deep. Here we have reconciliation between the tools of philosophy and the “taste” of the divine that is mysticism. Philosophy is a tool to shed the outer kernel of illusion that cloaks inner realms of truth.

d.What political implications does this commitment to Sufism carry? For one, it is a way to push back typical orthodoxy. The atmosphere for this mind of talk and thought was restricted by location, and, once again, as with the Weeds, those who followed this path needed to be garbed in symbols. “Moreover, whoever comes to acquire any portion of it does not communicate it to others except through symbols. The Hanifite religion and then true Law have prohibited delving into it and warned against pursuing it” (139).

1. An Exposition and Questions within the text

a. Hayy the Son of Yaqzan is a story of coming to knowledge, and the result of trying to inform others of truth. It is a highly mythological story, using characters borrowed from Avicenna’s writing (symbols to those aware of his philosophy), and placing his main characters on a journey of discovery. A detailed exposition is unnecessary, as the story of Hayy is a story that parallels discovery of branches of philosophy and theology, with the protagonist, through various encounters, becoming aware of metaphysical truths, etc. Eventually, these truths are shed for the inner truths of Sufism. Montada glosses, “Ibn Tufayl sees philosophy as establishing the need for mystical union, as explaining how it is possible, and even as something necessary to avoid confusion on the way, but he does not admit that the mystical state is a part or result of the philosophical inquiry itself” (Montada 2005, 175).

b. This is the political part of the tale, when Hayy and his companion decide to return from their isolated island—Hayy is experiencing civilization for the first time—they decide to impart truth to people, to help them follow the proper religion, and they are thwarted. The passage is dense, and deserves to be quoted at length. Hayy the son of Yaqzan kept entreating them [a group of men] night and day….But this did not produce any effect except to increase their disdain and aversion, despite their love of goodness and desire for the truth….So Hayy despaired of reforming them and lost hope in their ability to receive the truth. Examining afterwards the different categories of men, he found that each party was rejoicing in what it had, taking their caprice to be their god, and worshipping their desires….All good advice is lost upon them, and kind words have no effect….They were submerged in ignorance….When he saw the pavilion of punishment surrounding them and the darkness of the veils covering them—all of them, except a few, do not take seriously anything but the worldly aspects of their religion….The greatest benefit the multitude could get from the religious Law concerned their mundane life alone….Only the exceptional and the rare among them would attain the happiness of the hereafter….Certain kinds of men are fit for certain kinds of work and each man is more fit to do that for which he is made. (Ibn Tufayl 1963, 159-160) You can see many themes we have touched upon. Hayy is a weed who sees “true” truth beyond the mundane and capricious truths’ of most people. To attempt to educate them is in most instances futile. The religious law as such merely serves to keep them placated and confined to the corporeal, with no true knowledge of the metaphysical or mystical ever imparted. And even if the Law did attempt to guide people towards this truth, peoples’ corporeal nature denies them that understanding. In the end, Hayy goes back with his companion to their isolated island in order to pursue their mystical union with God and truth, away from the distractions of the imperfect city.

2.Larger Themes

Ibn Tufayl should be noted for mirroring the view of the city held by Ibn Bajja. Hayy wants desperately to impart his hard earned, and true, knowledge to those in society, but is met with disdain, hatred, and rejection. This is a not-so-subtle commentary by Ibn Tufayl on the state of Islamic society. In Ibn Tufayl we see a true focus on esotericism and mysticism; whereas in Ibn Bajja these things were implied by the nature of the problem—the solitary intellectual. Ibn Tufayl seems to take the next step and say, “why don’t we just divorce ourselves from society, they will not listen to arguments anyways.” I find it interesting that buried in Ibn Tufayl’s political critique of society rests a view that Sufism is the proper orthodox religion. This is mysticism in the most extreme sense. It is an utter rejection of the truth claims for traditional orthodoxy. Rather, those aspects of life are meant for a political reason—to control and make people (hopefully) behave properly.

V. Ibn Rushd (Averroes)

a. Born in Cordoba Spain in 1126, Ibn Rushd (d.1198), known to the West as Averroes, had a long and interesting scholarly life. He came from a long line of jurisprudential scholars of fiqh (Islamic jurisprudence), and was well schooled in Islamic law, theology, science, math, and logic. His connections and astuteness allowed him to have a career within various ruling courts. Most of his scholarship was done under the umbrella of patronage. Averroes is perhaps the most vital Islamic thinker for the development of Western philosophical thought. Indeed, St. Thomas Aquinas calls Aristotle “the Philosopher,” and calls Averroes “the Commentator.” His work within the Aristotelian rationalist frame allowed for the nascent scholastic movements of the West to develop rapidly, and to synthesize complexities via his commentaries. Interestingly, his work is essentially dormant in the East, never having exerted the influence (at least metaphysically and theologically) that his political ideas did.

b. a small note on rationalism: rationalism is the idea that human reason alone (or, mostly alone) can gain profound truths and insight without the aid of direct revelation or a busy occasionalist God. For instance, as Taylor writes, “Averroes himself held that the truth, not as grasped per accidens by the methods of persuasion or dialectic, but in its fullest sense as per se, is to be found in his “books of demonstration,” that is, in his philosophical works and in particular his commentaries on Aristotle” (Taylor 2005, 181).

1. An Exposition and Questions within the text

For purposes of this lecture, we will examine Averroes’ rationalism and its relation to political philosophy. In his Decisive Treatise and Commentary on Plato’s Republic, Averroes tackles the issue of rationalism and philosophy qua the State. The subtitle of the Decisive Treatise is “Determining what the Connection is Between Religion and Philosophy.” As Averroes, on the first page of that work writes, “[t]he purpose of this treatise is to examine, from the standpoint of the Law [Islamic Law], whether the study of philosophy and logic is allowed by the Law” (Averroes 1963, 165). This claim, that religion and philosophy cannot co-mingle, is the result of the rationalist vs. traditionalist debate. For most traditionalists, one must accept that contradictions, ambiguities, and vagueness that is within the text of the Qur’an without question. The rationalist finds passages and impetus within the text itself to use ones intellectual faculties to prove to oneself that God exists, and further, that the apparent contradictions are resolvable through reason. In other words, one is perhaps more justified using reason to talk about religion than faith. Averroes: “[W]e are under an obligation to carry on our study of beings by intellectual reasoning. It is further evident that this manner of study; to which the Law summons and urges, is the most perfect kind of study using the most perfect kind of reasoning, and this is the kind called demonstration” (165).

d. However, Averroes shares a similar view to Ibn Bajja and Ibn Tufayl in that he truly believes in a hierarchy of peoples and abilities. While he persuasively argues that the truths of religion are discoverable by reason, he also believes that not everyone is capable of discerning the truths of philosophy. Thus, he divides people into three classes of relation to the Law: “One class is those who are not people of interpretation at all: these are the rhetorical class. They are the overwhelming multitude, for no man of sound intellect is exempted from this kind of assent. Another class is the people of dialectical interpretation: these are the dialecticians, either by nature alone, or by nature and habit. Another class is the people of certain interpretation: these are the demonstrative class, by nature and training, that is, in the art of philosophy. [This interpretation ought not to be expressed to the dialectical class, let alone to the multitude.]

e. Here that particular strain of elitism surfaces again. We can extract the political doctrine from these passages. Against those traditionalist rulers who would argue that rationalists are innovating heretically, Averroes would argue that those rulers and theologians are, in fact, heretical themselves because the Book tells humans to use their reasoning abilities. Further, Averroes would argue that the traditionalists are doing a further disservice to the lay people by putting forth dialectical and rhetorical arguments that are, for the most part incorrect. In addition, in attacking the methods of the philosophers, they have sown dissent and unbelief when in fact the philosophers are the ones who hold the true interpretation of things. Thus, Averroes, balancing on a thin line, will claim that the philosophers are not holding the truth while others are denied truth (and thus salvation), but that God has provided many ways of getting at truth for many people. He was just concerned with rhetoricians sowing false belief. I think, however, that Averroes did in fact hold the position of so called “double-truth,” in which philosophers should run things and advise rulers, while noble lies for ethical guidance and control are spread amongst the lay people.

f. In his Commentary on Plato’s Republic, Averroes further develops this division between classes and commoners by supporting many of Plato’s ideas about the philosopher-king. It is interesting, however, that at the same time Averroes has to counter many of Plato’s ethnocentric claims. First off, Plato reserved the virtuous city for the Greeks alone. The main counter to all ethnocentric claims by Plato is the Hadith by the Prophet that states “I have been sent to the Red and the Black” (Averroes 1974, 46). So, if wisdom is the goal of humanity, then one must use ones reasoning faculties, and if the Message is universal, then knowledge must be spread by word and sword to the world. Thus, the virtuous city is, logically, a possibility in any part of the world.

g. Averroes, for the most part, follows Plato’s plan. He advocates the expulsion of adults from the city and the indoctrinating of all children under ten. He advocates the eugenic programs, the marriage and birth structures, etc. Averroes even goes so far as to leave open the question of whether the ruler of this city should be a prophet: "Hence these names are, as it were, synonymous—i.e., “philosopher,” “King,” “Lawgiver;” and so also is “Imam,” since imam in Arabic means one who is followed in his actions. He who is followed in these actions by which he is a philosopher, is an Imam in the absolute sense. [As to whether it should be made a condition that he be a prophet, why, there is room here for penetrating investigation], and we shall investigate it in the first part of this science, God willing. [Perhaps if this were so, it would be with respect to what is preferable, not out of necessity]" (Averroes 1974, 72). Thus, we can see that Averroes is following Plato to almost the fullest extent.

2. Larger Themes

What can one gather about the political thought of Averroes from these texts? Well, for one, it is very Platonic, a theme that has run through all three of these Spanish thinkers. This includes an emphasis on the lonely nature of the intellectual life. Being philosophers, one is prepared for truths beyond what lay people can handle. Even the theologians, as Averroes points out, only serve mainly to propagate corrupted views of what difficult passages within holy texts mean. If this is the case, then the philosopher is confronted with two options: hide within the diseased cities that exist (as the virtuous ones rarely if ever are actualized), or, try to influence the avenues of power subtly, controlling things from behind the scenes (what Strauss might call a covert rule of the Wise). The danger with the second option is persecution—with the paragon example being Socrates, who died for his public philosophizing. Averroes also held a view of humanity, which, while negative, appears less negative than Ibn Bajja or Ibn Tufayl. After all, Ibn Bajja calls intellectuals “Weeds,” and Ibn Tufayl advocates an escape into esotericism. Averroes at least holds out the possibility of instructing people, even if they could never grasp demonstrative truth. It also becomes apparent that all three saw the ruling regimes of their time as corrupted, both in religion and in proper virtue. If they could, all three would advocate an authoritarian rule of truth over the diseased ruler. Another question that arises from these texts is just how Orthodox these philosophers were. I would say that Ibn Bajja and Ibn Tufayl were actually, because of their Sufism, radically heterodox; while Averroes was more orthodox on the surface. Averroes, however, ends up relegating prophets and religion to the rule of truth, which, he thinks exist within the Word. This, of course, to the ruling theologian and political class, is the essence of heterodoxy. Overall, these three philosophers are fascinating for their unique synthesis of religion, politics, heterodox views, and Sufism. Their writings and thoughts are informative not only in a historical sense or because of their influence in the East and West; but rather, they are informative because of the resonance their views hold in contemporary times.

Possible Exam Questions:

1.What does Ibn Bajja mean by intellectuals within the diseased cities being “Weeds?”

2.In what ways does this view of the lone intellectual match up with Ibn Tufayl and Averroes? In what ways does it possibly differ?

3.How does Sufism influence the political thought of Ibn Tufayl?

4.Some would claim that Averroes, in his exposition of why religion and philosophy are necessarily tied by reason, is actually advocating a “double truth,” in which philosophers hold the “real truth” while others are denied it? Do you agree with this?

5.In what main way does Averroes differ from Plato?


text:
Beginner Japanese/Existence and Copula/Completed exercises

This page contains exercises that have been completed and corrected.

Balloonguy
Hiragana: Kanji:
 * ほんだ-declarative; is book.
 * ほんじゃない-negative; not book.
 * ほんだった-past; was book.
 * ほんじゃなかった-negative-past; was not book.
 * 本だ-declarative; is book.
 * 本じゃない-negative; not book.
 * 本だった-past; was book
 * 本じゃなかった-negative past; was not book.

Gregori
ひらがな:
 * いすだ
 * いすじゃない
 * いすだった
 * いすじゃなかった

 * ほんだ
 * ほんじゃない
 * ほんだった
 * ほんじゃなかった

 * みずだ
 * みずじゃない
 * みずだった
 * みずじゃなかった

 * かねだ
 * かねじゃない
 * かねだった
 * かねじゃなかった

 * えんぴつだ
 * えんぴつじゃない
 * えんぴつだった
 * えんぴつじゃなかった

 * でんわだ
 * でんわじゃない
 * でんわだった
 * でんわじゃなかった

 * くるまだ
 * くるまじゃない
 * くるまだった
 * くるまじゃなかった

漢字：
 * 椅子だ
 * 椅子じゃない
 * 椅子だった
 * 椅子じゃなかった

 * 本だ
 * 本じゃない
 * 本だった
 * 本じゃなかった

 * 水だ
 * 水じゃない
 * 水だった
 * 水じゃなかった

 * 金だ
 * 金じゃない
 * 金だった
 * 金じゃなかった

 * 鉛筆だ
 * 鉛筆じゃない
 * 鉛筆だった
 * 鉛筆じゃなかった

 * 電話だ
 * 電話じゃない
 * 電話だった
 * 電話じゃなかった

 * 車だ
 * 車じゃない
 * 車だった
 * 車じゃなかった

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


text: Theatre/Musical

title: Theatre/Musical


text: File:Film scoring Eze Cue1.ogg

title: File:Film scoring Eze Cue1.ogg


text: File:Film scoring Eze Cue2.ogg

title: File:Film scoring Eze Cue2.ogg


text:
File:Disilver - Seduced01.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Disilver - Seduced01.pdf


title: User:Wachapon2


text:
Renewable energy/Learning projects

Renewable energy systems | Green building | MIT Energy Initiative | edit me!

title: Renewable energy/Learning projects


text: Renewable energy/Department news

title: Renewable energy/Department news


text:
Renewable energy/Research projects

 * Turkey Herding Deer EcoFarm
 * DIY_home_electricity_system
 * Simplified DIY Rooftop Wind Turbine

title: Renewable energy/Research projects


text:
BCP/Allium schoenoprasum

Allium schoenoprasum

title: BCP/Allium schoenoprasum


text:
Renewable energy/Active participants

 * ...you...
 * ...you...

title: Renewable energy/Active participants


text:
Renewable energy/Intro

...

Renewable energy flows involve natural phenomena such as sunlight, wind, tides and geothermal heat. Each of these sources has unique characteristics which influence how and where they are used.

The majority of renewable energy technologies are directly or indirectly powered by the Sun. The Earth-Atmosphere system is in equilibrium such that heat radiation into space is equal to incoming solar radiation, the resulting level of energy within the Earth-Atmosphere system can roughly be described as the Earth's "climate." The hydrosphere (water) absorbs a major fraction of the incoming radiation. Most radiation is absorbed at low latitudes around the equator, but this energy is dissipated around the globe in the form of winds and ocean currents.

title: Renewable energy/Intro


text:
Renewable energy/Department news/2007/W22/5

01 Jun 2007: - Department founded!


text: Category:Renewable energy

title: Category:Renewable energy


text: Template:Division

title: Template:Division


text:
User:Zlrussell~enwikiversity

Hello, my name is Zarrod Russell.

title: User:Zlrussell~enwikiversity


text: User talk:Chezzydoh

title: User talk:Chezzydoh


text:
8:00 class/31 May 2007

This is an archive of Wikiversity current events from 31 May 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Wikipedia Learning - Proposals for new project names. Related discussion at: Wikiversity as a brand.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * new main page
 * Research grant collaboration group
 * Template:Department and Template:Division
 * Categories/2007/Week22 - category cleaning

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Wikikids by Mathias Damour. Related: Is Wikiversity too oriented-towards college students? See: Pre-tertiary portal.
 * Wikimedia brand survey - all of out webpages say, "Wikiversity is a trademark of the Wikimedia Foundation, Inc." but is this true?

Recent changes
Today's trends in active editing efforts.
 * [[Image:Screen shot of completed notes in GarageBand.png|thumb|right|[[:Image:Screen shot of completed notes in GarageBand.png]].]]
 * Bloom clock project/2007 part one
 * Template:Welcome/new
 * Introduction to Wikiversity
 * Renewable energy systems
 * Topic:Topics
 * Threaded discussions with NavFrames
 * Education for Americans about the Culture of Arab Israelis Grant Proposal

title: 8:00 class/31 May 2007


text:
Cultural psychology

Cultural psychology is a field of psychology which assumes the idea that culture and mind are inseparable, thus there are no universal laws for how the mind works and that psychological theories grounded in one culture are likely to be limited in applicability when applied to a different culture.

Cultural psychology research informs several fields within psychology, including social psychology, developmental psychology, and cognitive psychology. However, the relativist perspective of cultural psychology tends to clash with the universalist perspectives common in most fields in psychology.

Cultural psychology is distinct from cross-cultural psychology in that the cross-cultural psychologists generally use culture as a means of testing the universality of psychological processes rather than determining how local cultural practices shape psychological processes.

title: Cultural psychology


text:
User talk:Dfoo4you~enwikiversity

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 Dfoo4you. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dfoo4you~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.

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title: User talk:Dfoo4you~enwikiversity


text: User talk:Sankev

title: User talk:Sankev


text: User talk:Arvind govindaraj

title: User talk:Arvind govindaraj


text: User talk:Truckrgrrl

title: User talk:Truckrgrrl


text:
User talk:Zlrussell~enwikiversity

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 Zlrussell. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zlrussell~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 23:48, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Zlrussell~enwikiversity


text:
User talk:Ketan~enwikiversity

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 Ketan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ketan~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 23:41, 17 March 2015 (UTC)

Renamed
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title: User talk:Ketan~enwikiversity


text:
User talk:IvanLanin

''I'm a user from Indonesian Wikipedia. Please see my profile or talk to me there. Thanks!''

title: User talk:IvanLanin


text:
User:IvanLanin/monobook.css

@import "http://id.wikipedia.org/w/index.php?title=Pengguna:IvanLanin/monobook.css&action=raw&ctype=text/css";

title: User:IvanLanin/monobook.css


text:
User:IvanLanin/monobook.js

document.write(' ');

title: User:IvanLanin/monobook.js


text:
User:A. Bettik

Damn right I'm a Hokie.

title: User:A. Bettik


text:
Renewable energy/Things you can do

Find or create learning and research projects for Category:Renewable energy. Search the net for News about renewable energy and add a summary and link here.

title: Renewable energy/Things you can do


text:
Template:Renewable energy/Related news

Search Google News about "Renewable Energy"

 * Friday, June 1, 2007 - Renewable energy may cost only a bit more - Columbus Dispatch; Columbus, Ohio
 * June 28, 2008 Britons give green light to clean energy

title: Template:Renewable energy/Related news


text:
Template:Renewable energy/External links

 * OpenEI: Energy Data, Tools, Models, and other Resources
 * Open-source Renewable Energy Project
 * Overview of renewable energy wiki resources (Appropedia)
 * USA: National Center for Appropriate Technology (NCAT) | National Renewable Energy Laboratory | U.S. DOE Energy Efficiency and Renewable Energy (EERE)


text: Category:Introduction to Wikiversity

title: Category:Introduction to Wikiversity


text:
The GFDL and you

Welcome to The GFDL and You, a learning project where Wikiversity participants explore the license that is applied to all the text added by editors to Wikiversity pages. GFDL stands for "GNU Free Documentation License" and is a form of "copyleft" licensing. This learning project covers the meaning and significance of "copyleft" licensing for Wikiversity participants.

Copyleft
Copyright law allows an author to control what other people do with the author's work. For example, if you write a story, copyright laws can be used to limit the ability of others to sell copies of your story.

A copyright holder can use legally binding licenses to give permission to some people to copy a copyrighted work in a specific way, for example, exchanging the right to distribute copies of a story in exchange for payments to the author. Copyleft is a way of using copyright law to eliminate possible restrictions on how a copyrighted work is copied and used by others.

When you edit a Wikiversity webpage, you automatically grant other people the right to copy and modify and re-use what you wrote because you agree to license what you wrote under the terms of the GNU Free Documentation License. Every Wikiversity edit page says, "You agree to license your contributions under the GFDL," in the small space between the text editing window and the "save button".

Do you retain copyright?
Question. Do you retain copyright for what you contribute to Wikiversity?

Answer. Yes, but at the same time, by licensing your work under the GFDL you have explicitly given away many of the "rights" and restrictions that copyright laws are often used to enforce. If, at some time in the future, you found someone using your GFDL-licensed work without having properly licensed it or attributed it to you, then you can take legal action. See the sections below on "attribution" and "share-alike".

Discussion
If you have questions about copyright and copyleft, edit this section and ask your question, below.

Uses of the GFDL
As the name implies, the GNU Free Documentation License was originally created for use with software documentation manuals. However, the GFDL can be used to license a "manual or other work, in any medium". For example, the GFDL has long been used for images, audio files and video files. For information about how uploaded files can be licensed under the GFDL, see: Uploading files.

Other licensing options
Some people do not like to use the GFDL for non-textual works. If you do not want to use the GFDL for uploaded images, audio files and video files, you can use the accepted Creative Commons licenses. The Creative Commons Attribution-ShareAlike License has the same intent as the GFDL. You can also place media files that you create in the Public domain.

Attribution
The GFDL is a form of licensing that requires attribution. The GFDL specifies that anyone who distributes copies of a work that is licensed under the GFDL should "Preserve the section Entitled 'History'" and list "at least five of the principal authors of the Document". Wikiversity webpages have an associated "history page" that lists every edit to the webpage. In practice, copies of a Wikiversity webpage content should provide a link back to the original webpage where the list of editors can be found.

Share-alike
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title: The GFDL and you


text:
Wikiversity computer skills

Welcome to Wikiversity Computer Skills, a learning project that helps Wikiversity participants efficiently use their computer to get the most out of Wikiversity.

Spelling checkers
When editing Wikiversity webpages it is good practice to use a spelling checker. Browsers with built-in spell checkers:
 * Macintosh OSX: Safari and Firefox
 * Windows: Firefox
 * Linux: Firefox

IRC and other chat
See: Chat.

title: Wikiversity computer skills


text:
God

God is often conceived as the Supreme Being and principal object of faith. In theism, God is the creator and sustainer of the universe. In deism, God is the creator (but not the sustainer) of the universe. In pantheism, God is the universe itself. Theologians have ascribed a variety of attributes to the many different conceptions of God. Common among these are omniscience (infinite knowledge), omnipotence (unlimited power), omnipresence (present everywhere), and omnibenevolence (perfect goodness). Monotheism is the belief in the existence of one God or in the oneness of God. Many notable medieval philosophers and modern philosophers have developed arguments for and against the existence of God. There are many names for God, and different names are attached to different cultural ideas about who God is and what attributes he possesses.

Call for contributions
Set education free by contributing to . Create a space where you can work by entering a title that is not already on the list shown above.

title: God


text:
User:CQ/2007/W22/5

01 Jun 2007 - I enrolled in the Theology school today. I have no idea why.

title: User:CQ/2007/W22/5


text:
Metaphysics (Alternate View)/Creation/Conical Pendulum

Book Equation
The accepted analysis of a conical pendulum results in the following equation.
 * $$ Cos \theta = g/(L \omega^2) $$
 * Where $$ \theta $$ is the displacement angle
 * g is the local gravity
 * L is the length of the pendulum’s arm and
 * $$ \omega $$ is the constant horizontal angular velocity of the bob.

Testing suggestion
Let the arm’s length equal the numerical value of the local gravity. For example, imagined a gravity value of thirty-two feet per second squared and a thirty-two foot arm. This reduces the book equation to the following. Slow the angular rotation to where its value is less than one radian per second, and the cosine value becomes greater than one.
 * $$ Cos \theta  = 1/(\omega^2) $$

Energy Law
(An alternative view by Calgea 19:51, 1 June 2007 (UTC))

The conservation of energy law states: Energy cannot be created or destroyed. Assume this law is valid. Let’s look at a physical example where a bullet hits a stationary block of wood and their combined mass moves at a constant velocity in the direction the bullet was traveling. The kinetic energy equation is as follows. Applying the law produces the following equation. Why does this conservation equation produce the wrong result?
 * $$ KE = (1/2) m V^2 $$
 * $$ (1/2) m_1 (V_1)^2 + (1/2) m_2 (V_2)^2 = (1/2) m_3 (V_3)^2 $$
 * where $$ (V_2) = 0 $$ and
 * the mass $$ m_3 = m_1 + m_2 $$

Water Tanks
For an alternative view of this problem, consider two water tanks one above the other. The top tank has several valves to allow its water to flow into the bottom tank. Open the valves for a short time. How much water flowed from the top tank?

One usually measures the quantity, before and after, in either tank, and the difference in quantity is the answer. However, it is also possible count the number of valves, n, time the duration, t, the valves were open, and determine the rate of flow, r. Applying this form to the above bullet energy problem, one has the following. By writing the energy law in this form, one sees the time of transition, t, is the same on both sides of the equation. Dividing both sides by t gives the following equation. Using this reasoning on the above bullet energy problem provides the following momentum equation. One now says the momentum equation is a special case of the conservation law with the time of transition ommited.
 * $$ quantity = t r n $$
 * $$ (t r n)_1 + (t r n)_2 = (t r n)_3 $$
 * $$ (r n)_1 + (r n)_2 = (r n)_3 $$
 * $$ m_1 (V_1)  +  m_2 (V_2) =  m_3 (V_3) $$
 * where $$ t = (1/2) V $$

Transition
Energy resides in a field. In the case of a simple pendulum, energy converted from the field of Spin (Sp) to the field of Linear motion (Lm) and back again. In the case of the above bullet example, energy transitioned from Linear motion in the bullet to Linear motion in the combined mass. In the case of a conical pendulum, energy transitions from Linear motion in one direction to Linear motion in a perpendicular direction. This is possible because Linear motion converts to Spin and immediately to Linear motion in a perpendicular direction. The constant displacement angel theta represents the Spin dimension. In this case, the Spin dimension acts as a catalyst. To see this, imagine two simple pendulums. One swings front to back and the other swings left to right. As one bob swings inward, the other bob swings outward from the center. To a viewer, the bob swings in a circle.

Convert is the term used when energy changes from one field to a different field. Transition is the term used when energy changes from one field to the same field. And, when energy transitions, one needs to use a momentum equation. Thus, the conical pendulum is energy in transition and requires a momentum equation.

Energy Circle
The energy circle for a conical pendulum lies in the horizontal plane of the bob’s orbit.

The hypotenuse (L) of the right triangle represents the total energy of the conical pendulum $$ E_{cp} $$. The vertical leg represents the Spin energy $$ (E_{Sp}) $$ which is $$ E_{cp} $$  times the cosine of the constant displacement angle theta $$ (\theta) $$.
 * $$ E_{Sp} =  E_{cp} cos (\theta)  $$ ____constant vertical Spin energy
 * $$ E_{Sp} = mg h_o $$

 * $$ E_{cp} =   (m g  h_o) / cos (\theta)  $$   ____System energy of conical pendulum
 * Where m =  the mass of the bob
 * g =  local gravity
 * $$ h_o =  L (1-cos(\theta))$$  ____the height of the horizontal plane

Transition Vector
The transition vector (TV) represents the energy in the horizontal plane, and it equals the sine component of the displacement angle.
 * $$ TV = E_{cp}  sin (\theta)  $$   ____Horizontal energy

 * $$ TV =  (m g  h_o)  sin (\theta)  / cos (\theta)   $$

Angular Momentum
The angular momentum of the system is the sine of the transition vector divided by the time factor.

 * $$ AM_o =  (TV  sin (\theta)) / ((\omega_H)/2)  $$
 * $$ m R_H^2  (\omega_H)  =  m g  h_o  sin^2  (\theta)  / (cos (\theta) ) ((\omega_H)/2)   $$
 * $$ R_H =  L  sin (\theta)  $$ ____the radius of the horizontal circle

 * $$ L^2 sin^2 (\theta )    (\omega_H)^2  = 2 g  h_o  sin^2 (\theta)  / (cos (\theta ))  $$
 * $$ h_o =  L (1-cos(\theta))$$

 * $$ L^2 (\omega_H)^2  =  2 g  L  [1-cos(\theta)]/ (cos (\theta) )   $$

 * $$ L (\omega_H)^2    =  2g  [1-cos(\theta)]/ (cos (\theta))   $$

 * $$L (\omega_H)^2 cos (\theta ) = 2g[1-cos(\theta)] $$

 * $$ L  (\omega_H)^2  cos (\theta) + 2 g  cos (\theta)  =  2 g  $$

Field Equation

 * $$ cos (\theta)  (L  (\omega_H)^2  +  2 g )  =  2 g  $$

 * $$ cos (\theta) =  2 g / (L  (\omega_H)^2  + 2 g )  $$
 * $$ cos (\theta)  =  1/ ( 1 +(L  (\omega_H)^2 / 2 g ))  $$ ____Alternative view
 * $$ cos (\theta)   =  g/ (L (\omega_H)^2)  $$ ____ Book solution

Comments
The alternative view:
 * 1) As omega approaches infinity, the denominator approaches zero, theta approaches ninety degrees, and the cosine approaches zero.
 * 2) As omega approaches zero, theta approaches zero, and the cosine approaches one.

Note: The above treatment is not the accepted view.


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User talk:Ghenson

it is a bug....problem started about 6 weeks ago
Try writing ?action=purge after the page name in your browser's little window for the page URL. Let me know if this does not help. --JWSchmidt 15:12, 5 June 2007 (UTC)

title: User talk:Ghenson


text:
BCP/Abelia x grandiflora

Abelia x grandiflora

title: BCP/Abelia x grandiflora


text:
BCP/Vernonia noveboracensis

Vernonia noveboracensis

title: BCP/Vernonia noveboracensis


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BCP/Rudbeckia fulgida

Rudbeckia fulgida

title: BCP/Rudbeckia fulgida


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BCP/Ambrosia artemisiifolia

Ambrosia artemisiifolia

}}
 * Higher taxa =
 * Cookbook link =
 * General information =
 * version tracking for top template (for robotic use) = 8.4.25

title: BCP/Ambrosia artemisiifolia


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BCP/Ambrosia trifida

Ambrosia trifida

title: BCP/Ambrosia trifida


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BCP/Phlox paniculata

Phlox paniculata

title: BCP/Phlox paniculata


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BCP/Eupatorium purpureum

Eupatorium purpureum

title: BCP/Eupatorium purpureum


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BCP/Cichorium intybus

Cichorium intybus

title: BCP/Cichorium intybus


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Talk:Renewable energy

Hi and Welcome to the Renewable energy forum! opened by CQ 00:18, 2 June 2007 (UTC)

Research Projects
What is Turkey Herding Deer EcoFarm doing here. Surely it is off topic and belongs under sustainable living or something.
 * Why is a specific real world example "off topic"?--JWSchmidt 21:15, 25 June 2007 (UTC)

title: Talk:Renewable energy


text:
User:Michael Reschke

Hi, I'm a student at the University of Cologne, Germany. My interests are education, history and German language and literature. I mostly contribute to the German Wikiversity, because I like the idea of a free and open virtual learning environment and Open Educational Resources. Since July 2007 I'm a Custodian on the German Wikiversity.

Feel free to contact me if you have any comments, questions, suggestions or general feedback. You can do this by using my German talk page or please write me an E-Mail.

My bookmarks

 * Portal Education
 * Content development
 * Portal:Learning Materials

 * Open Educational Resources - very good page!
 * OERcommons.org

Weblinks

 * My website

fr:Utilisateur:Michael Reschke

title: User:Michael Reschke


text:
Islamic political thought/Muhammad's Life and his political contributions to the first Islamic State

Muhammad's Life and his Political Contributions to the Islamic State

Lecture Content:

This lecture offers a general over view of Muhammad’s life. It also examines his contributions to the first Islamic state. This includes the creation of a Constitution and the treaty created with the Jewish community of Medina.

Learning Goals: Week one, day two and three of the quarter ·	Understand the key details of Muhammad's life

·	Understand the content of Muhammad's Constitution from a modern prospective

·	Understand Muhammad's relationship with the Jews of Medina, and the treaty between the two religions.

Lecture One: Muhammad’s Background

In 570 C.E., when Muhammad's mother Amina was pregnant with him she heard a voice. This voice claimed her son was the…”Lord of this people, call him Muhammad” (Aslan, 19). Muhammad did not immediately fulfill this prophecy. In his early years Muhammad lived in Mecca and was a member of the Quraysh tribe. He also participated in ancient Arabic religious practices. Muhammad never practised the act of worshipping many Gods. A part of Muhammad thought these practices were wrong. To deal with these internal battles he went on many retreats. Angel Gabrail first visited Muhammad during one of these retreats in 610 C.E. At the time Muhammad wanted nothing to do with God’s calling. However, Muhammad’s outlook changed, when the Angel Gabriel came again, in 613 C.E., and offered him the Profession of Faith, or Shahadah. This revelation stated, “There is no God but God and Muhammad is God’s Messenger” (Aslan, 43). Members of the Quraysh tribe did not take kindly to Muhammad’s message. In fact, the tribe’s Shaykh, or a tribe member responsible for maintaining ethics and protection, allowed other tribe members to abuse Muhammad and his Companions. As a result, Muhammad and his Companions traveled to Yathrib for protection. This migration from Mecca to Yathrib became known as Hija. Soon after arriving in Yathrib, Muhammad formed the first Islamic state, which included the creation of a constitution and a Jewish treaty. With this state formation Yathrib became known as Medina, or the “ City of the Prophet” (Aslan, 53). Tomorrow’s assignment is to read the readings on the Islamic Constitution and the Jewish treaty and relations. Assignment for Lecture One: Muhammad’s Background:

·	Chapters 1 and 2 of Reza Aslan’s No God but God

Recommended Readings for Lecture One:·

Muhammad by Michael Cook, Chapters one and two

·	A Reader On Classical Islam by F.E. Peters, focus on sections 11,12,13,14 of chapter one` and sections 1-16 of chapter two.

Lecture Two: The Constitution of Medina and the Treaty with the Jews

When Muhammad founded Medina he incorporated some tribal practices, but left room for reform in areas such as the Islamic view of women. Aside from these contributions Muhammad also created the first written constitution, known as the Constitution of Medina, in 622 C.E. Most importantly, this document declared Muhammad the “ Messenger of God”. He was also the city’s Shaykh. Therefore, religious and political authority rested in the hands of Muhammad. The main goal of this constitution, aside from establishing power, was to “…explain the rights, commitments, duties, and responsibilities of each group within the boundaries of the new Islamic state”(Berween, 104). For example, the constitution addressed minority rights and diversity. It recognized and respected the different religious customs and traditions of each, even encouraging groups to share and implement customs. War was also addressed in Muhammad’s Constitution. It was only to be pursued as a way of self-defense. Furthermore, war was a joint effect among the Muslims and other the religions of Medina, the community fought as one. The main objective of war, as displayed in the constitution, was to treat prisoners of war with kindness and seek justice for the community. Citizens of the Islamic state were also expected to fight poverty, with ultimate elimination. Everyone within society deserved justice, it was the duty of all to make this possible. Jews were included in the confines of this constitution, but Muhammad also created a separate treaty to further define relations. The Treaty between Muhammad and the Jews of Medina covered several topics. For instance, to preserve their own religious practices, Jews were not required to accept Muhammad as the Prophet or messenger of God. Jews were also expected to contribute to war if it involved a “ common enemy” (www.cyberistan.org). Additionally, if Muhammad entered into a peace agreement with another nation, the Jewish community of Medina must honor that agreement. The Muslim community was expected to honor Jewish peace agreements as well. Peace within the Medina community was key. Any issues that arose between Jews and Muslims should be given to Muhammad and God for a non-violent solution. This treaty enhanced and clarified the rights given to the Jewish community within the constitution of Meina.

Assignment for Lecture Two:The Constitution of Medina:

Chapter 3 of Reza Aslan’s No God but God

·	Al- Wathiqa: The First Islamic State Constitution, Mohamed Berween (from the Journal of Muslim Minority Affairs, Vol. 23, No. 1, April 2003).

'''Assignment for Lecture Two: The Treaty with the Jews·'''

Prophet Muhammad’s Treaty With Jews (Books and E-books on Muslim History and Civilization)- www.cyberistan.org/islamic/ treaty22.html

'''Recommended Readings for Lecture Two: The Constitution Of Medina:'''

Muhammad’s First Legal Document by Michael Lecker, Chapter 5 (135-137) This section focuses on the Jewish treaty.

Content Questions·

What did you know about Muhammad’s life and his political contributions prior to these lectures and readings? What type of impact did this new information have on your perception of Islam?

·	Did understanding Muslim- Jewish relations during Muhammad’s time effect your perception of their relations today? ·	Applying the knowledge gained, is it possible to create a secular Islamic state today?

Bibliography

Aslan, Reza. No god but God. New York:Random House, 2005.

Berween, Mohamed. "Al-Wathiqa: The First Islamic State Constitution." Journal of Muslim Minority Affairs 23,no 1 (2003):103-113.

Cook, Michael. Muhammad. New York:Oxford University Press, 1983.

Lecker, Michael. The Constitution of Medina: Muhammad's First Legal Document. New Jersey:Darwin, 2004.

Lecker, Michael. Jews and Arabs in Pre- and Early Islamic Arabia. Vermont:Ashgate, 1998.

Peters, F.E. A Reader On Classical Islam. New Jersey:Princeton University Press, 1994.

Prophet Muhammad Treaty with Jews (622 C.E.)


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File:Wachapon2 Seduced by the Dark Side.pdf

Used with the WikiU Film School Lesson on how to format a movie script


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BCP/Clematis virginiana

Clematis virginiana

title: BCP/Clematis virginiana


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BCP/Rudbeckia triloba

Rudbeckia triloba

title: BCP/Rudbeckia triloba


text: Category:Bloom clock plants by color

title: Category:Bloom clock plants by color


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Category:Bloom clock plants by general season

Note: The hyphenated categories on this page should be replaced with the non-hyphenated ones (applies to all hyphenated categories in the Bloom Clock Project), because it's too hard to edit them using double-clicks.


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BCP/Rudbeckia laciniata

Rudbeckia laciniata

title: BCP/Rudbeckia laciniata


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Category:Yellow flowered plants

shrub

title: Category:Yellow flowered plants


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BCP/Hydrangea petiolaris

Hydrangea petiolaris

title: BCP/Hydrangea petiolaris


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User:Ghenson

Ghenson
About Me: I am a web developer specializing in PHP and SQL (both MySQL and PostgreSQL), and I have been working in the education industry for the past three years.

Ghenson 12:34, 2 June 2007 (UTC)

title: User:Ghenson


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PHP/Dates

PHP Dates and Times
One of the most challenging subjects for beginning coders to deal with in learning PHP can be accurately dealing with dates and times. Thankfully, this scripting language is equipped with a very complete set of functions to deal with date and time manipulation. This article will cover some of the basic functions and usage that PHP contains.

Date

 * The most basic, and quite possibly the most useful function at your disposal for manipulating dates is appropriately named "date." This function accepts one or two parameters. The first is a string value that represents the format in which you wish your date and/or time to be displayed. The variety of options available to be used can be found in the PHP manual. The second parameter is an optional UNIX timestamp that tells PHP what date and time you want to be displayed. If the second parameter is left empty, the date function will default to the current UNIX timestamp.

 * Example:

Time

 * The time function takes no parameters and simply returns the current UNIX timestamp. Without going into undue detail, remember that the UNIX timestamp is the number of seconds that have elapsed since the UNIX Epoch (Jan 1, 1970 00:00:00 GMT). With this definition, we can easily see how to select times and dates exact increments from our present time.

 * Example:

Mktime

 * While the time function allows us to calculate quite easily based on the current UNIX timestamp, mktime allows us to specify an exact moment in time (with some limitations ). The function accepts 0-7 optional parameters. Leaving all parameters off of the function call causes the same value to be returned as that of the time function. However, the breakdown and flexibility of this function can be clearly seen as we look at the parameters.

 * 1) Hour – 0 through 24
 * 2) Minute – 0 through 60
 * 3) Second – 0 through 60
 * 4) Month – 0 through 12
 * 5) Day – 1 through the number of days in the month selected
 * 6) Year – 1970 through 2038 (view limitations)
 * 7) DST (Daylight Savings Time) – 0 for no, 1 for yes, or -1 for unsure

 * The ranges of values I present here are not actually limitations, but rather references for you to see how the function is intended to work. You may present any valid integer to any of the parameters, and mktime will attempt to calculate the proper UNIX timestamp.

 * Example:

 * Notice in the second example that I reference the month of January 1994 by calling the 13th month of 1993 instead. Mktime allows for such calculations, and because of this, we can come up with some very dynamic date and time calculations.

Strtotime

 * Strtotime is a slightly different animal than mktime, but it serves the same overarching purpose: it allows us to reference a specific date and/or time and gives us the UNIX timestamp for that time. The difference between the functions, though, is substantial. Strtotime accepts nearly any human readable string as its first, required parameter. So, one could actually pass in something like January 1 or next Thursday to the function, and the appropriate timestamp is calculated. There is also a second, optional parameter that allows you to pass in the timestamp from which to calculate.

 * Example:

Putting it All Together
After the basic functions we have reviewed, I'm sure you can see some incredible possibilities in date and time manipulation. If you are still struggling with joining these most basic of the date/time functions together, consider this final example in which we create a tabular calendar of the current month. \n"; ?>

There are so many other date and time functions in addition to these at your disposal, and I just don't have the time to cover them all. Study and choose what combination of functions works best for your situation, and you will be amazed at how powerful these functions can be.

Good luck!

title: PHP/Dates


text: User talk:Michael Reschke

title: User talk:Michael Reschke


text: Template:Solstice-equinox

title: Template:Solstice-equinox


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Talk:Introduction to Information Technology

In order to be more descriptive, this page could be renamed to "What is information technology?", "Information technology vs. computer science", "Introduction to Information Technology", "The differences between information technology and computer science", "IT vs. CS", "The differences between IT and CS", or something else. What you think? Any ideas? --Remi 14:47, 2 June 2007 (UTC)


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BCP/Erigeron philadelphicus

Erigeron philadelphicus

title: BCP/Erigeron philadelphicus


text: Category:Audio engineering

title: Category:Audio engineering


text: Category:Biomedical engineering

title: Category:Biomedical engineering


text: User talk:Felixcryog

title: User talk:Felixcryog


text: File:Page section.jpg

title: File:Page section.jpg


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Category:Fake users

See Mascot contest.

title: Category:Fake users


text: File:GFDL copyright.png

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Elementary typing

Created: 2007 06 02 | Percent completed:

What is Elementary Typing [[Image:100%.png]]
Elementary Typing is the teacher or parent's guide for teaching typing at the elementary to middle school level. It is advisable not to start before 4th grade but somewhere between 4th and 7th grades.

Each lesson is numbered and can be taught in one day within 15 minutes. Each lesson also contains scripted instructions for the teacher.

Why not simply use an online or computer program to teach typing?

Those programs do not require much, if any, adult supervision. Therefore shaping behaviors (sitting correctly, not looking at the keyboard, eyes on what you are typing) and error correction procedures do not take place. This can lead a young student to either learn bad typing skills which may have to be unlearned, or to not learn to type at all.

Objectives

 * 1) Basic rules
 * 2) Word Processor
 * 3) Position of hand and fingers
 * 4) What is a cursor
 * 5) Where is the space bar
 * 6) Where is the Enter Key
 * 7) How to press keys
 * New: A key

This course
You will learn to type the correct way. You will want to type at least 32 words per minute in 3 to 6 months. With practice, you can learn to type much faster.

Basic Rules

 * 1) Do not use the backspace key yet. We will learn that later.  If you make a mistake, just continue on.
 * 2) Practice at home or at school 1-2 times per day for 5 to 15 minutes each time.
 * 3) Look at the workbook when typing. DO NOT look at the screen or at the keyboard.

[Note: Teachers need to remind students of this. When students are proficient, they will naturally learn to look at the screen while typing to do emails or compose papers.]

Word Processor
We will be using a computer word process to learn to type. Open your word processor by [put directions for your specific word processor here]

Position of hand and fingers

 * 1) These are your index fingers [show them]. Place your left index finger on the "F" key with the bump. Do it now. Place your right index finger on the "J" key with the bump. Do it now. Use the bumps to help you find the correct keys to keep your index fingers on. Your other fingers go to the keys next to your index finger.
 * 2) On your left hand, the index finger - show me the finger [look to see if the correct finger is in the air], goes on the "F" key, the middle finger [show finger] goes on the "D" key, the ring finger [show finger] goes on the "S" key, and the pinky finger [show finger] goes on the "A" key.
 * 3) Take your left hand off the keyboard. [pause] Now put it back on. Don't forget to put your index finger on the "F" key with the bump.  Is the middle finger on the "D" key? [get answer in unison]  Is the ring finger on the "S" key? [get answer in unison] Is the pinky finger on the "A" key? [get answer in unison]
 * 4) On your right hand, the index finger - show me the finger [look to see if the correct finger is in the air], goes on the "J" key, the middle finger [show finger] goes on the "K" key, the ring finger [show finger] goes on the "L" key, and the pinky finger [show finger] goes on the semicolon key. A semi colon looks like a comma with a period on top [draw on board]
 * 5) Take your right hand off the keyboard. [pause] Now put it back on. Don't forget to put your index finger on the "J" key with the bump.  Is the middle finger on the "K" key? [get answer in unison]  Is the ring finger on the "L" key? [get answer in unison] Is the pinky finger on the semicolon key? [get answer in unison]
 * 6) Take both hands off of the keyboard [pause]. Now put them back on. [walk around to make sure fingers go in the right spot].  Repeat as necessary 2-5 times.
 * 7) Your fingers should be curved. Your elbows should be in.  And your wrists low but not touching the keyboard.
 * 8) Keep your main thumb near the space bar. If you are right handed, keep your right thumb above the space bar.  If you are left handed, keep your left thumb above the space bar.

What is a cursor
Look at your screen. The cursor is the little line that goes up and down. The cursor is where you will start typing. What is a cursor? [Where you start typing]

Where is the space bar

 * Look at the bottom of your keyboard. The spacebar is the long key at the bottom.  Where is the spacebar? [the long key at the bottom]
 * With the end of your thumb, quickly hit the key using the side of your thumb. Hit it as many times as you can until I tell you to stop. Ready? Do it. [wait 10 or 20 seconds & check the students]. Stop.

Where is the Enter Key

 * Now look on the right side of your keyboard. The Enter Key is the one marked "Enter" and the symbol of an arrow.  What symbol does the enter key have on it? [Arrow]
 * The "Enter" key makes the cursor go down one line. What does the "Enter key do? [makes the cursor go down one line.
 * Using your right pinky, hit the Enter key but keep your other fingers on the "J", "K", and "L" keys. Once you hit the Enter key, return your pinky to the semicolon key.
 * Hit the Enter key as many times as you can until I tell you to stop. Don't forget to keep the other fingers on their keys.  Ready? Do it. [wait 10 or 20 seconds & check the students]. Stop.

How to press keys
Put your left index finger on the "F" key with the bump on it. We are going to learn how to press the keys correctly. Press down on the key quickly and make sure you bring your finger up quickly. Let's practice.

 * 1) You are going to type the F key one time.
 * 2) Wait for the signal. Ready? "F" Stop.
 * 3) Did you type the right key? [yes]
 * 4) Did you get only one F letter on in your word processor? [yes]

[repeat 1-4 as necessary until ALL students make no mistakes and follow correctly]

New: A key

 * 1) Now take out your workbook and put it on your right side. Turn to lesson 1.
 * 2) Put your fingers on the keyboard correctly. Remember that the left index finger goes on the F key with the bump and the right index finger goes on the J key with the bump. The middle fingers, ring fingers, and pinky fingers go on each key next to the index finger. [pause, check students].  Don't forget to put your writing thumb above the space bar.
 * 3) We are going to practice the A key. Follow along in your workbook. You will try to make what you type look like your workbook.
 * 4) When I say the letter A or the word Space press the correct key. Make sure you keep up with me and DO NOT correct your mistakes.
 * 5) Ready? [read the following line pausing between letters, say the space for the space key]"aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa"
 * 6) Now practice on your own for 2 minutes. [check student work]

Objectives

 * 1) Reminders
 * 2) Practice: Space Bar
 * 3) Practice: Enter Key
 * 4) Practice: A Key
 * New: the S Key

Reminders

 * 1) Today we will practice A, Space Bar, Enter Key, and add in the S key.
 * 2) Don't forget to practice at home or at school 1-2 times per day for 5 to 15 minutes each time.
 * 3) Open your word processor if you don't already have it open.
 * 4) Flip your workbook to lesson 2.
 * 5) Put your index fingers on the bumps on the keyboard and the rest of the fingers next to the index finger. [check students]

Practice: Space Bar

 * We are going to practice the Space Bar. The Space Bar is the long key at the bottom. Where is the Space Bar? [the long key at the bottom]
 * We are going to practice hitting the Space Bar. Don't forget to use the end of your right thumb if your are right handed or the left thumb if you are left handed.  Quickly hit the Space Bar as many times as you can until I tell you to stop. Ready? Do it. [wait 10 or 20 seconds & check the students]. Stop.

Practice: Enter Key

 * We are going to practice the Enter Key. What symbol does the Enter Key have on it? [Arrow]
 * The Enter Key makes the cursor go down one line. What does the Enter Key do? [makes the cursor go down one line.
 * Remember, when you hit the Enter Key with your right pinky, keep your other fingers on the J,K, and L keys. Once you hit the Enter Key, return your pinky to the semicolon key.
 * Hit the Enter Key as many times as you can until I tell you to stop. Don't forget to keep the other fingers on their keys.  Ready? Do it. [wait 10 or 20 seconds & check the students]. Stop.

Practice: A key

 * 1) Now take out your workbook and put it on your right side. Turn to lesson 2. We are going to practice the A key.
 * 2) Put your fingers on the keyboard correctly. Remember that the left index finger goes on the "F" key with the bump and the right index finger goes on the "J" key with the bump. The middle fingers, ring fingers, and pinky fingers go on each key next to the index finger. [pause, check students].  Don't forget to put your writing thumb above the space bar.
 * 3) We are going to practice the A key. Follow along in your workbook. You will try to make what you type look like your workbook.
 * 4) When I say the letter "A" or the word "Space" press the correct key. Make sure you keep up with me and DO NOT correct your mistakes.
 * 5) Ready? [read the following line pausing between letters, say the space for the space key]"aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa"
 * 6) Now practice on your own for 2 minutes. Say the letters as you type them. Ready? Do it. [check student work]

New: The S key

 * 1) We are going to practice the S key. The S key is next to the A key.
 * 2) Put your fingers on the keyboard correctly. Remember that the left index finger goes on the "F" key with the bump and the right index finger goes on the "J" key with the bump. The middle fingers, ring fingers, and pinky fingers go on each key next to the index finger. [pause, check students].  Don't forget to put your writing thumb above the space bar.
 * 3) We are going to practice the S key. Follow along in your workbook. You will try to make what you type look like your workbook.
 * 4) When I say the letter S or the word Space press the correct key. Make sure you keep up with me and DO NOT correct your mistakes.
 * 5) Ready? [read the following line pausing between letters, say the space for the space key]"sss sss sss sss sss sss sss sss sss sss sss sss sss sss sss"
 * 6) Now practice on your own for 2 minutes. Say the letters as you type them. Ready? Do it. [check student work]

Objectives

 * 1) Reminders
 * 2) Practice: Space Bar, Enter Key, A key, S key
 * New: D Key

Reminders

 * 1) Today we will warm up by practicing the A, S, Space Bar, Enter Key
 * 2) You new key is D.
 * 3) Don't forget to practice at home or at school 1-2 times per day for 5 to 15 minutes each time.
 * 4) Open your word processor if you don't already have it open.
 * 5) Flip your workbook to lesson 3.
 * 6) Put your index fingers on the bumps on the keyboard and the rest of the fingers next to the index finger. [check students]

Warm Ups

 * 1) You are going to practice Line 1. Don't forget - DO NOT correct your mistakes.
 * 2) Now practice on your own for 2 minutes. Say the letters as you type them. Ready? Do it. [check student work]

New: The D key

 * 1) We are going to learn the D key. The D key is next to the S key.
 * 2) Put your fingers on the keyboard correctly. Remember to put your index fingers on the bumps on the keyboard.[pause, check students].
 * 3) We are going to practice the D key. Follow along in your workbook for lesson 3, line 2. You will try to make what you type look like your workbook.
 * 4) When I say the letter D or the word Space press the correct key. Make sure you keep up with me and DO NOT correct your mistakes.
 * 5) Ready? [read the following line pausing between letters, say the space for the space key]"ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd ddd"
 * 6) Now practice lesson 3, line 2 on your own for 2 minutes. Say the letters as you type them. Ready? Do it. [check student work]

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)

title: Elementary typing


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Template:Webcite

[ Archived] at WebCite

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title: File:Two content tracks.png


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title: File:P2tvctr.gif


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User talk:Mikael Häggström

WikiJournal of Medicine/Medical gallery of Blausen Medical 2014
Back in 2014, you said some images were off-topic because they are mostly related to chemistry or plants and thus not suitable for WJM. Is it a suitable time to publish them in WJS? (Tagging )  OhanaUnited  Talk page  07:14, 9 December 2018 (UTC)

 * Interesting idea. In addition to the images omitted from the 2014 publication, there are a couple of non-med images uploaded since then, such as File:Heat_Transfer.png (though they could have more non-uploaded ones). I have noticed though, that they have uploaded >500 new med images since 2015, so a selection of the best could also be viable WikiJMed publication. Perhaps we could contact them about both ideas? T.Shafee(Evo﹠Evo)talk 10:46, 9 December 2018 (UTC)

 * and, I agree these are indeed potential submissions, but although I'd like to help I'm currently very busy with other projects. Mikael Häggström (discuss • contribs) 21:28, 9 December 2018 (UTC)

 * No problem. I'll send an email to Blausen Medical with you and cced in. Feel free to archive any emails, they'll just be so you have a record. T.Shafee(Evo﹠Evo)talk 22:53, 9 December 2018 (UTC)

 * How did that medical gallery's peer review process go? I don't mind coordinating if it's not overly complex.  OhanaUnited  Talk page  00:36, 10 December 2018 (UTC)

Hep E

 * Dr. Häggström, have done requested edit, thank you--Ozzie10aaaa (discuss • contribs) 21:14, 5 February 2019 (UTC)
 * Have finished second part as well, thank you--Ozzie10aaaa (discuss • contribs) 00:55, 6 February 2019 (UTC)

All WJM ms rejected
Is there any reason why all manuscripts in WJM are rejected? Or are you closing down the journal? All pages have this statement "This article has been declined for publication by the WikiJournal of Medicine. It is archived below as a record." Chhandama (discuss • contribs) 09:07, 26 March 2019 (UTC)
 * apologies - that was my fault! I accidentally broke a formatting template! I've fixed it now. T.Shafee(Evo﹠Evo)talk 09:25, 26 March 2019 (UTC)

Upcoming 2019 Affiliate-selected trustee position on the Board of Wikimedia Foundation
Greetings and Fellow Wikimedians,

My name is Gerald Shields, also known as user:Geraldshields11. I am asking for your top rank vote for me in the election for one of two open trustee positions on the Wikimedia Foundation Board of Trustees.

I am asking for your vote to help support emerging communities and promote an inclusive education environment on all wiki projects. Also, I plan to promote various other issues as I mention in my statement and answers to various questions. I ask that you show your support for the issues that need to be address by voting for me as one of your preferences.

As of the 7 May 2019 list of questions, I have responded to all of the “Questions for all candidates - Questions for this individual candidate that do not apply to other candidates”. My answers give more details on why the affiliate should vote for me.

My candidacy information page is Affiliate-selected Board seats/2019/Nominations/Gerald Shields on Meta or can be found at Gerald Shields candidate. Thank you for your time, discussion, and consideration of my candidacy. I appreciate it.

My best regards,

Gerald Shields

Geraldshields11 (discuss • contribs) 12:36, 9 May 2019 (UTC)

 * Thank you for your organization's fourth group vote during the 2019 trustee election. With your organizations', Florida's, Igbo's, and AfroCrowd's votes, I was able to score better than expected. Geraldshields11 (discuss • contribs) 16:27, 18 June 2019 (UTC)

 * I'm glad you were happy with the election outcome. Mikael Häggström (discuss • contribs) 22:56, 19 June 2019 (UTC)

Broken image on main pge
Sorry, I didn't know whom to ping, but today's featured project section on the main page has a broken image. Can you please ping the right person to fix it? Acagastya (discuss • contribs) 06:00, 3 May 2024 (UTC)
 * Thanks for bringing attention to this. I see it's been fixed now. Mikael Häggström (discuss • contribs) 12:49, 3 May 2024 (UTC)

title: User talk:Mikael Häggström


text:
Portal talk:Materials science and engineering

Source
Where was this information found, it looks exactly like the MIT materials science curriculum. Might as well just link to their Open CourseWare page.

develop this page?
Are there any material or metallırgy engineers which really want to develop this school? I think it would be especially good for world wide debates about this area for university student, academics and engineers in commercial areas. I want to do something for this page but doing it individually seems hard. I need help, and i think we need to found a group to develop this page.

Especially the university students. Let's do this job!

 * Hello Someeoone, thank you for your interest. If nobody replies (e.g. because they are in vacation), why not take the initiative ?
 * You can find people lately being active there over the "history"-button on top of each page or see the talk page, see here
 * check the What links here - button to see other pages and there you can also find people
 * You could e.g. ask in the Colloquium also to find people who are interested in same topics.
 * Use all means to find people, e.g. the Chat - try this link to go directly there. There should be always someone (Support staff, ...) able/willing to help you. Erkan Yilmaz uses the Wikiversity:Chat (try) 17:06, 19 March 2008 (UTC)


text:
User talk:Rayc/Archive3

OLPC
Yes, by the time we have finished studying, assembly, panel beating, spray, painting and polishing it will be a paper. --Ian Kennedy 16:43, 6 December 2006 (UTC)

OLPT== ==

The paper currently contains 85% content from me (Ian), 10% from Delia, 5% pulled out of Roxan's Masters thesis. Co-authors who persist in a state of breathless silence will be excluded from the author line next week. The author line is still open for anybody wishing to contribute. It is not a closed user group. Since it is going to reside at Wikiversity, any nitpicking, discussing and editing would be welcome. The deadline for submission to SITE2007 is 15 December 2006! Wikiversity has enabled co-authors around the world to work around the clock on assembling and writing it.

It is also a call for participation in populating the framework we are proposing, which can link off our paper. --Ian Kennedy 17:02, 6 December 2006 (UTC)

ABCDE
Hi Rayc - can you make an ABCDE template too please? --HappyCamper 01:40, 12 December 2006 (UTC)
 * Thanks :-) --HappyCamper 04:52, 14 December 2006 (UTC)

Link to Math Trainer (By JWSchmidt's suggestion)
http://www.jimmyr.com/blog/Speed_Math_Trainer_Program_126_2006.php

Game Maker
Game Maker - thanks for the link, I'll try to remember to look at it on Saturday. --JWSchmidt 05:43, 16 December 2006 (UTC)

Thanks for the link, Rayc. I looked at the online advertisement. It is initially crippleware but the pricing seems reasonable. I have used tools like this before, it can be frustrating when you encounter buglock between versions of it and versions of windows (or other operating system). Can be very useful for initial prototyping, particularly if the artists are ahead of the programmers on the production teams. So yes! Looks like it can be incredibly useful. I will try it out soon and add links as appropriate. Thanks! Mirwin 08:14, 17 December 2006 (UTC)

Thanks...
I'm trying to get the questions to appear in between the 2 photos, but not having much luck :(. Should be fun once it's set up... I'm off to take some photos now. --SB_Johnny | talk 18:42, 21 December 2006 (UTC)

Quiz
Thanks! From what I saw, you answered the questions correctly, but there was a few instances where I got the same question twice/three times in a row. This could just be my computer (most of the times it is :] ). Muchas gracias (Thanks!) -- J.Steinbock 22:28, 2 January 2007 (UTC)

Stellarium
I replied to your note about free software and screenshots on my talk page. I put my comments there to keep the thread on the same pages.--mikeu 15:55, 3 January 2007 (UTC)

Request for Help
Hi, in August you left this message. I'm new here, so I'm not sure if this has been solved -- but let me know if it hasn't. Historybuff 06:00, 13 January 2007 (UTC)

Ah, the "it depends" answer -- always one of my favorites. :) I have no idea how to code it -- in fact, I have no idea what it's even part of. But, I'm always for learning something new. Any info you can provide, like how to try it out, what it's written in, etc, can be useful. If I can't do it all by myself, I'll post it as a research project. I do think that the CS area has a lot to contribute to the rest of Wikiversity. Historybuff 02:21, 14 January 2007 (UTC)

Well, code is better then speculation. :) It's written in Javascript. It would be inappropriate to include in the .css file, as that would include it in all pages as a style, and it's certainly not a style. My suggestion would be a page template would be the right spot for this. Now, I don't know how templates are composed, but my guess is that they include HTML elements. Now, I'm pretty sure Javascript needs to be included in the <head> portion of the page, and I don't know if that's accessible through a page template. Someone with better knowledge of the Wikimedia software might be able to help us. Now, it's something that's within the realm of possibility, and it's something that I think is a "need to have" in an educational setting. So, we might want to start a formal list somewhere for Wikiversity enhancements of the Wikimedia software. Does that all make sense? Historybuff 06:50, 14 January 2007 (UTC)

Quiz tool for wikimedia
Hi,

I've written a quiz tool for mediwiki that can be found at : wikiQuiz. I would like to know if it can be interresting to wikiversity project. If you think so, I would be proud to help you as the best as I can to make this extension a part of wikiversity.

Regards. —The preceding unsigned comment was added by 82.225.63.29 (talk) 21:47, 29 January 2007 (UTC).

Re:Hola
I don't know if you still interested in my script (a Mediawiki PHP extension would be much better), but since you asked: I took a look, and it works nicely with the default skin here. Which skin are you using? I tried to make it only dependent of the content of the page, but something could had slipped. --Comae (talk) 21:35, 2 February 2007 (UTC)

ABCD Template
Great ABCD template! User:Cormaggio suggested I contact you about some problems we are having with the implementation of the ABCD template on wikieducator.org. Brent Simpson on WikiEducator copied the ABCD Template and sub-templates to Wikieducator. Unfortunately, the answers render and there is no Expand/Collapse feature. This is also the case if the Expand/Collapse code is tested outside the template. Another minor point is that WikiEducator is rendering the ColBreak differently than on Wikiversity -- which causes the ABCD template to render several  tags  as text. Any wiki settings, tricks, etc. that you needed to execute to get the ABCD template to work on Wikiversity? I am hoping that once we have some common ground we can break some new ground on the pedagogical templates. Cheers Rob

kruhly 06:18, 28 February 2007 (UTC)

 * Our Admin fixed up the ABCD template on WikiEducator so that the Expand/Collapse is working. He did not give any details on the fix. It looks like he took out the ColBreak and MultiCol templates because we are having a problem with the  tag. The wiki is rendering it as less than and greater than symbols in unicode instead of html. You mentioned  two templates that were "failed" experiments? How so? They looked like they were working properly ...

kruhly 22:39, 2 March 2007 (UTC)

Quizworks
Hi-- Quizworks looks great! When I go to the url on the Quizworks.png it shows up as static text. Is this due to my account settings? I also noticed that you can create input text fields (I think it was on your discussion page). How did you add this to the wiki as it does not work on wikieducator? Cheers Rob

kruhly 23:05, 6 March 2007 (UTC)

 * Thanks Rayc -- I don't have any admin privledges on wikieducator but I will see what I can do with regards to installation and beta testing it. kruhly 06:48, 7 March 2007 (UTC)
 * Hi Rayc -- There are some security concerns at wikieducator about the wikiquiz extension. Are you using it as is or have you modified it to make it more secure? -- kruhly 20:18, 12 March 2007 (UTC)

IRC meeting
Hi Rupert, just to remind you that the IRC meeting about research will be this Saturday (10th) @ 22:00 UTC (see, ) in freenode channel #wikiversity (not #wikiversity-en). Details on page on Beta. Hopefully see you there.. Cormaggio beep 00:29, 8 March 2007 (UTC)

Photos...
Image:Rayc-flowersite1-1.JPG has daffodils (Narcissus) and Daylilies (Hemerocallis). I'm guessing the center of that bed will be annuals, which aren't useful for bloom clocks (their bloom time depends entirely upon when they were planted or how they were grown, so it doesn't tell you much about the plant or the climate).

Image:Rayc-flowersite2-1.JPG is Pachysandra terminalis, sometimes called Japanese Spurge, but usually just "Pachysandra".

BTW, you know about making links to images using colons :-)? --SB_Johnny | talk 15:45, 15 March 2007 (UTC)

 * Heh, yeah, I've been in the biz for about 21 yrs now... most gardens use the same 50 species or so :). I get confused by plants that grow south of here though. Human faces and names I have a hard time putting together, but with plants and bugs I'm pretty good. --SB_Johnny | talk 03:02, 16 March 2007 (UTC)

concept classification
Thanks for your help with my concept classification pages. I believe my professor has taken care of the threatened deletions at this point.

As for the structure of the course, I'm still trying to work that out. I'm using Dr. Reigeluth's material as the starting point, but will probably have to link to an external site in order to add some interactivity to the lesson.

This is all sort of new to me, so I'm surprised anyone outside my team has even seen the site at this point. I guess I'll have to try to work faster. Rdubrayj 01:12, 16 March 2007 (UTC)

Flash cards..
I see how that could work, but I can't figure out how to make it work. --Remi 23:26, 17 March 2007 (UTC)

 * Hi Rayc. Do I do something wrong with the flashcards of El Salón de Clase Flashcards? Do they work properly? I don't find the way to see the English translation. --Javier Carro 06:45, 1 April 2007 (UTC)

from IRC
"Mike42: wherever rayc is right now, I need to tell him to stop.... I've already got the rest of the list open in Firefox, in a few hundred tabs"

Wikiquiz is now Quiz and works on the wikiversity
The quiz extension is working on the wikiversity in a beta version. I'll try to give you some examples and explanations but the syntax is quite the same as the syntax used in Wikiquiz. mw:User:Lrbabe

got 'em :)
I altered the quizzes to add the names. I'd really like to figure out how to add pictures to the actual clock as well, without making the page completely undownloadable. --SB_Johnny | talk 13:46, 1 April 2007 (UTC)

Quiz extension
Just letting you know that I'm working with User:Lrbabe and another on the quiz extension, and starting a documentation at Help:Quiz. Had a word with User:JWSchmidt before starting. I'm a bit new here, so I'm unaware of any previous history of quiz module development at Wikiversity, but User:JWSchmidt said you were one of the key quiz people. Happy to hear from you. McCormack 14:08, 7 April 2007 (UTC)

What happened to your drop boxes?
I noticed your post on the colloquium, and have also noticed that all your drop-box quiz widgets have stopped working. I hope you can shed light on this. I don't know what the programming side of it was, but I'd like to know what's going on. I think we need a variety of interactive widget thingies on Wikiversity. Lrbabe's quiz extension is probably going to be the main quiz thing, but there are still other things we need. If I remember correctly, the most interesting thing about your technology was its "drop box" concept. I think there's still room and need for a very simple way to have wiki-hyperlinks which can hide/reveal sections of information. McCormack 06:50, 3 May 2007 (UTC)

 * Thanks for your reply. User:Sebmol was editing this at the time. Might help shed light on what he was doing. McCormack 04:48, 4 May 2007 (UTC)

Ladd Observatory
I was looking through my talk page and saw that early in the year you asked about pictures of Ladd Observatory. I just uploaded an image from an old postcard (the obs. was built in 1891) and added it to the Ladd article. --mikeu 14:22, 15 May 2007 (UTC)

title: User talk:Rayc/Archive3


text:
BCP/Solanum dulcamara

Solanum dulcamara

title: BCP/Solanum dulcamara


text:
BCP/Chionodoxa

Chionodoxa

title: BCP/Chionodoxa


text:
BCP/Prunus 'Okame'

Prunus 'Okame'

title: BCP/Prunus 'Okame'


text:
BCP/Waldsteinia fragarioides

Waldsteinia fragarioides

title: BCP/Waldsteinia fragarioides


text:
Film Scoring/Theory of Film Scoring/Spy Story:Pop Quiz

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 45%; background-color: #eef; border: 3px solid Blue; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

The short movie called The Spy Story

 * A wonderful student film
 * The Spy Story is a student film created at the Community College of Southern Nevada in North Las Vegas which is a wonderful opportunity for a narrative film score.

 * This script was written by the instructor, John Marsh. The script is used by students who prefer not to write their own script.

 * As you can see, this is simple yet a really fun story! But it needs a musical score.

 * Take this pop quiz
 * For this pop quiz, watch a fun movie called "The Spy Story" which is surprisingly similar to George Lucas In Love in terms of music. This movie needs the same kind of music as George Lucas In Love.

 * Then answer the questions to the right. Use your imagination.

 * Easy and fun!

Click HERE to download this movie from YouTube.

 * style="width: 55%; background-color: #ffffe0; border: 3px solid Blue; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Step 1 - "Who are those guys?"

 * Explain who these people are.
 * Your first step is to decide who are the characters in the movie. And what is the story all about?

 * Little of this is explained in the dialog. The actions do not clearly tell you who is good and who is evil.

 * You have to decide! Who are the "good guys" and who are the "bad guys"?

 * Note: Only the music can explain who these people are and what they are feeling. So before you begin writing a musical score for any movie, you must decide what the story is all about and who are these people.

 * The lady spy
 * Who is this person? (i.e., Is she good or bad?  Is she worried or calm?)

 * @undefined. [[Image:Crystal Clear app xfmail.png|48px]] (2 point)

 * The man spy
 * Who is this person? (i.e., Is he good or bad?  Is he worried or calm?)

 * @undefined. [[Image:Crystal Clear app xfmail.png|48px]] (2 point)

 * The woman with the newspaper
 * Who is this person? (i.e., Is she good or bad?  Is she German or French?  Is she serious or comical?)

 * @undefined. [[Image:Crystal Clear app xfmail.png|48px]] (2 point)

 * The woman with the umbrella
 * Who is this person? (i.e., Is she good or bad?  Is she German or French?)
 * @undefined. [[Image:Crystal Clear app xfmail.png|48px]] (2 point)

As the film's composer, you get to decide. Your music defines the movie.
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 5px solid Blue; height: 60px;" colspan="1" |

{| border=0 cellspacing=0 cellpadding=5|| style="width:100%"
 * bgcolor=LightYellow | [[Image:Papa Bear.png|200px]]
 * bgcolor=LightYellow |

Your music is important
Now do you see why your music is important. Nothing else will tells the audience who these people are. Only your music can explain to the audience what the story is all about.

 * }
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 40%; background-color: BlanchedAlmond; 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;" |

You are the storyteller

 * Now do you see how narrative music can tell a story?

 * As the film's composer, it is you, not the director, who tells the story. You are in complete control.

 * style="width: 60%; 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; height: 100px;" |

Step 2 - "What music is needed?"
If you were to create a film score for The Spy Story, these are the different kinds of music which is needed.

 * Here is the music that is needed for The Spy Story
 * Traveling Music
 * Just like with George Lucas In Love, the traveling music sets the tone of the movie and tells the audience that this is a fun (or a scary, or a farcical) movie.

 * The Characters
 * You defined the characters in the pop quiz above. Once you know who these characters are, you must give each of them a theme just like Arron has a theme in George Lucas In Love.

 * Silence
 * Emphasize the Dialog with silence. When the dialog starts, you can turn off all music.  In fact, the music can crescendo just before the dialog begins to draw the audiences attention to the dialog.

 * Passing the Note
 * What is in the note? Good news or bad news?

 * Fumbling with his pocket
 * Why does he fumble? Is this important?

 * The Exit
 * Should the audience be happy or worried?

 * The Chase
 * Is something bad going to happen?

 * The Attack
 * Did the attack save the day or begin a downward spiral of evil events?

 * You get to decide! What fun!!!

 * Do you see how your music defines everything?

 * The script and the images do not tell the whole story. Only your music can explain what is happening.

{| 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 page

 * Go to the next lesson and begin to create music.
 * Create moods using the natural sounds of the instruments of the symphony orchestra [[Image:Crystal Clear action forward.png|24px]]

 * }


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User:Tom~enwikiversity

Hi

My name is Tom and I'm 15 years old. I'd like to become a filmmaker or business man when I grow up.

title: User:Tom~enwikiversity