text:
User:Blast/godmode-light.js

/* WARNING: This script hasn't been maintained for ages, and it's probably broken in various ways due to changes made to MediaWiki in the mean time. I should fix it, but I really don't have the time, the patience or the motivation to do so any time soon. If you wish to take over its maintenance, feel free to do so. In the mean time, use at your own risk. */

//

// - // God-like Monobook skin // (c) 2005 Sam Hocevar  // $Id: godmode-light.js 911 2005-08-09 10:06:39Z sam $ // Modified for navpopups compatibility by Martijn Pieters. (?) // Ampersand bug fixed by Ilmari Karonen. // -

// - // Language support, taken from phase3/languages/* // - var rollbacklink = 'rollback'; var cantrollback = 'Cannot revert edit; last contributor is only author of this page.'; var alreadyrolled = 'Cannot rollback last edit of $1 by $2 (Talk); someone else has edited or rolled back the page already. Last edit was by $3 (Talk). '; var revertpage = 'Reverted edits by $2 to last version by $1'; switch (document.getElementsByTagName('html')[0].lang) { case 'fr': rollbacklink = 'révoquer'; cantrollback = 'Impossible de révoquer: dernier auteur est le seul à avoir modifié cet article'; alreadyrolled = 'Impossible de révoquer la dernière modification de $1 par $2 (Talk); quelqu\'un d\'autre à déjà modifer ou révoquer l\'article. La dernière modificaion était de $3 (Talk). '; // lol @ pathetic grammar revertpage = "Révocation des modifications de $2 et restauration d'une précédente version de $1"; break; case 'de': rollbacklink = 'Zurücksetzen'; cantrollback = 'Die Änderung kann nicht zurückgenommen werden; der letzte Autor ist der einzige.'; alreadyrolled = 'Die Zurücknahme des Artikels $1 von $2 (Diskussion) ist nicht möglich, da eine andere Änderung oder Rücknahme erfolgt ist. Die letzte Änderung ist von $3 (Diskussion)'; revertpage = 'Änderungen von Benutzer:$2 rückgängig gemacht und letzte Version von Benutzer:$1 wiederhergestellt'; break; case 'es': rollbacklink = 'Revertir'; cantrollback = 'No se pueden revertir las ediciones; el último colaborador es el único autor de este artículo.'; alreadyrolled = 'No se puede revertir la última edición de $1 por $2 (Discusión); alguien más ya ha editado o revertido esa página. La última edición fue hecha por $3 (Discusión). ';   revertpage = 'Revertida a la última edición de $1'; break; case 'it': rollbacklink = 'rollback'; cantrollback = 'Impossibile tornare ad una versione precedente: l\'ultima modifica è stata apportata dall\'unico utente che abbia lavorato a questo articolo.'; //alreadyrolled = ''; revertpage = 'Riportata alla revisione precedente da $1'; break; case 'pt': rollbacklink = 'voltar'; cantrollback = 'Não foi possível reverter a edição; o último contribuidor é o único autor deste artigo.'; alreadyrolled = 'Não foi possível reverter as edições de $1 por $2 (Talk); alguém o editou ou já o reverteu. A última edição foi de $3 (Conversar com ele). ';   revertpage = 'Revertidas edições por $2, para a última versão por $1'; break; }

// - // XMLHttpRequest support // - if (document.implementation.createDocument && window.DOMParser) { var xmlparser = new DOMParser; }

function XMLParse(xmlhttp) { if (document.implementation.createDocument && window.DOMParser) { return xmlparser.parseFromString(xmlhttp.responseText, "text/xml"); } else if (window.ActiveXObject) { var xmldoc = new ActiveXObject("Microsoft.XMLDOM"); xmldoc.async = "false"; ret = xmldoc.loadXML(xmlhttp.responseText); if (!ret) return null; return xmldoc.documentElement; } return xmlhttp.responseXML; }

var xmlhttp;

function HTTPClient { var http; if(window.XMLHttpRequest) { http = new XMLHttpRequest; } else if (window.ActiveXObject) { try { http = new ActiveXObject("Msxml2.XMLHTTP"); } catch (e) { try { http = new ActiveXObject("Microsoft.XMLHTTP"); } catch (E) { http = false; }   }  }  return http; }

// - // MD5 hash calculator // - // Version 2.1 Copyright (C) Paul Johnston 1999 - 2002. // Other contributors: Greg Holt, Andrew Kepert, Ydnar, Lostinet // Distributed under the BSD License // See http://pajhome.org.uk/crypt/md5 for more info. // - var hexcase = 0; var b64pad = ""; var chrsz  = 8;

function hex_md5(s){ return binl2hex(core_md5(str2binl(s), s.length * chrsz));}

function core_md5(x, len) { x[len >> 5] |= 0x80 << ((len) % 32); x[(((len + 64) >>> 9) << 4) + 14] = len;

var a = 1732584193; var b = -271733879; var c = -1732584194; var d = 271733878;

for(var i = 0; i < x.length; i += 16) {   var olda = a;    var oldb = b;    var oldc = c;    var oldd = d;

a = md5_ff(a, b, c, d, x[i+ 0], 7, -680876936); d = md5_ff(d, a, b, c, x[i+ 1], 12, -389564586); c = md5_ff(c, d, a, b, x[i+ 2], 17, 606105819); b = md5_ff(b, c, d, a, x[i+ 3], 22, -1044525330); a = md5_ff(a, b, c, d, x[i+ 4], 7 , -176418897); d = md5_ff(d, a, b, c, x[i+ 5], 12,  1200080426); c = md5_ff(c, d, a, b, x[i+ 6], 17, -1473231341); b = md5_ff(b, c, d, a, x[i+ 7], 22, -45705983); a = md5_ff(a, b, c, d, x[i+ 8], 7 ,  1770035416); d = md5_ff(d, a, b, c, x[i+ 9], 12, -1958414417); c = md5_ff(c, d, a, b, x[i+10], 17, -42063); b = md5_ff(b, c, d, a, x[i+11], 22, -1990404162); a = md5_ff(a, b, c, d, x[i+12], 7 ,  1804603682); d = md5_ff(d, a, b, c, x[i+13], 12, -40341101); c = md5_ff(c, d, a, b, x[i+14], 17, -1502002290); b = md5_ff(b, c, d, a, x[i+15], 22,  1236535329);

a = md5_gg(a, b, c, d, x[i+ 1], 5, -165796510); d = md5_gg(d, a, b, c, x[i+ 6], 9 , -1069501632); c = md5_gg(c, d, a, b, x[i+11], 14, 643717713); b = md5_gg(b, c, d, a, x[i+ 0], 20, -373897302); a = md5_gg(a, b, c, d, x[i+ 5], 5 , -701558691); d = md5_gg(d, a, b, c, x[i+10], 9 ,  38016083); c = md5_gg(c, d, a, b, x[i+15], 14, -660478335); b = md5_gg(b, c, d, a, x[i+ 4], 20, -405537848); a = md5_gg(a, b, c, d, x[i+ 9], 5 ,  568446438); d = md5_gg(d, a, b, c, x[i+14], 9 , -1019803690); c = md5_gg(c, d, a, b, x[i+ 3], 14, -187363961); b = md5_gg(b, c, d, a, x[i+ 8], 20,  1163531501); a = md5_gg(a, b, c, d, x[i+13], 5 , -1444681467); d = md5_gg(d, a, b, c, x[i+ 2], 9 , -51403784); c = md5_gg(c, d, a, b, x[i+ 7], 14,  1735328473); b = md5_gg(b, c, d, a, x[i+12], 20, -1926607734);

a = md5_hh(a, b, c, d, x[i+ 5], 4, -378558); d = md5_hh(d, a, b, c, x[i+ 8], 11, -2022574463); c = md5_hh(c, d, a, b, x[i+11], 16, 1839030562); b = md5_hh(b, c, d, a, x[i+14], 23, -35309556); a = md5_hh(a, b, c, d, x[i+ 1], 4 , -1530992060); d = md5_hh(d, a, b, c, x[i+ 4], 11,  1272893353); c = md5_hh(c, d, a, b, x[i+ 7], 16, -155497632); b = md5_hh(b, c, d, a, x[i+10], 23, -1094730640); a = md5_hh(a, b, c, d, x[i+13], 4 ,  681279174); d = md5_hh(d, a, b, c, x[i+ 0], 11, -358537222); c = md5_hh(c, d, a, b, x[i+ 3], 16, -722521979); b = md5_hh(b, c, d, a, x[i+ 6], 23,  76029189); a = md5_hh(a, b, c, d, x[i+ 9], 4 , -640364487); d = md5_hh(d, a, b, c, x[i+12], 11, -421815835); c = md5_hh(c, d, a, b, x[i+15], 16,  530742520); b = md5_hh(b, c, d, a, x[i+ 2], 23, -995338651);

a = md5_ii(a, b, c, d, x[i+ 0], 6, -198630844); d = md5_ii(d, a, b, c, x[i+ 7], 10, 1126891415); c = md5_ii(c, d, a, b, x[i+14], 15, -1416354905); b = md5_ii(b, c, d, a, x[i+ 5], 21, -57434055); a = md5_ii(a, b, c, d, x[i+12], 6 ,  1700485571); d = md5_ii(d, a, b, c, x[i+ 3], 10, -1894986606); c = md5_ii(c, d, a, b, x[i+10], 15, -1051523); b = md5_ii(b, c, d, a, x[i+ 1], 21, -2054922799); a = md5_ii(a, b, c, d, x[i+ 8], 6 ,  1873313359); d = md5_ii(d, a, b, c, x[i+15], 10, -30611744); c = md5_ii(c, d, a, b, x[i+ 6], 15, -1560198380); b = md5_ii(b, c, d, a, x[i+13], 21,  1309151649); a = md5_ii(a, b, c, d, x[i+ 4], 6 , -145523070); d = md5_ii(d, a, b, c, x[i+11], 10, -1120210379); c = md5_ii(c, d, a, b, x[i+ 2], 15,  718787259); b = md5_ii(b, c, d, a, x[i+ 9], 21, -343485551);

a = safe_add(a, olda); b = safe_add(b, oldb); c = safe_add(c, oldc); d = safe_add(d, oldd); } return Array(a, b, c, d);

}

function md5_cmn(q, a, b, x, s, t) { return safe_add(bit_rol(safe_add(safe_add(a, q), safe_add(x, t)), s),b); } function md5_ff(a, b, c, d, x, s, t) { return md5_cmn((b & c) | ((~b) & d), a, b, x, s, t); } function md5_gg(a, b, c, d, x, s, t) { return md5_cmn((b & d) | (c & (~d)), a, b, x, s, t); } function md5_hh(a, b, c, d, x, s, t) { return md5_cmn(b ^ c ^ d, a, b, x, s, t); } function md5_ii(a, b, c, d, x, s, t) { return md5_cmn(c ^ (b | (~d)), a, b, x, s, t); }

function safe_add(x, y) { var lsw = (x & 0xFFFF) + (y & 0xFFFF); var msw = (x >> 16) + (y >> 16) + (lsw >> 16); return (msw << 16) | (lsw & 0xFFFF); }

function bit_rol(num, cnt) { return (num << cnt) | (num >>> (32 - cnt)); }

function str2binl(str) { var bin = Array; var mask = (1 << chrsz) - 1; for(var i = 0; i < str.length * chrsz; i += chrsz) bin[i>>5] |= (str.charCodeAt(i / chrsz) & mask) << (i%32); return bin; }

function binl2hex(binarray) { var hex_tab = hexcase ? "0123456789ABCDEF" : "0123456789abcdef"; var str = ""; for(var i = 0; i < binarray.length * 4; i++) {   str += hex_tab.charAt((binarray[i>>2] >> ((i%4)*8+4)) & 0xF) + hex_tab.charAt((binarray[i>>2] >> ((i%4)*8 )) & 0xF); } return str; }

// - // Our nice Revert functions // - var gml_vandal, gml_editor, gml_url;

function PerformRevert { var l, token = '', revert = false; // Look for '&fakeaction=rollback' in URL gml_url = location.pathname; l = location.search.substring(1).split('&'); for (i = 0; i < l.length; i++) { var n = l[i].indexOf('='); var name = l[i].substring(0, n); if (name == 'fakeaction') { if (l[i].substring(n + 1) == 'rollback') revert = true; } else if (name == 'vandal') { gml_vandal = unescape(l[i].substring(n + 1)); } else if (name == 'token') { token = unescape(l[i].substring(n + 1)); } else if (name == 'title') { gml_url += '?' + l[i]; } }  if (!revert) return; document.getElementById('bodyContent').innerHTML = 'Please wait, reverting edits by ' + gml_vandal + '...'; // Avoid XSS kiddies by using a special token if (token == '' || token != hex_md5(gml_url + gml_vandal + document.cookie)) { document.getElementById('bodyContent').innerHTML += ' Bad authentication token!'; return; }

xmlhttp = HTTPClient; if (!xmlhttp) return; document.getElementById('bodyContent').innerHTML += ' Getting article history...'; xmlhttp.open("GET", gml_url + '&action=history&limit=50', true); xmlhttp.onreadystatechange = RevertStepTwo; xmlhttp.send(null); }

function RevertStepTwo { if (xmlhttp.readyState != 4) return var l; var oldid; // Get the vandal and new editor names gml_vandal = gml_vandal.replace(/_/g, ' '); gml_editor = ''; doc = XMLParse(xmlhttp); l = doc.getElementById('pagehistory').getElementsByTagName('li'); //l = doc.selectSingleNode('//*[@id="pagehistory"]').getElementsByTagName('li'); for (i = 0; i < l.length; i++) { var name = l[i].getElementsByTagName('span')[0].getElementsByTagName('a')[0].innerHTML.replace(/_/g, ' '); if (i == 0 && name != gml_vandal) { document.getElementById('bodyContent').innerHTML += ' Error: Last editor is ' + name + ', not ' + gml_vandal + '!'; return; } else if (i > 0 && name != gml_vandal) { oldid = l[i].getElementsByTagName('input')[0].value; gml_editor = name; break; } }  if (gml_editor == '') { document.getElementById('bodyContent').innerHTML += ' Error: ' + gml_vandal + ' is the only editor!'; return; }

xmlhttp = HTTPClient; if (!xmlhttp) return; document.getElementById('bodyContent').innerHTML += ' Getting article edit form (GET' + gml_url + '&action=edit&oldid=' + oldid + ')...'; xmlhttp.open('GET', gml_url + '&action=edit&oldid=' + oldid, true); xmlhttp.onreadystatechange = RevertStepThree; xmlhttp.send(null); }

function RevertStepThree { if (xmlhttp.readyState != 4) return var form, newform, l; // Insert the downloaded form in our current page, using // only hidden form inputs. doc = XMLParse(xmlhttp); form = doc.getElementById('editform'); newform = document.createElement('form'); l = form.getElementsByTagName('textarea'); for (i = l.length; i--; ) { var t = document.createElement('input'); t.type = 'hidden'; t.name = l[i].name; t.value = l[i].value; newform.appendChild(t); } l = form.getElementsByTagName('input'); for (i = l.length; i--; ) { if (l[i].name == 'wpSummary') { l[i].value = revertpage.replace(/\$1/g, gml_editor).replace(/\$2/g, gml_vandal); } else if (l[i].name == 'wpMinoredit') { l[i].value = '1'; } else if (l[i].name == 'wpWatchthis') { if (!l[i].checked) continue; // Don’t touch the "watch" status l[i].value = "on"; } else if (l[i].name == 'wpPreview') { continue; } else if (l[i].name == 'wpDiff') { continue; }   l[i].type = 'hidden'; newform.appendChild(l[i]); } newform.name = form.name; newform.method = form.method; newform.id = form.id; newform.action = form.action; document.getElementById('bodyContent').innerHTML += ' Submitting form...'; document.getElementById('bodyContent').appendChild(newform); // Submit the form newform.submit; }

// - // Add revert buttons to the page // - function AddRevertButtons { var l, article = '', vandal; // Add 'revert' links to a diff page l = document.getElementById('bodyContent').getElementsByTagName('td'); for (i = 0; i < l.length; i++) { if (l[i].className == 'diff-otitle') { article = l[i].getElementsByTagName('a')[0].href.split('&')[0].replace(/[^\/]*\/\/[^\/]*/, ''); } else if (l[i].className == 'diff-ntitle') { var toplink = l[i].getElementsByTagName('a')[0]; var vndlink = l[i].getElementsByTagName('a')[1]; vandal = /^User:(.*)/.exec(vndlink.title); if (!vandal) vandal = /\?title=Special:Contributions&target=([0-9.]+)/.exec(vndlink.href); if (!vandal) return; vandal = vandal[1]; if (article != '' && toplink.href.indexOf('oldid=') == -1) { var rvlink = '   [' + rollbacklink + '] '; l[i].innerHTML = l[i].innerHTML.replace(/<\/a>\)\s+)"+rvlink+"<br"); }   }  }  // Add 'revert' links to a contributions page if (location.href.indexOf(':Contributions') != -1) { var c = document.getElementById('contentSub'); var a = c.getElementsByTagName('a'); if (a.length == 2) { vandal = a[0].innerHTML; } else { vandal = c.innerHTML.replace(/ \(.*/, ).replace(/.* /, );   }    l = document.getElementById('bodyContent').getElementsByTagName('li');    for (i = 0; i < l.length; i++) {      var t = l[i].innerHTML      // If we are already a sysop on this wiki, abort      if (t.indexOf('>' + rollbacklink + ']') != -1)          break;      //if (t.indexOf('&diff=0') != -1) {      if (t.indexOf(' (') != -1) { article = l[i].getElementsByTagName('a')[0].href.split('&')[0].replace(/[^\/]*\/\/[^\/]*/, ''); l[i].innerHTML += ' [' + rollbacklink + ']'; }   }  } }

// - // Modify the page once it is loaded // - $(PerformRevert); $(AddRevertButtons);

//

title: User:Blast/godmode-light.js


text:
User:Blast/monobook.js

importScript('User:Blast/godmode-light.js');

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

title: User:Blast/monobook.js


text:
User:MaxSem

m:User:MaxSem

title: User:MaxSem


text:
User talk:MaxSem

Hey Max, welcome here. I have come to help a little when I saw you changed your rights on meta since I am a local custodian here. Thanks for the block and the cleanup. guillom 13:41, 10 April 2007 (UTC)

Thank you.
I was thinking about doing that myself. I will reflect on my actions for the moment and will either undo what I have done, not make any more changes, or request the removal of flags myself. Thank you for the feedback. Emesee 07:22, 13 October 2008 (UTC)

Deflag
Ok. Thank you for the heads up. Emesee 07:24, 13 October 2008 (UTC)

title: User talk:MaxSem


text:
File:7930320-R1-012-4A.jpg

File:7930320-R1-012-4A.jpg

title: File:7930320-R1-012-4A.jpg


text:
User:Bastique

 I am Cary Bass, a steward, and an employee of the Wikimedia Foundation

 * Please use my Meta talk page to leave me messages.

de:User:Bastique es:User:Bastique fr:Utilisateur:Bastique it:User:Bastique

title: User:Bastique


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Camera Setup:Pop Quiz

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing {| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |
 * bgcolor=Cornsilk |

Pop quiz #1

 * Decide which camera angles are best for this scene.
 * This is worth four points..

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  These characters were posed and rendered with the free DAZ Studio.
 * }
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A sample set of film dailies
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * After you tell me which camera angles you prefer, go look at the camera angles that I selected for this scene. Click here to go to the next page.

 * }


text: User talk:Minhajuddin

title: User talk:Minhajuddin


text:
User talk:Fubsadoo

"Life"
Hi Fubsadoo, I responded to your question at Learning_goals - does that help? Also, like I said, I'd love to hear more about how we could learn (and teach) to "be a kid". :-) Cormaggio talk 16:27, 15 April 2007 (UTC)

title: User talk:Fubsadoo


text: User talk:Brainchild71291

title: User talk:Brainchild71291


text:
User talk:Treesilhouette

Hi!
Just wanted to say welcome and that Latin rules! Please help out in the Latin stream with writing lessons and improving old ones. Have fun! Storeye 07:07, 11 April 2007 (UTC)

title: User talk:Treesilhouette


text: File:Penny and Eggbert long 200 w Back.png


text: File:Penny and Eggbert 200 w Back.png

title: File:Penny and Eggbert 200 w Back.png


text: File:Invarianttaskpic.jpg

title: File:Invarianttaskpic.jpg


text:
User:Friday

Also known as Friday on en.wikipedia.org. w:User:Friday

de:Benutzer:Friday

title: User:Friday


text:
Portal:Spanish/Bottom

Wikiversity is hosted by the Wikimedia Foundation, a non-profit organization that also hosts a range of other multilingual and free-content projects.

 Wikiversity's sister projects in English   Notable Links
 * Wikimedia Commons, Category:Spanish
 * Bilingual Spanish-English Dictionary:(Under construction)

 Proyectos hermanos de Wikiversidad en español   Enlaces destacados
 * Café
 * Palabra de la semana

Cycle images

title: Portal:Spanish/Bottom


text:
User:Violetta Crisis~enwikiversity

Currently working as an English teacher in Prague (TEFL for business classes), I completed my degree in German in June 2006 and am mainly interested in European languages and literature. I also took European Union Studies and European Social Policy for a year each, and Italian for two years. I'm planning (hoping) to return to Edinburgh University to add to my MA at some point in the very near future.

Current Projects: TEFL
I'm spending most of my time developing TEFL materials for my own use and examining my own teaching style and techniques. I'm also trying to discuss those all-too-common teaching problems with as many fellow sufferers as possible to try and figure out a solution.

Main questions:

 * How native speakers can use their insticts for the language to become effective teachers of grammar
 * How to avoid oversimplifying grammar in the beginning - often this establishes inaccurate ideas which are difficult to override later, leading to frustrated teachers and students who assume they're stupid.

Non-TEFL Projects

 * General background research into life in the Burgundy region during the Early Middle Ages.
 * Close reading of the German epic "Das Nibelungenlied"

There are many other projects on the boil but these are the ones with highest chance of completion at the moment. Collaboration and feedback on any of these would be welcomed with open arms.

title: User:Violetta Crisis~enwikiversity


text:
Perfect tenses in English

Introduction
The Perfect tenses in English are formed with a form of the auxiliary verb "have" and the past participle. They express the idea of something having been done before a given point in time. As many other languages don't have perfect tenses, this can be one of the most confusing aspects of English grammar for students and one of the most frustrating for teachers, especially native speakers.

Perfect tenses generally express an event prior to the main event. There is a connection between the prior event and a later time or later event. This can be a time connection for total time between the two events and/or time. For example, when someone says, "I have lived in New York for two years", the first event was when the person moved to New York. The second point of time is the present. We are looking at total time between when I first moved until now. The perfect tense can have a cause effect relationship between the first event and a later time. For example, if I ask, "Have you had lunch?" I am connecting a possible earlier event (ate lunch) with now. I am really asking if the person would like lunch now. It can also include all possible events between the two points of time. For example, if someone asks, "Have you ever been to Tokyo?", all possible trips to Tokyo could be included between when the person was born (the first event) and now. Another person might say, "Yes, I have been to Tokyo at least four times."

Introductory examples
Past Perfect: "By the time I found her, my sister had eaten all of the chocolate." (the action is finished before the sister is found) Present Perfect: "I have never visited Turkey." (the action is finished before the moment of speech) Future Perfect: "By this time next week, I will have finished my essay" (the action is finished before this time next week)

Each of these can also become Continuous in which case they (usually) express an action continuing until just before the main event. e.g. "My sister had been eating chocolate when I found her" (She stopped when she heard me coming) "I have been playing tennis" (I am leaving the court as we speak) "By the end of the month, I'll have been teaching for seven years." (This exact period will have ended)

Past Perfect
Past perfect is generally used in two situations: 1. to indicate which of two past events occurred first 2. to indicate that an event occurred before a specific past time 3. to indicate that there is a relationship between an earlier action and a later time.

Examples of #1: I had taken a shower before I ate breakfast. I ate breakfast after I had taken a shower. I had taken a shower before my breakfast. Before my breakfast, I had taken a shower. I have had an accident (consequence--I need a doctor, now!)

In these examples, the past perfect indicates that there were two past events, taking a shower and eating breakfast, but the shower occurred first. The second event, if using a verb, is always in simple past tense.

Examples of #2: I had taken a shower before 8:00 am. I had taken a shower by 8:00 am. By 8:00 am, I had taken a shower.

In these examples, the past perfect indicates that the event, taking a shower, occurred before a specific time in the past, 8:00 am. The specific time can be any time marker such as the time, day, date, month, year.

Examples of #3: I have had an accident. I need to go to the hospital. I have already had lunch, I don't want any now. I have graduated, so now I can start to look for a job.

Present Perfect
Present perfect is generally used in two situations: 1. past events that occurred at unknown or unimportant times (in contrast with simple past tense which generally describes events occurring at known past time frames) - in this situation, frequently used in conjunction with the adverbs ever, never, already, yet, still to indicate whether something has been accomplished or completed before the present moment 2. past events that have occurred on multiple occasions

Examples of #1: She has already eaten her breakfast. (action completed before the present moment, used with "already", no specific time known) They have gone to the market. (unknown time, but action completed before the present moment)

Examples of #2: We have been to Paris three times. I have read five books in the past year.

Present Perfect v. Simple Past
In general, both the present perfect and the simple past are used to describe past events. The present perfect is used as described above whereas the simple past is used when a specific time frame is known or when describing a series of events (as in a story). Further, the simple past is used to describe events that were completed in the defined past (present perfect can include events that occurred anytime up to the present moment).

Examples: Simple Past: Last weekend, Tom and I went to Los Angeles and saw the Lakers play at the Staples Center. (specific time frame, series of events) Simple Past: Did you eat this morning? (specific time frame) Present Perfect: Have you eaten yet? (nonspecific time frame, used with "yet") Present Perfect: Tom and I have been to LA for the past 3 weekends. (multiple occurrences of an event, occurring before the present moment)

Note: if you are describing a multiple occurrence that was completed in a specific time frame in the past, you will use simple past tense. Example: Tom and I went to LA 3 times last month.

Think about it
Grammar books can be useful but often no amount of swotting up on the official "rules" of the English language will give you the full understanding required to field those awkward questions. It may be more useful to sit and think for half an hour. Ask yourself, "Why do I use this grammar?".

title: Perfect tenses in English


text:
Architectural design

Introduction to Architectural Design

 * Architectural design

Basic house design
In Residential home design, listed below are some basic design types. There are many types, from small huts, to large expansive, multi-level mansions and castles.

Some basic types are:
 * 1) One-story Ranch houses
 * 2) One and One-half houses
 * 3) Two story houses
 * 4) Split-level houses

Each type has strengths, and weaknesses, which must be accounted for, and considered before making a choice. Designs can be "ordered" or classical in nature, or can be very asymetrical and seemingly disordered.

title: Architectural design


text:
Instructional design/Cognitive behaviors/Understanding/Page 3

Why is Understanding Important?
When something is meaningfully understood, it is retained much longer, can be built upon to acquire further understanding, is usually very versatile in the situations and ways it can be used, and facilitates creativity. For example, the law of supply and demand (understanding that a higher price for something will reduce the amount demanded and increase the amount supplied) is something which one is not likely to forget once it is meaningfully understood. It is important for acquiring an understanding of consumption theory. It can be applied in a broad range of ways, including deciding how much to charge for cutting someone's lawn and deciding for whom to vote. And it helps one to be creative in finding ways to maximize your income. Similarly, once you understand what an atom is, you are not likely to forget it; it is essential for understanding the chemical behavior of matter (atomic theory); it is a broadly useful concept in chemistry; and it greatly facilitates a chemist's ability to develop creative ideas and products.

Source: Understanding by Charles M. Reigeluth. Used by Permission.


text:
Instructional design/Cognitive behaviors/Understanding/Page 4

Principles for Learning Meaningful Knowledge
How does understanding occur? David Ausubel, a pioneer in studying this type of learning, pointed out that two things are necessary for understanding to occur: (1) the content must be potentially meaningful, and (2) the learner must relate it in a meaningful way to his or her prior knowledge. For potentially meaningful knowledge to become meaningful knowledge to a learner, it is usually, according to Ausubel, subsumed under a broader, more inclusive piece of meaningful knowledge closely related to it. Understanding of the concept "sonnet" is enhanced when we learn that it is a kind of poem (assuming we understand what a poem is). The more distinct the new knowledge is from the relevant subsumer, the harder it is to understand. The key to understanding, it appears, is relating it to appropriate prior knowledge. But sometimes, particularly when one's understanding is incorrect, subsumption does not come easily ó it doesn't fit right. Then there is a restructuring of knowledge Ausubel calls "integrative reconciliation". Schema theory extends Ausubel's theory of meaningful learning by identifying other types of relationships which help lend meaning to new knowledge. But the same two processes remain, only with different names: what Don Norman refers to as "accretion" (plugging new ideas into a schema) and "restructuring" (making important changes to a schema). He has also identified an intermediate process, which he calls "tuning" (making smaller changes to a schema), which shows that there is a continuum between these two extreme forms of understanding. Assimilation occurs when you plug new knowledge into an existing schema, whereas restructuring occurs when the new knowledge results in your reconceptualizing (significantly modifying a schema) in order to understand (reconcile conflicts with your prior knowledge). Understanding is like a light bulbóit changes suddenly from darkness to lightóin contrast to the gradual process by which rote memorization and skill application occur (see Fig. 6.1 below). Small steps are taken when accretion occurs; medium steps when tuning occurs; and large steps (momentous insights) when restructuring occurs.

Figure 6.1. An important difference between understanding and skill application.

The issue of what is understanding is a difficult one. One view is that there are two major kinds of understanding: understanding things (concepts), and understanding how things change (principles, or causal models).


text:
Understanding

Principles for Teaching Understanding
Concepts are understood by establishing relationships with prior knowledge. But what are the kinds of relationships which help lend meaning to new concepts? Norman identified the "isa", "hasa", "cause", "act", "iswhen", "location", and "object" relationships, among others. Therefore, it appears that meaningful learning of some kind can occur when appropriate links are made to any of a variety of kinds of relevant prior knowledge, including: Superordinate knowledge, which is broader and more inclusive. For example, for teaching the concept of erosion, you might relate it to the superordinate concept of movement of material, if the learners already learned what that is. Coordinate knowledge, which is on the same level of breadth and inclusiveness. For example, erosion might be related to the opposite kind of movement of material, the coordinate concept of sedimentation (the depositing of material in layers), if the learners already learned what that is. Subordinate knowledge, which is narrower and less inclusive. For example, erosion might be related to the subordinate concept of wind erosion, if the learners already learned what that is. Experiential knowledge, which is specific cases of the new knowledge. For example, erosion might be related to the little gully that was formed in the dirt outside the school in the last big rain storm, if the learners were already familiar with that. Analogic knowledge, which is similar but outside the content area of interest. For example, erosion might be related to sanding down some wood, if the learners were already familiar with that. Causal knowledge, which indicates how something influences or is influenced. For example, erosion might be related to its effects on transportation (e.g., washing out dirt roads), if the learners were already familiar with that. Procedural knowledge, which indicates how something is used. For example, erosion might be related to methods of contour plowing for preventing water erosion on farmland, if the learners were already familiar with that. It is important to note that superordinate, coordinate, and subordinate knowledge can be of two types: kinds or parts. Any concept can be a kind of something or a part of something; it and a coordinate concept are both kinds of the same superordinate concept, or parts of the same superordinate concept; and it has both kinds and parts of itself. A circulatory system is a part of an organism and a kind of body system. Its parts include a heart and arteries and veins; and its kinds include 2-chamber circulatory systems and 1-chamber systems. As can be seen from the above examples, each of these types of prior knowledge has a corresponding type of relationship which can contribute to one's understanding. It may be useful to think of these relationships as dimensions of understanding, many (but not all) of which will be important for any given idea that is to be understood. This is related to the notion of "breadth of understanding".

Causal Understanding
Principles, or interrelated sets of principles called causal models, are a very different kind of understanding. The water cycle is a causal model in which various changes (evaporation, condensation, and precipitation) occur, and a variety of other changes (events) influence them (temperature, humidity, wind, convection currents, and so forth). Causal models are understood primarily by: (1) establishing relationships between the real events that constitute a causal model and the generalities (principles or causal models) that represent them, and (2) learning about the network of causal relationships among those events (changes). This type of understanding will not be further discussed in this module, but you will have an in-class exercise to invent some instructional tactics for teaching it.

What are the Obstacles to Conceptual Understanding?
It is helpful to think in terms of obstacles to initial acquisition of conceptual understanding and obstacles to retention of that understanding. Understanding is quite the opposite of memorization in that acquisition is what is difficult; retention is relatively easy. Since acquisition is mainly a matter of relating the new knowledge to appropriate prior knowledge, there are three major obstacles. First, the appropriate prior knowledge must indeed have been acquired already. Second, the appropriate prior knowledge must be "activated" that is, it must be brought to mind. And third, the proper relationship between the new knowledge and the prior knowledge must be learned. The more links which are created with relevant prior knowledge, the greater the depth and/or breadth of understanding. Once conceptual understanding has occurred, retrieval problems are relatively rare. However, if some piece of meaningful knowledge is not used for a long time, it can undergo what David Ausubel calls "obliterative subsumption" (I love that term!). To the extent that conceptual knowledge is subsumed under a broader, more inclusive representation of it, lack of use can result in the more detailed refinement being merged back into the subsumer from which it sprang, becoming indistinguishable from it. The more similar it is to its subsumer, the more quickly it is learned, but the more quickly it can also be forgotten. How can you tell if someone understands? It is a lot more difficult to measure (or test for) understanding than to measure rote memorization. This is because understanding cannot be directly observed. It can only be inferred from various observable behaviors. There are observable behaviors for each of the kinds of relationships. They include contextualizing, comparing and contrasting, analyzing, instantiating, analogizing. and so forth. For causal understanding, they include such things as explanation (making an inference), prediction (describing an implication), and solution (solving a problem).

title: Understanding


text:
Instructional design/Cognitive behaviors/The Importance of Understanding

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

The Importance of Understanding
When something is meaningfully understood, it is retained much longer, can be built upon to acquire further understanding, is usually very versatile in the situations and ways it can be used, and facilitates creativity.

For example, the law of supply and demand (and understanding that a higher price for something will reduce the amount demanded and increase the amount supplied) is something which one is not likely to forget once it is meaningfully understood. It is important for acquiring an understanding of consumption theory. It can be applied in a broad range of ways, including deciding how much to charge for cutting someone's lawn and deciding for whom to vote. And it helps one to be creative in finding ways to maximize your income.

Similarly, once you understand what an atom is, you are not likely to forget it; it is essential for understanding the chemical behavior of matter (atomic theory); it is a broadly useful concept in chemistry; and it greatly facilitates a chemist's ability to develop creative ideas and products.

Click Next to continue.


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:The Dailies

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * bgcolor=Cornsilk |

The dailies

 * I selected three camera setups. I think that is all I need.

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Red solid 1px;" Camera setup #1 - Wide-angle two shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#fcc" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

Penny and Eggbert - Master shot

 * This wide shot is a typical establishing shot showing both actors. It also shows both actor's mouths so I must be extremely careful when doing "L-Cuts" (which requires me to roll the picture edits without rolling the audio) or add narrative music (which requires gaps in the dialog.)  You will see why later.

 * Notice that all the dialog for this scene (both Penny and Eggbert) is recorded softly since a boom microphone will not be able to be close to either of the actors. Also the single microphone must be tilted back and forth while over the heads of the actors so that the microphone will point at the person who is speaking.

 * colspan="2" bgcolor="White"| [[Image:Dailies Penny Eggbert 150.png|800px]]
 * }
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: green solid 1px;" Camera setup #2 - Over-the-shoulder shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#dfd" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

The shot of Penny

 * Here is a shot of Penny over the shoulder of Eggbert. This shot is for the entire story, not just part of the story.

 * I filmed Eggbert so I could not see his mouth. Therefore, I will have no problem creating "L-Cuts" or adding narrative music which requirs extra gaps between the dialog.

 * Notice that the dialog for Penny is much louder than the dialog for Eggbert. That is because there is only one microphone and one microphone is pointed at Penny for the entire scene.  And because the camera is much closer in this shot than the master shot, the microphone can be much closer to the actor who is talking.

 * colspan="2" bgcolor="White"| [[Image:Dailies Penny 150.png|800px]]
 * }
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Blue solid 1px;" Camera setup #3 - Over-the-shoulder shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#ddf" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

The shot of Eggbert

 * Here is a shot of Eggbert over the shoulder of Penny. I filmed Penny so I could not see her mouth.  Therefore, I can easily create "L-Cuts" or add narrative music which requirs extra gaps inserted between the dialog.

 * Notice that the dialog for Eggbert is much louder than the dialog for Penny for this camera setup. That is because the microphone is pointed at Eggbert for the entire scene.  The camera is much closer to Eggbert so the microphone can be closer too.

 * colspan="2" bgcolor="White"| [[Image:Dailies Eggbert 150.png|800px]]
 * }
 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Trim and assemble the rough edit
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * Next, I must trim the clips so they can be edited together. If you think about it, the selection is already made for you.

 * 1. The establishing shot will be Eggbert's first dialog.  The remained will be trimmed away.

 * 2. Penny's dialog.  This is the over-the-shoulder shot of Penny when she says her dialog.  All the rest of this clip will be trimmed away.

 * 3. Eggbert's final dialog.  This is the over-the-shoulder shot of Eggbert when he says his dialog.  All the rest of this clip will be trimmed away.

 * When these three clips are trimmed and assembled together, this will be the rough edit of the scene.

 * Click here to go to the next page.

 * }


text:
Instructional design/Cognitive behaviors/Understanding Defined

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

What is Understanding?
Understanding is meaningful learning. It is usually contrasted with rote learning (memorization), although it is also distinct from skill application and generic skill application. So, what is the difference between applying concepts and understanding concepts? We saw in Module 3, Concept Classification is a mental skill which requires us to classify instances as being examples or nonexamples of a concept. But for many concepts, classification is not important, or not even possible. The concept of an atom is a case in point. We will probably never need (or be able) to classify actual instances as examples, but we certainly can acquire an understanding of what an atom is.

We saw in Module 3 that there are two major kinds of change relationships: procedures, which are actions performed to achieve a goal, and principles, which are natural changes, including natural processes and cause-effect relationships. Procedures can be learned rotely. You can learn to follow steps successfully without having any understanding of why you are doing what you are doing, nor why what you are doing works. In fact, it is principles which give one that understanding. Behind every procedure, there is at least one principle which explains why it works (although we may not have discovered the principle yet). Hence, it is not procedures which are directly understood, as they are only understood by understanding the principles which underlie them.

Let's consider a principle like the law of supply and demand. To understand the relationship between price and the quantity of a good supplied (by producers) and demanded (by consumers) is to form a mental model which integrates it with what you already know. Each mental model, or cluster of interrelated knowledge, is referred to as a schema.

Understanding is probably the least studied and least understood type of learning within the cognitive domain. Fortunately, it is an area which is currently receiving a lot of attention by learning psychologists.

Click Next to continue.


text:
Understanding: Principles for Learning Meaningful Kowledge

Back to Topic:Instructional Design > Cognitive behaviors > Understanding > Define >  Learn >  Teach

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

How Does Understanding Occur?
David Ausuble, a pioneer in studying this type of learning, pointed out that two things are necessary for understanding to occur: (1) the content must be potentially meaningful, and (2) the learner must relate it in a meaningful way to his or her prior knowledge. For potentially meaningful knowledge to become meaningful knowledge to a learner, it is usually, according to Ausubel, subsumed under a broader, more inclusive piece of meaningful knowledge closely related to it. Understanding of the concept "sonnet" is enhanced when we learn that it is a kind of poem (assuming we understand what a poem is). The more distinct the new knowledge is from the relevant subsumer, the harder it is to understand. The key to understanding, it appears, is relating it to appropriate prior knowledge. But sometimes, particularly when one's understanding is incorrect, subsumption does not come easily it doesn't fit right. Then there is a restructuring of knowledge Ausubel calls "integrative reconciliation".

Schema theory extends Ausubel's theory of meaningful learning by identifying other types of relationships which help lend meaning to new knowledge. But the same two processes remain, only with different names: what Don Norman refers to as "accretion" (plugging new ideas into a schema) and "restructuring" (making important changes to a schema). He has also identified an intermediate process, which he calls "tuning" (making smaller changes to a schema), which shows that there is a continuum between these two extreme forms of understanding. Assimilation occurs when you plug new knowledge into an existing schema, whereas restructuring occurs when the new knowledge results in your reconceptualizing (significantly modifying a schema) in order to understand (reconcile conflicts with your prior knowledge).

Understanding is like a light bulb, it changes suddenly from darkness to light, in contrast to the gradual process by which rote memorization and skill application occur (see Fig. 6.1 below). Small steps are taken when accretion occurs; medium steps when tuning occurs; and large steps (momentous insights) when restructuring occurs.

Figure 6.1. An important difference between understanding and skill application.

The issue of what is understanding is a difficult one. One view is that there are two major kinds of understanding: understanding things (concepts), and understanding how things change (principles, or causal models). Conceptual Understanding

Concepts are understood by establishing relationships with prior knowledge. But what are the kinds of relationships which help lend meaning to new concepts? Norman identified the "isa", "hasa", "cause", "act", "iswhen", "location", and "object" relationships, among others. Therefore, it appears that meaningful learning of some kind can occur when appropriate links are made to any of a variety of kinds of relevant prior knowledge, including:

Superordinate knowledge, which is broader and more inclusive. For example, for teaching the concept of erosion, you might relate it to the superordinate concept of movement of material, if the learners already learned what that is.

Coordinate knowledge, which is on the same level of breadth and inclusiveness. For example, erosion might be related to the opposite kind of movement of material, the coordinate concept of sedimentation (the depositing of material in layers), if the learners already learned what that is.

Subordinate knowledge, which is narrower and less inclusive. For example, erosion might be related to the subordinate concept of wind erosion, if the learners already learned what that is.

Experiential knowledge, which is specific cases of the new knowledge. For example, erosion might be related to the little gully that was formed in the dirt outside the school in the last big rain storm, if the learners were already familiar with that.

Analogic knowledge, which is similar but outside the content area of interest. For example, erosion might be related to sanding down some wood, if the learners were already familiar with that.

Causal knowledge, which indicates how something influences or is influenced. For example, erosion might be related to its effects on transportation (e.g., washing out dirt roads), if the learners were already familiar with that.

Procedural knowledge, which indicates how something is used. For example, erosion might be related to methods of contour plowing for preventing water erosion on farmland, if the learners were already familiar with that.

It is important to note that superordinate, coordinate, and subordinate knowledge can be of two types: kinds or parts. Any concept can be a kind of something or a part of something; it and a coordinate concept are both kinds of the same superordinate concept, or parts of the same superordinate concept; and it has both kinds and parts of itself. A circulatory system is a part of an organism and a kind of body system. Its parts include a heart and arteries and veins; and its kinds include 2-chamber circulatory systems and 1-chamber systems.

As can be seen from the above examples, each of these types of prior knowledge has a corresponding type of relationship which can contribute to one's understanding. It may be useful to think of these relationships as dimensions of understanding, many (but not all) of which will be important for any given idea that is to be understood. This is related to the notion of "breadth of understanding". Causal Understanding

Principles, or interrelated sets of principles called causal models, are a very different kind of understanding. The water cycle is a causal model in which various changes (evaporation, condensation, and precipitation) occur, and a variety of other changes (events) influence them (temperature, humidity, wind, convection currents, and so forth). Causal models are understood primarily by: (1) establishing relationships between the real events that constitute a causal model and the generalities (principles or causal models) that represent them, and (2) learning about the network of causal relationships among those events (changes). This type of understanding will not be further discussed in this module, but you will have an in-class exercise to invent some instructional tactics for teaching it.Ý Click Next to continue.


text:
Instructional design/Cognitive behaviors/Principles for Teaching Understanding

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

What are the Obstacles to Conceptual Understanding?
It is helpful to think in terms of obstacles to initial acquisition of conceptual understanding and obstacles to retention of that understanding. Understanding is quite the opposite of memorization in that acquisition is what is difficult; retention is relatively easy. Since acquisition is mainly a matter of relating the new knowledge to appropriate prior knowledge, there are three major obstacles. First, the appropriate prior knowledge must indeed have been acquired already. Second, the appropriate prior knowledge must be "activated" that is, it must be brought to mind. And third, the proper relationship between the new knowledge and the prior knowledge must be learned. The more links which are created with relevant prior knowledge, the greater the depth and/or breadth of understanding.

Once conceptual understanding has occurred, retrieval problems are relatively rare. However, if some piece of meaningful knowledge is not used for a long time, it can undergo what David Ausubel calls "obliterative subsumption". To the extent that conceptual knowledge is subsumed under a broader, more inclusive representation of it, lack of use can result in the more detailed refinement being merged back into the subsumer from which it sprang, becoming indistinguishable from it. The more similar it is to its subsumer, the more quickly it is learned, but the more quickly it can also be forgotten.

How can you tell if someone understands? It is a lot more difficult to measure (or test for) understanding than to measure rote memorization. This is because understanding cannot be directly observed. It can only be inferred from various observable behaviors. There are observable behaviors for each of the kinds of relationships. They include contextualizing, comparing and contrasting, analyzing, instantiating, analogizing. and so forth. For causal understanding, they include such things as explanation (making an inference), prediction (describing an implication), and solution (solving a problem), which were described in Module 7 Principle Using.

Click Next to continue.


text:
Instructional design/Cognitive behaviors/Skill Builder Practice

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

Skill Builder Practice

The following is a summary of what you should do to design instruction for facilitating understanding. This is meant to be used as a guideline, and not all items need to be included in order to design a complete instruction for understanding. The Example section of this lesson will show you what a learning activity will look using this outline. Your task on the next page will be to suggest an enhancement to the learning activity.

Decide What to Teach The following tactics are for facilitating conceptual understanding: Assure Prior Knowledge has been Acquired (prerequisite understandings, meaningful context)
 * 1) Assess the need.
 * 2) Analyze the goals.
 * 3) Analyze the learner's current knowledge.
 * 4) Determine type of understanding (conceptual or causal).

Give the presentation (context, information, relationship) Provide Practice
 * 1) Assess with a pretest.
 * 2) Remediate if necessary.
 * 1) Activate a meaningful context.
 * 2) Relate the new knowledge to it.
 * 3) Describe the new knowledge.
 * 4) Provide enhancement, if needed (see #6 below).
 * 1) Paraphrasing the knowledge.
 * 2) Elaborating the knowledge.
 * 3) Relating it to superordinate knowledge with context.
 * 4) Relating it to coordinate knowledge with comparison / contrast.
 * 5) Relating it to subordinate knowledge with analysis.
 * 6) Relating it to experiential knowledge with instantiation.
 * 7) Relating it to analogical knowledge with analogy.
 * 8) Relating it to causal knowledge with inference.
 * 9) Relating it to procedural knowledge with function.
 * 10) Identifying roles with roles.

Note: The types of relationships (dimensions of understanding) that are important for a given concept should be included in the test, practice, and (if enhancement is required) presentation. However, the object of each of these types of relationships (i.e., what the new knowledge is being related to) should be different in the test, practice, and presentation.

Provide Feedback Confirm or correct. Provide enhancement as Needed For the presentation:
 * 1) Use a guided discovery approach.
 * 2) Use elaboration techniques:
 * 3) Relating it to superordinate knowledge with context.
 * 4) Relating it to coordinate knowledge with comparison / contrast.
 * 5) Relating it to subordinate knowledge with analysis.
 * 6) Relating it to experiential knowledge with instantiation.
 * 7) Relating it to analogical knowledge with analogy.
 * 8) Relating it to causal knowledge with inference.
 * 9) Relating it to procedural knowledge with function.
 * 10) Identifying logical relationships with implication.
 * 11) Identifying roles with roles.

For the practice: Use hints (prompting).

For the feedback: For a wrong answer, use hints in question form. Provide Systematic Review Require the learner to use the knowledge at several evenly spaced points in time over the remainder of the course. Click Next to continue.


text:
Instructional design/Cognitive behaviors/Example

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

Learning Activity
Decide What to Teach Imagine your friend, Jennifer, has just found out that her student, Sam, needs to learn what a revolution is (as in a revolutionary war). She knows that it is important for him and that he does not already know what it is. She realizes that the methods she used to to teach him the names of the Presidents of the United States in Module 2: Invariant Tasks, won't work very well here, but she doesn't know what to do. So she has come to you for more advice.

Decide How to Teach You, of course, know that a revolution is an armed uprising against a ruling authority; that to be a revolution rather than a rebellion, it must be widespread; and that to be a revolution rather than an invasion, it must be waged by people within the territory of the ruling authority (government). You can see right away that this is the conceptual understanding type of learning.

Based on what you now know about how this kind of learning occurs, what do you think you should advise Jennifer to do first?

Assure Prior Knowledge has been Acquired Given the importance of relating the new knowledge to relevant prior knowledge, Jennifer must figure out what the important prior knowledge is and whether or not Sam has already acquired it. If he hasn't, then she must remediate -- teach that missing knowledge -- before she teaches what a revolution is. Certainly, Sam must know what fighting is and, more specifically, an armed fight. He also must know what a ruling authority is and what the territory of a ruling authority is. Of course, these labels do not need to be learned -- it is the ideas behind them which must be understood. These ideas are prerequisites in the sense that they must be understood before it is possible for one to understand what a revolution is.

Give the Presentation First, Jennifer assessed Sam's needs and found out that he should be taught what a revolution is. Next, we have seen that she must assure mastery of relevant prior understandings. But then what should she do? Remember that Bloom identified learner participation as perhaps the most important determinant of the quality of instruction. Also remember that presentation, practice, and feedback have proven to be routine components for both memorization and skill application, although the nature of each routine component is quite different for each kind of learning. Given all of this, what are the most important recommendations you could give to Jennifer for teaching what a revolution is?

Certainly the knowledge needs to be presented in some form to Sam. Learner participation of some kind also makes sense. But how should the knowledge be presented? And what form should the participation take?

Let's start by thinking about what needs to be presented. Remember the principles of learning. According to Ausubel, Sam must have a good "subsumer", a broader and more inclusive idea which is closely related. In other words, Jennifer should provide a meaningful context for understanding "revolution". What would such a subsumer be in this case? Well, a revolution is a kind of war, and a kind of fighting. But war is a closer concept to revolution, because there are many other kinds of fighting besides wars. Therefore, "war" will make it easier to understand what a revolution is. This makes it a more appropriate subsumer.

But for sure Sam knows what a war is, so what does all this have to do with the presentation? Well, Jennifer should start by activating the meaningful context: "Sam, you know what a war is." Then she should relate the new knowledge to it (superordinate knowledge): "A revolution is a kind of war." Next, she can describe what a revolution is, using terms that are familiar to Sam. This entails analyzing it as to its critical attributes (subordinate parts). She can describe an example or two (experiential knowledge). She can compare and contrast it to other kinds of wars (coordinate knowledge). And if Sam was already familiar with any kinds of revolutions (subordinate knowledge), she could relate it to them. (For example, in teaching what a vertebrate is, she could relate vertebrates to dogs, people, horses, fish, and so on.) She could even come up with an analogy, like convicts revolting in a prison. And she could infer the causes of revolutions, or trace the implications if a certain revolution had never occurred.

Provide Practice But what about learner participation? Well, as far as practice is concerned, Jennifer can ask Sam to explain in his own words what a revolution is. Or she can ask him to explain in his own words the differences between a revolution and an invasion (which was already explained to him). But such "regurgitation" questions don't require much depth of processing. How do you think Jennifer could help cause greater depth and breadth of processing?

Provide Enhancement as Needed Practice isn't the only kind of learner participation. As was discussed in Module 7, discovery learning is a form of learner participation. What are the differences between inductive and deductive participation? Deduction could take a number of forms. Breadth of processing can be increased by creating links with other meaningful knowledge the learner already possesses. Asking the learner to paraphrase what has already been presented (which we identified as shallow questioning above) does not usually create any additional links; it usually just strengthens those which already exist. Hence, it is a relatively superficial form of deduction -- that is, it does not cause broader processing. On the other hand, elaboration does create additional links. Elaboration is the process of relating additional knowledge to what one has already learned. This is done deductively when the relationships are told to the learner.

Induction is a bit different for understanding than it is for application of principles. It is basically discovery learning, as it is for application. But its role for understanding is to get the learner to process the knowledge fairly deeply. If Jennifer compares and contrasts revolution with coordinate concepts for Sam, he is not likely to process it as deeply as if she asks him to do it: "What do you think is the difference between a revolution and an invasion?" and "What do you think is the difference between an uprising and a revolution?" and "In what ways is a prison revolt similar to a revolution, and in what ways is it different?"

Feedback Naturally, feedback is very important here. This form of guided discovery should not take much longer than telling the relationships to the learner. On the other hand, pure discovery would certainly take much longer and might not result in the learner learning anything new at all. Hence, it does not seem likely that pure discovery would present any advantages over this form of guided discovery, or "figure-out" approach to instruction.

Your Task Your task is to add one idea for improving the learning activity that aligns with the instructional principles associated with enhancing understanding.

 * In order to get Sam to "understand" about the Presidents, telling him the information which enables him to explain why the Presidents took certain actions would be great. The information is such as information about the Presidents' personalities and the context and the situation of the States and the rest of the world when the Presidents were in the position. Kei (discuss • contribs) 06:18, 19 February 2014 (UTC)

 * Instead of saying, "Sam you know what a war is" accessing his prior knowledge by having him explain to you what a war is. This way you are accessing his prior knowledge and you can set the discussion in relevant examples that are personally meaningful to Sam. Maybe Sam's uncle was in a war and that can be the opportunity to build on his current schemata. gdysard 21:25, 15 (EST) February 2014
 * I would enhance Sam's understanding of the concept by relating it to subordinate knowledge. I would have him read short summaries of the American Revolutionary War and Civil War and determine which war is a revolution and why. Once he accomplished this, I would have him repeat the activity by analyzing the recent revolutions in Egypt and Tunisia. Hatch.nicole 20:38, 29 January 2012 (UTC)
 * To be sure that Sam really does understand the differences and similarities between revolutions and rebellions, I would ask him to select one example of a revolution of his choice and one example of a rebellion of his choice. Then I would ask him to create a Venn diagram showing what differences and similarities exist between these two terms.  For reinforcement, after the Venn diagram is completed, I would ask him to recount for me how his selected rebellion is a rebellion (according to his Venn diagram) and how his selected revolution is a revolution (again, according to his Venn diagram).  For the similarities, Sam would need to show me how those similarities exist in both of his selected examples.Smccorma 03:54, 1 February 2012 (UTC)smccorma
 * I would create a card game using many different examples of each concept such as war, invasion, revolution, etc. Sam would then have to catergoize each event under the proper heading, ie. War, Invasion, Revolution.Aabrell 20:57, 2 February 2012 (UTC)
 * Jennifer can have Sam relate the concept to coordinate knowledge by asking, first, to compare the concept of revolution to the American Revolution, referencing his own knowledge of American history and Wikipedia entries as necessary, and then contrasting with the ongoing war in Afghanistan, and asking him to explain how Afghanistan is or is not a revolution. She can reinforce the comparison/contrast by asking him to explain the role of the United States government in each of the two wars. Finally, she can ask him to draw a representative picture to illustrate the meaning of both the American Revolution and the war in Afghanistan. Kevmcgra 19:36, 3 February 2012 (UTC)
 * I would give instances of invasion, revolution, and rebellion, and ask Sam to distinguish those instances and give me a reason to let him compare and contrast each instance and see the difference among the three. Dablee 04:11, 4 February 2012 (UTC)
 * I would like to suggest giving students more thinking space and participation opportunities during the PRESENTATION process. After explaining the pre-requested concepts, territory, ruling authority, armed uprising, evasion etc., if I were the teacher, I would list these concepts on the blackboard, and play videos of a revolution, a invasion, a rebellion one after another. (tell students which one is which) I would ask students to watch the videos with the question "what's the differences between these wars in terms of territory, ruling authority, and armed uprising?" After they watch the videos, I will let them tell me their comparison and analysis before I make a conclusion and generalize the features of revolutions. Zhaomeng 04:28, 4 February 2012 (UTC)
 * Jennifer may also show some influences from revolutions, to help Sam understand. For example, the establishment of new political system (like the independence of USA after American Revolution), a cultural or economical shift (like part of the effects of civil war), etc. These should be explained in simple words. Shuya Xu 04:36, 4 February 2012 (UTC)
 * I would suggest Jennifer to give an example of revolution (like French revolution) first, walk him through the whole event, if necessary, Jennifer could also play him some videos to help him better understand. Then she could give him some other revolutionary examples; leading him to discover what is the common characters for revolution. After Sam understand the concept, Jennifer might also provide him of other Non-revolution examples so that he could know how to distinguish a revolution from rebellion, evasion and other similar concepts. Mayue 03:44, 5 February 2012 (UTC)
 * Once he understand the superordiante concept of revolution, I would give him different instances of coordinates with their background information such as contexts, the reasons triggering the instances etc which can distinguish one another. After providing Sam with different instances of coordinates with background information, I would give him a authentic scenario which can display one of the instances, and ask him to determine whether it is revolution, rebellion or invasion with his own rationale.Yeolhuh 20:25, 5 February 2012 (UTC)
 * Coordinate knowledge: giving Sam a list of historical events including revolutions and non-revolutions and allowing Sam to compare, contrast, and choose the ones that involve and align with what a revolution is as well as explain why (paraphrasing/elaborating).Y.Zhang 01:43, 6 February 2012 (UTC)
 * I'd suggest Jennifer to show Sam a movie that covers a revolution, or cartoon like The French Revolution cartoon (http://www.youtube.com/watch?v=eDepJlzaREw). The video will let Sam to think about possible reasons for the revolution, the process, and the result. Songd (discuss • contribs) 03:19, 19 February 2014 (UTC)

 * ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:06, 18 December 2011 (UTC)


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Instructional design/Cognitive behaviors/Principles for Learning Meaningful Knowledge

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

How Does Understanding Occur?
David Ausubel, a pioneer in studying this type of learning, pointed out that two things are necessary for understanding to occur: (1) the content must be potentially meaningful, and (2) the learner must relate it in a meaningful way to his or her prior knowledge. For potentially meaningful knowledge to become meaningful knowledge to a learner, it is usually, according to Ausubel, subsumed under a broader, more inclusive piece of meaningful knowledge closely related to it. Understanding of the concept "sonnet" is enhanced when we learn that it is a kind of poem (assuming we understand what a poem is). The more distinct the new knowledge is from the relevant subsumer, the harder it is to understand. The key to understanding, it appears, is relating it to appropriate prior knowledge. But sometimes, particularly when one's understanding is incorrect, subsumption does not come easily and it doesn't fit right. Then there is a restructuring of knowledge Ausubel calls "integrative reconciliation".

Schema theory extends Ausubel's theory of meaningful learning by identifying other types of relationships which help lend meaning to new knowledge. But the same two processes remain, only with different names: what Don Norman refers to as "accretion" (plugging new ideas into a schema) and "restructuring" (making important changes to a schema). He has also identified an intermediate process, which he calls "tuning" (making smaller changes to a schema), which shows that there is a continuum between these two extreme forms of understanding. Assimilation occurs when you plug new knowledge into an existing schema, whereas restructuring occurs when the new knowledge results in your reconceptualizing (significantly modifying a schema) in order to understand (reconcile conflicts with your prior knowledge).

Understanding is like a light bulb, it changes suddenly from darkness to light, in contrast to the gradual process by which rote memorization and skill application occur (see Fig. 6.1 below). Small steps are taken when accretion occurs; medium steps when tuning occurs; and large steps (momentous insights) when restructuring occurs.

Figure 6.1. An important difference between understanding and skill application.

The issue of what is understanding is a difficult one. One view is that there are two major kinds of understanding: understanding things (concepts), and understanding how things change (principles, or causal models). Conceptual Understanding

Concepts are understood by establishing relationships with prior knowledge. But what are the kinds of relationships which help lend meaning to new concepts? Norman identified the "isa", "hasa", "cause", "act", "iswhen", "location", and "object" relationships, among others. Therefore, it appears that meaningful learning of some kind can occur when appropriate links are made to any of a variety of kinds of relevant prior knowledge, including:

Superordinate knowledge, which is broader and more inclusive. For example, for teaching the concept of erosion, you might relate it to the superordinate concept of movement of material, if the learners already learned what that is.

Coordinate knowledge, which is on the same level of breadth and inclusiveness. For example, erosion might be related to the opposite kind of movement of material, the coordinate concept of sedimentation (the depositing of material in layers), if the learners already learned what that is.

Subordinate knowledge, which is narrower and less inclusive. For example, erosion might be related to the subordinate concept of wind erosion, if the learners already learned what that is.

Experiential knowledge, which is specific cases of the new knowledge. For example, erosion might be related to the little gully that was formed in the dirt outside the school in the last big rain storm, if the learners were already familiar with that.

Analogic knowledge, which is similar but outside the content area of interest. For example, erosion might be related to sanding down some wood, if the learners were already familiar with that.

Causal knowledge, which indicates how something influences or is influenced. For example, erosion might be related to its effects on transportation (e.g., washing out dirt roads), if the learners were already familiar with that.

Procedural knowledge, which indicates how something is used. For example, erosion might be related to methods of contour plowing for preventing water erosion on farmland, if the learners were already familiar with that.

It is important to note that superordinate, coordinate, and subordinate knowledge can be of two types: kinds or parts. Any concept can be a kind of something or a part of something; it and a coordinate concept are both kinds of the same superordinate concept, or parts of the same superordinate concept; and it has both kinds and parts of itself. A circulatory system is a part of an organism and a kind of body system. Its parts include a heart and arteries and veins; and its kinds include 2-chamber circulatory systems and 1-chamber systems.

As can be seen from the above examples, each of these types of prior knowledge has a corresponding type of relationship which can contribute to one's understanding. It may be useful to think of these relationships as dimensions of understanding, many (but not all) of which will be important for any given idea that is to be understood. This is related to the notion of "breadth of understanding". Causal Understanding

Principles, or interrelated sets of principles called causal models, are a very different kind of understanding. The water cycle is a causal model in which various changes (evaporation, condensation, and precipitation) occur, and a variety of other changes (events) influence them (temperature, humidity, wind, convection currents, and so forth). Causal models are understood primarily by: (1) establishing relationships between the real events that constitute a causal model and the generalities (principles or causal models) that represent them, and (2) learning about the network of causal relationships among those events (changes). This type of understanding will not be further discussed in this module, but you can explore these principals further with self-directed learning.

Click Next to continue.


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Economic Classroom Experiments/Currency Attack

Investors attack a currency. Whether the attack is successful or not depends on the number of attackers. There are two pure strategy Nash equilibria in this macro coordination game, everyone attacks or nobody attacks. Two versions of the game are run simultaneously. Almost invariably, students coordinate on the "attack" equilibrium in one, but not the other version.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Macroeconomics, any module discussing monetary policy

Intended learning outcomes
Participants in the experiment will

 * 1) Illustrate the relevance of coordination for macroeconomics
 * 2) Illustrate multiplicity of equilibria.
 * 3) Illustrate what determines equilibrium selection.

Description
Two versions of a coordination problem for macroeconomics are run simultaneously in five rounds. Each student in a group of seven must decide simultaneously whether to attack a currency or not. The payoff from attacking is increasing in the number of attackers. It pays to attack only if there are sufficiently many attackers. The game has two pure strategy Nash equilibria, everyone attacks or nobody attacks. The "white" version of the experiment has a lower payoff than the "red" version from non-attacking. Almost invariably, students coordinate on the "attack" equilibrium in the "white" version and on the "no attack" equilibrium in the red version.

Running the experiment
We describe the procedure with which we ran the experiment. This procedure is hence tested. Obviously, each instructor is free to make any adjustments she or he considers suitable.

Timing
The experiment takes up to 30 minutes overall. Additional time may be allocated to more class discussion, possibly in a different lecture. This is particularly important if students are given the data to evaluate.

Preparation
Students should be given instruction sheets (web link) at least a day before the actual experiment. Preparation of [Decision Sheets.] The students should be divided into two roughly equally sized groups. Each group should get differently colored decision sheets (we used white and red). If help is available, the decision sheets can be cut into the five decision strips and stapled. Otherwise the students have to tear off the decision strips during the experiments. To be planned in advance:
 * How are you going to split the students into two groups? Male/ female left/ right half of the room.
 * Does the room design provide a natural way to do the split.
 * Use two students, one for each version (white/red) to collect the decision strips.
 * Will you give the students the data to evaluate the experiment? How?
 * If you want to give money / prizes decide how. (In one version we had 14 candies, in another £ 14 available which we would use to pay one randomly selected student according to his gains in one randomly selected round.)
 * The design below, where each student in, say, the white group plays against the decisions of six randomly selected members of the white group is made for large classes. In smaller classes one may count how all students in the group decided and let each student play against that statistic. (Notice that some students play against themselves in our design, but this does not affect the Nash equilibria). If you have fewer than 14 students in your class, further adjustments of the design are needed, which we leave to the instructor

Procedure
Choose two students to help you in running the experiment, one for each color. Give them the differently colored decision sheets doc and explain them how to distribute them. While the students distribute the sheets, draw the [table] for the results at the board. Summarize the main points from the [instruction sheets.] Give students three minutes (later 1 minute) to make their choice and tear of the decision strips. Decision strips must contain round, name and decision (A or N). Advice students to write down their own decisions for themselves on a separate piece of paper. Let the two students select the decision strips for each group separately. Suppose the decisions of the white group are selected first. The select randomly six decision strips from the white group. Write on the board how many of these students chose N and how many A. Given these six choices state the payoff of any student that chose N and that of any student who chose A. Do the same for the red group. Repeat the above for rounds 2, 3, 4 and 5. Hand the data collected to small groups of students for writing summary evaluations. (see homework sheet on web)

Results
Students were either Red or White. N is Not attack, A is Attack.

Payoffs for not attacking were 			5 for white	11 for Red. Payoffs for attacking depended upon number attacking.

Results from Macroeconomics at U. of Exeter Dec. 2005

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You may find the sample instructions helpful.


text: User talk:Yi Fang

title: User talk:Yi Fang


text:
Portal:Persian

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Persian symbol ... ... The Iranian Flag

Persian The Department of Persian ...
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; 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;" |

Welcome to the Persian Language Department at Wikiversity Part of the Center for Foreign Language Learning of the School of Language and Literature

Persian The Persian Language
Persian ...

Please write here the translation of the text below in Persian.

Persian is an Iranian language.

Persian (Local names: فارسی Fârsi or پارسی Pârsi)* is an Indo-European language spoken in Iran, Afghanistan and Tajikistan as well as parts in Pakistan, and by minorities in Uzbekistan, Turkmenistan, Azerbaijan, Georgia, Southern Russia, neighboring countries, and elsewhere. It is derived from the language of the ancient Persian People. It is part of the Iranian branch of the Indo-Iranian languages family.

Persian and its varieties have official-language status in Iran, Afghanistan, and Tajikistan. According to CIA World Factbook, based on old data, there are approximately 62 million native speakers of Persian in IranIran, Afghanistan, Tajikistan and Uzbekistan and about the same number of people in other parts of the world speak Persian. UNESCO was asked to select Persian as one of its languages in 2006. Persian has also been taught in the Pakistani School curriculum until the Benazir Bhutto's government changed it.

Persian has been a medium for literary and scientific contributions to the Islamic world as well as the Western. It has had an influence on certain neighbouring languages, particularly the Turkic languages of Central Asia, Caucasus, and Anatolia. It has had a lesser influence on Arabic and other languages of Mesopotamia.

For five centuries prior to the British colonization of present day Pakistan, India, and Bangladesh, Persian was widely used as a second or first language in the Indian subcontinent; it took prominence as the language of culture and education in several Muslim courts in the subcontinent and became the "official language" under the Mughal emperors. Only in 1843 did the subcontinent begin conducting business in English. Evidence of Persian's historical influence in the region can be seen in the extent of its influence on Urdu, Hindi, Marathi, Bengali, and the Sindhi language, as well as the popularity that Persian literature still enjoys in the region.

Link to Wikipedia in Persian

Learning
To show your interest in the Persian Language, sign up at the Persian stream. This will provide a record of who is learning Persian, so you can see who else out there speaks Persian and can speak to them.

Teaching
If you want to teach, please sign up at the Persian stream and contact the Head of Persian

Indo-Iranian Staff
Here is the List of Staff members in the Indo-Iranian Languages Division

Streams

 * Persian stream

Current

 * Basic Persian Lessons
 * Resources on the web

Planned

 * Introduction to Persian
 * Persian 1
 * Persian 2
 * Persian 3

Other Languages

 * Indo-Iranian Languages Division

Department news

 * 21st December 2007 - Persian Department Founded

Links

 * Persian verbs

title: Portal:Persian


text:
User:NB-NB

Below are interwiki links to my user pages on the various wikis.

I am primarily active on en.wiki, however I have accounts other projects as well.

 * wikipedia - User:NB-NB
 * wiktionary - User:NB-NB
 * wikinews - User:NB-NB
 * wikibooks - User:NB-NB
 * meta - User:NB-NB
 * wikisource - User:NB-NB
 * wikispecies - User:NB-NB
 * mediawiki - User:NB-NB
 * wikiquote - User:NB-NB
 * commons - User:NB-NB
 * wikiversity - User:NB-NB
 * incubator - User:NB-NB

title: User:NB-NB


text:
User:Matt90266~enwikiversity

My name is Matt Allen, I'm a 1L at Loyola Law School in Los Angeles.

title: User:Matt90266~enwikiversity


text: File:Red Trim Penny 90.png

title: File:Red Trim Penny 90.png


text: File:Red Trim PennyEggbert 90.png

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title: File:Penny and Eggbert Music 3 150.png


text: File:Penny and Eggbert Music 1 150.png

title: File:Penny and Eggbert Music 1 150.png


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:The rough edit

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing {| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |
 * bgcolor=Cornsilk |

Trim and assemble

 * I first trim the clips. I need a clip of the Eggbert's first dailog and then a clip of Penny's dialog and finally a clips of Eggbert's final dialog.

 * Then I assemble the trimmed clips to get the rough edit.

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }
 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Red solid 1px;" Trim clip #1 {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#fdd" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

Penny and Eggbert

 * I just want to hear the opening dialog in the wide angle establishing shot

 * colspan="2" bgcolor="White"| [[Image:Red Trim PennyEggbert 90.png|800px]]
 * colspan="2" bgcolor="White"| [[Image:Red Trim PennyEggbert 90.png|800px]]

When trimmmed, the clip looks like this :
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Green solid 1px;" Trim clip #2 {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#efe" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

Penny

 * I just want the the shot of Penny for Penny's dialog.

 * colspan="2" bgcolor="White"| [[Image:Red Trim Penny 90.png|800px]]
 * colspan="2" bgcolor="White"| [[Image:Red Trim Penny 90.png|800px]]

When trimmmed, the clip looks like this :
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Blue solid 1px;" Trim clip #3 {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#ddf" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

Eggbert

 * We just want the shot of Eggbert for Eggbert's final dialog.

 * colspan="2" bgcolor="White"| [[Image:Red Trim Eggbert 90.png|800px]]
 * colspan="2" bgcolor="White"| [[Image:Red Trim Eggbert 90.png|800px]]

When trimmmed, the clip looks like this :
 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Next: Creating the "L-Cuts"
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * Once I have assembled the three clips, the audio should sound natural. Each pause between the dailog should sound natural.

 * However, the picture will seem dull and boring.  Now I need to find the best visual transition by rolling the picture edits (without rolling the audio edits.)

 * Click here to go to the next page.

 * }


text:
User talk:Dangriff

Hi! Welcome to Wikiversity!

219.90.166.239 03:40, 11 April 2007 (UTC)

title: User talk:Dangriff


text:
User talk:Clio~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 Clio. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Clio~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:Clio~enwikiversity


text:
User talk:Chriph Ecrivain

Hi! Welcome to Wikiversity!

title: User talk:Chriph Ecrivain


text:
User:Abhi kalyan

Born on the 18th day of the fifth month of the Year 1980. Named initially as Abhinya Kalyan and later renamed by self and generally know as Abhi Kalyan. Kalyan Being his Last Name and Abhi Being His name. He was born in a place called Pollachi 30 kilometers from Coimbatore in the state of India called Tamil Nadu.

His father hails from Coimbatore and mom from Pollachi. He is currently working on his family tree and will update this page as and when possible.

His blogs at Days

He currently works for SYConE GROUP

He is currently married and resides in Bangalore with his Wife. Waiting for a kid in the month of June.

title: User:Abhi kalyan