text:
Dignity

—Improving our world by learning to preserve dignity for all people Dignity elicits feelings of “I matter” or “I am worthy”.

Learning these simple lessons can profoundly improve our world. However, this may be difficult to understand, accept, and act on.

This curriculum was inspired by the work of the Human Dignity and Humiliation Studies Network and is part of the Applied Wisdom Curriculum.

We are each born with dignity
lbeaumont We are charged to live well by the bare fact of our existence as self-conscious creatures with lives to lead. Dignity is accepting our responsibility to live our lives well. Living well entails both self-respect and authenticity. Self-respect requires us to care about how we live; we recognize the importance of living well. Authenticity requires us to take personal responsibility for the choices we make, to choose our own values and goals, and to decide how to live our lives.

 * Dignity is the quality of worth and honor intrinsic to every person. /You are worthy simply because you exist/.
 * If I am so worthy, then /why do I sometimes feel so worthless?/
 * Dignity establishes basic entitlements that are the unalienable birthright of every human. It is our intrinsic legitimacy. Dignity is the threshold level of status required to meet basic human needs. It establishes the basic boundaries of humanity.

Assignment: Describe /how you experience dignity in your own life/. Describe what you perceive as its source or origins. Describe an occasion where your dignity was abridged or assaulted. Describe what happened and what that felt like (i.e. your emotional response to the event). Describe the conditions in your life that allow dignity to flourish, or that prevent you from fully experiencing your own dignity. If you would like feedback on the paper or blog post you write to complete this assignment, please click here to send me an email.

Human Rights Preserve Our Dignity

 * All human beings are born with equal and inalienable rights and fundamental freedoms.
 * In the Universal Declaration of Human Rights, the United Nations has stated in clear and simple terms the rights which belong equally to every person.
 * These rights belong to you.
 * Read your rights at: the Universal Declaration of Human Rights web page.
 * Use this questionnaire to assess the level of human rights in your region.
 * Consult the Global Peace Index to learn how peaceful your region is.
 * Learn what the Human Rights Watch organization has learned about your region.
 * Learn how your region ranks on the Political Terror Scale.
 * They are your rights.
 * Familiarize yourself with them.
 * Help to promote and defend them for yourself as well as for your fellow human beings.

Assignment: Use this questionnaire to assess the level of human rights in your region. Based on your responses to the questionnaire, identify the primary impediments to human rights in your region. Imagine living in a different region, where human rights are either better protected (if you live in an oppressed region) or where they are denied (if you are fortunate to live in a region with good human rights protections). Complete the questionnaire as if you are living in that other region. Based on the questionnaire responses, and the text of the Universal Declaration of Human Rights what action would be most effective in improving human rights in the oppressed region?

Abridging Human Rights Causes Suffering
Assignment:
 * Indignity—trespassing into the territory established by dignity—is the essence of insult, humiliation, and the root of anger, shame, and hate.
 * This trespass is the basic tool of tyranny, oppression, and coercion.
 * All of /history is the quest/ for dignity.
 * We are worthy simply because we are alive; it is a cruel injustice to deny someone their inalienable worth.
 * Dignity is congruence between the respect we demonstrate and the intrinsic legitimacy of each person.
 * When honor requires /adherence to an archaic honor culture/, it can abridge human rights.
 * Complete the assignment described within the history page, above.
 * Determine if you are influenced by /adherence to an archaic honor culture/. Work to separate yourself from any behaviors that abridge human rights.

Preserving Human Rights Maximizes Our Well-Being
Preserving and protecting human rights reduces human suffering, reduces conflict, increases economic, social, and cultural opportunity, and increases the peace dividend. It is the symmetrical and stable configuration for humanity. We all benefit.

Assignment: Identify and describe a situation where indignity prevails. Describe the costs of this indignity in human, social, cultural, and economic terms. Summarize the total cost of indignity for this situation.

Work to Protect and Preserve Human Rights for All People
Assignment: Identify and describe an occasion where one person or group intervened to protect the dignity or human rights of another. Describe the nature of the intervention and its effectiveness. Consider the points of view and experiences of both the victims and the interveners in both the short term and the long term. How did this intervention alter the relationship between the victims and the interveners in both the short term and the long term?
 * Preserve and respect the dignity of all people.
 * Follow these guidelines for working together.
 * Prevent, eliminate, or remedy insults, injustices, power imbalances, and other conditions that cause humiliation.
 * Preserve and protect the human rights of all people.
 * Do not tolerate actions or inactions that disrespect others, or infringe on human rights.
 * Speak with respect and candor.
 * Refuse to hate.
 * Renounce violence.
 * Increase your empathy and compassion for all.
 * Quell your ego.
 * Learn to transcend conflict, forgive, and apologize.
 * Increase your emotional competency.
 * Embrace the Golden Rule and the Charter for Compassion.
 * Practice sustainability—meeting the needs of the present without compromising the ability of future generations to meet their own needs—to respect the needs of future generations.
 * Learn about sustainability from the Earth Policy Institute and the Earth Charter Initiative organizations.
 * Study the Wikiversity course on Limits to Growth.

Don’t Surrender Your Human Rights

 * Recognize when your dignity and human rights are being infringed.
 * Rely on your wisdom to know what you can change and what you cannot change.
 * Rely on your courage to change what you can.
 * Accept and cope with those things you cannot change.
 * Draw on your capacity for resilience when faced with indignity, doing your best to respond constructively and avoid defeat, resignation,  hate, or revenge.
 * Draw inspiration from these /courageous examples of graceful responses/ to humiliating treatment.
 * Recognize how taking responsibility for your own actions contributes to your own sense of dignity.
 * Keep the Four Agreements.
 * If you are the victim of oppression—within your family, workplace, community, or nation—it can be very difficult to attain these human rights for yourself. Perhaps this advice on Responding to Tyrants can suggest some options available to you.
 * Maintain the 3Rs of: Rights, Responsibility, and Resilience!

Assignment: Describe an occasion /when your dignity was threatened or abridged/. When and how did you recognize the infringement? How did you react? How did you respond or cope?

Resources
Use these resources to continue your study of dignity:
 * Dignity, TEDx talk, February 2011
 * There are no scraps of men, TED talk, Alberto Cairo, November 2011
 * The Wikiversity course Assessing Human Rights
 * The Wikiversity course Assessing Human Rights

title: Dignity


text:
UCNISS/Sport Wiki Academy/Creating your own sport wiki

Hosting your own sport wiki is a great way to promote your organization, league, team or athlete. It allows you to control the content, who can edit and who can view your wiki in a way that you cannot do on Wikimedia Foundation related projects. Below is some very brief information about a couple of options for setting up your own wiki. Additional information on wiki hosts and software can be found at http://www.wikimatrix.org/. After that is some advice on how to get started creating content on a wiki.

PB Works
PB Works allows its users to create free basic wiki workspaces, or have access to more advanced features if they subscribe to a premium plan. Workspaces can be public and open to everyone, or private and only accessible to those that the wiki founder chooses.

Advantages: PB Works allows you to have better control over who can view and edit your wiki. Multimedia video, images and sounds can easily be integrated into the page. You do not need to use a Creative Commons license.

Disadvantages: The wiki is not powered by Mediawiki, which can create a learning curve for some users.

Wikia
Wikia is a wiki farm that allows anyone to create a wiki about whatever topic they desire. The wikis on their site are open to anyone who wants to edit them.

Advantages: They host and provide technical support for your wiki. They can help you promote your wiki, especially if they think it can get a lot of traffic. Wikia also provides some assistance in mediating on wiki conflict and with community management. They have a solid relationship with Wikipedia and getting links to your Wikia hosted wiki on Wikipedia may be easier.

Disadvantages: You do not have control over all the content, cannot install your extensions and it may be difficult to leave if you find Wikia does not work for you. Wikia also forces you to use a Creative Commons license.

Wiki software
If you want to create your own wiki and have control issues, you may want to install wiki software on your own server.

Mediawiki
Advantages: This software is the most popular wiki software out there. It is the software that backs Wikipedia. Because of this, it has a lower learning curve for potential contributors. There is a large number of developers who can help support Mediawiki. If necessary, they can be hired to create skins for a Mediawiki install, create extensions to do customized things, and program bots to help automate some content related issues.

Disadvantages: The software requires some knowledge to install and maintain. If you aren't comfortable with that, Mediawiki may not be a viable solution.

Wagn
Wagn is a structured wiki software project written in Ruby on Rails. It incorporates a wiki, a database, and a content management system. It was created with the help of a grant from Meyer Memorial Trust and its first larger scale implementation was for Connectipedia, a wiki for nonprofit organizations in the Pacific Northwest region of America.

Advantages: Wagn is powered using Ruby on Rails. This programming code is very popular at the moment and many people are interested in seeing web projects using it to succeed.

Disadvantages: Wagn can be confusing to edit at first. Many contributors may not be used to it, which presents a barrier to contributing.

Advice on starting a wiki
Once you've chosen your software or host, there are a few things to consider:

 * What copyright are you going to use on the wiki? (This decision may be made earlier, when choosing a host.)  How will your copyright impact who will contribute to your project?
 * What is the content focus of your wiki? Is it about sharing ongoing research in my academic department?  Is my wiki going to be about the history of the sport I am involved with?
 * Who is the audience for your wiki? Who do you want contributing to your wiki?  Is your wiki only for people inside your organization?  Is your wiki intended for only local people?  Are you targeting everyone interested in the sport your wiki is about? Do you want any web visitor to contribute?  Do you want only people inside your organization to contribute?  Do you want to be the sole contributor?
 * How will you create policy? Will you create a set of clear rules from the start?  Will you allow the rules to be created and evolve as the wiki grows organically?
 * How will content be organized? What sort of category structure will you use? How flexible is that structure? Will you create templates with the idea of encouraging people to organize on article content in a certain way?

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


text:
Talk:Dignity

Resilience rather than defeat/resignation or hate/revenge
One suggestion, from Michael: In the first section where you ask about experiences of having dignity curtailed, you might consider adding some questions that evoke resilience rather than defeat/resignation or hate/revenge:  how they handled it, who modeled dignity in the face of indignity, how they recovered or would like to recover, how it affected sense of life possibilities... I don't know just what, but Evelin, Linda and Uli, as well as yourself, might have good ideas about this...

Fill the gap from human rights to dignity
Dignity is more than the absence of abuse or the protection of human rights. The curriculum has to do more to fill this gap. Any ideas?--Lbeaumont 22:31, 9 February 2011 (UTC)

Dispelling fallacies and falsehoods
I am considering adding: “Recognize the lack of evidence, falsehoods, logical fallacies, and distortions in any argument disputing this” as the last item under the first header. I hesitate in case this is too self-righteous and threatening. For example, this challenges the concept of “original sin” which is the foundation of major religions. What do you think?--Lbeaumont 22:31, 9 February 2011 (UTC)
 * Being unfairly blamed or scapegoated is both ubiquitous and emotionally devastating. Often, marshalling and analyzing the evidence is well beyond the pay grade of the parties.  In that case, I recommend crafting a ballad like this one.  —Caprice 14:29, 11 February 2011 (UTC)

An image of dignity
I continue to seek an outstanding image representing dignity. I was once told that the “daily bread” image used here represents grace, not dignity. If you know of a better image, please let me know. Thanks!--Lbeaumont 22:31, 9 February 2011 (UTC)
 * This may be a bit too religious, but see the image here. The longer story is here.  —Moulton 14:35, 11 February 2011 (UTC)

Assignment Workshop

 * Assignment: Describe an occasion when your dignity was threatened or abridged. When and how did you recognize the infringement? How did you react? How did you respond or cope?

Lee, do you want us to start subpages with our stories? I have a great one to share that's still in progress. —Moulton 14:05, 18 February 2011 (UTC)
 * Let's create a subpage, and suggest it link to the stories. The stories themselves might be on a blog owned by the contributor, or might be on another subpage. My idea is that the first level subpage of the assignment be a directory, listing, catalog that links to the actual responses. Let me see if I can create such a sub-page now. Thanks! --Lbeaumont 13:34, 19 February 2011 (UTC)
 * I have created the pages: Dignity/how_you_experience_dignity_in_your_own_life and Dignity/when_your_dignity_was_threatened_or_abridged for this. Thanks! --Lbeaumont 13:40, 19 February 2011 (UTC)

Equal Dignity
Explore the concept of "equal dignity". For example, it has been suggested that statements such as "we are all born as equals" refers to our right to be treated with equal dignity; that our inherent dignity deserves to be respected equally. When people seek equality, the first question becomes "equality of what?". Perhaps the answer is "equal respect for our dignity". This idea is explored in The Genetic Lottery: Why DNA Matters for Social Equality, by Kathryn Paige Harden. --Lbeaumont (discuss • contribs) 18:51, 21 September 2021 (UTC)

title: Talk:Dignity


text:
User talk:Majere723

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title: User talk:Majere723


text:
School talk:Practical human life

Dignity Course
I am developing a Dignity course which may fit well here. If you like it, perhaps you can add it to the curriculum. (I hesitated to do this myself because I did not want to disturb the existing structure.)--Lbeaumont 22:58, 9 February 2011 (UTC)

What Matters Course
I have developed the course "What Matters" I believe it belongs here, but I'm not clear how to add or link it to this school. If you can help me with this I'll appreciate it, or perhaps you can link it. Thanks! --Lbeaumont 12:50, 13 February 2012 (UTC)
 * Perhaps a major heading of "Flourishing" or "Well-Being" can be added, with this as one sub topic.--Lbeaumont 12:53, 13 February 2012 (UTC)

title: School talk:Practical human life


text:
User talk:Ufqureshi~enwikiversity

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 23:25, 9 February 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ufqureshi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ufqureshi~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 00:09, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Ufqureshi~enwikiversity


text:
User:Cherrylight

I like dancing, video editing etc. I hope to be a film editor one day. I like sports. Yup thats about it... BTW how do you put color to your text? ĊΗęŕṝŷŁιĢĥŢ

title: User:Cherrylight


title: File:Fe1.s11.mtg17.djvu


title: File:Nm1.s11.mtg17.djvu


text: File:Eml5526.s11.team4.simko.h3.problem1.fig1.gif


text:
User talk:Cherrylight

 Hello Cherrylight, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 02:34, 10 February 2011 (UTC)

title: User talk:Cherrylight


text:
Dignity/history is the quest

History as the Quest for Dignity
While the claim that "All of history is the quest for dignity" is obvious hyperbole, it is true that many transformational events in history were motivated by retaliation or escape from humiliation, preserving honor, or by the pursuit of grandeur. Here are some prominent examples:

The American Revolution and other  revolutions.

The United States Civil War and other  civil wars.

Movements for woman's suffrage around the world and other movements for protecting  woman's rights.

Labor movements

Honor Killings

Street Gangs

The United States Civil Rights Movement.

The Rise of Nazis Germany and the  second world war.

The Holocaust.

The activities of the Khmer Rouge working to eliminate anyone suspected of "involvement in free-market activities"

The many genocides that have taken place throughout history.

Apartheid

The Watergate Scandal leading to the resignation of President Richard Nixon.

Perestroika — restructuring of the Soviet political and economic system.

The Polish trade union movement, Solidarity, lead by  Lech Wałęsa.

The fall of the Berlin Wall.

The  Tiananmen Square protests of 1989.

The Rwandan genocide.

The self-immolation of Mohamed Bouazizi, leading to the  2010-2011 Tunisian Revolution.

Assignment
Read one or more of the papers listed in the references section below. Then study one of the historic events listed above in-depth. Write a paper describing the role of dignity in precipitating, sustaining, or resolving the conflict. Identify the insult, humiliation, shame, or anger driving the event and the trespass that caused them. If you prefer, choose a significant historic event not listed above to write about. Consider contributing your paper to enhance the materials for this course.

title: Dignity/history is the quest


text:
User:Eml5526.s11.team2.brenner/hwk3

=Problem 3.2: =

Given
For the spring system given in the figure.

Find
a) Number the elements and nodes. b) Assemble the global stiffness and force matrix. c) Partition the system and solve for the nodal displacements. d) Compute the reaction forces.

(a)
The elements and nodes can be represented in the following fashion.

(b)
Figure (3) shows a Free Body Diagram with the forces and reactions acting at each node.

Observing the FBD a system of equations can be defined in terms of the balance of forces for each element and the reactions and externals forces experienced by the system as the following column vectors; where $$ \displaystyle \mathbf{F^{(i)}} \quad i=1,\ldots,4\ $$ represents the appropriate element in the system, $$ \displaystyle \mathbf{f} $$ represents the external forces acting on the system and $$ \displaystyle  \mathbf{r} $$ represents the reactions of the system.

The column vectors are as follows

Substituing the above column vectors into (3.2.b.1) porvides the following system of equations.

The Forces experienced in a 2 node element can be defined with the following 2 equations in matrix form

where k is defined by the Area, Young's modulus and length of the element $$ \displaystyle k = AE/l $$

Employing the element stiffness found in (3.2.b.3) and aligning the element nodes to their respective global nodes as defined in Fig 3.

One begins by augmenting the force and displacement matrices by adding zeroes. The local element node number is equal to the global element node number by Fig 3. One performs this on all elements of the system. This provides each element of the system with respect to the global matrix of the system.

Substituting (3.2.b.4), (3.2.b.5), (3.2.b.6), (3.2.b.7) into (3.2.b.2) and performing matrix addtion provides the System of Equations governing the system, where the first matrix term on the LHS of (3.2.b.8) represents the global stiffness matrix and the RHS of (3.2.b.8) represents the global force matrix.

(c)
Reviewing Fig. 1 the springs are attached to the wall. It can be assumed that element 1 and element 3 will have no displacement pass global node 1 & 4 and global node 4 & 2, respectively. Therefore $$ \displaystyle u_1 = u_2 = 0 $$ which modifies 3.2.b.8 to the following

Doing a sum of forces at Node 3 and using (3.2.b.5) & (3.2.b.7) provides a relation between the global displacements experienced between at 3 & 4 and since $$ \displaystyle  u_1 = 0 $$

This reduces the nodal displacements to the following

(d)
Solving for the reaction forces using (3.2.b.9) & (3.2.b.11) leads to the following

title: User:Eml5526.s11.team2.brenner/hwk3


text:
File:Eml5526.s11.team2.brenner.HW3.2.fig1.png

Summary
Eml5526.s11.team2.brenner 04:36, 10 February 2011 (UTC)


text:
User talk:QSDenis

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title: User talk:QSDenis


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User talk:Chrisonic64

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title: User talk:Chrisonic64


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User talk:Ds biswas

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User talk:Kzeile~enwikiversity

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 05:45, 10 February 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Kzeile. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kzeile~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 23:36, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Kzeile~enwikiversity


text:
User talk:Yiuyiufung

 Hello Yiuyiufung, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 05:46, 10 February 2011 (UTC)

title: User talk:Yiuyiufung


text:
User:KimMinJee

Hello! I am Kim Min Jee and I am from South Korea. I know both Korean and English so if you have any questions (besides language as well) I will always help!

title: User:KimMinJee


text:
User talk:KimMinJee

 Hello KimMinJee, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 08:42, 10 February 2011 (UTC)

title: User talk:KimMinJee


text:
User talk:Me X'mas

 Hello Me X'mas, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 08:43, 10 February 2011 (UTC)

title: User talk:Me X'mas


text:
User talk:Onuora Bright Onyebuchi

 Hello Onuora Bright Onyebuchi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 08:43, 10 February 2011 (UTC)

title: User talk:Onuora Bright Onyebuchi


text:
User talk:Panga~enwikiversity

 Hello Panga, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 08:43, 10 February 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Panga. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Panga~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 23:46, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Panga~enwikiversity


text:
Talk:Storyboard Artwork Project/What is storyboarding artwork?

Broken Links to Artwork Samples
Visiting the page today, I was disappointed to find the links to the first two artwork samples are broken. --Lbeaumont 12:25, 10 February 2011 (UTC)


text:
User:Jmququ44

I have helped the Aqib show. I have question for all these Wikiversity people!

title: User:Jmququ44


text:
User:Beangbag1

Hello I`m Beangbag1

title: User:Beangbag1


text:
User talk:Jmququ44

Eh? Is this what I think it is.

I have heard the launch can exist my existing life to make a better show instead of making a discribing words of my own? --Jmququ44

title: User talk:Jmququ44


text:
Dignity/courageous examples of graceful responses

At times some extraordinarily courageous people have responded with remarkable grace when faced with cruel humiliation. Perhaps you can gain inspiration from their examples.

 * Vivien Theodore Thomas rose above poverty and racism to become a cardiac surgery pioneer and a teacher of operative techniques to many of the country's most prominent surgeons. He was the first African American without a doctorate degree to perform open heart surgery on a white patient in the United States.

 * Rosa Louise McCauley Parks was an African American civil rights activist, whom the U.S. Congress later called "the first lady of civil rights", and "the mother of the freedom movement". On December 1, 1955 in Montgomery, Alabama, Parks, age 42, refused to obey bus driver James Blake's order that she give up her seat to make room for a white passenger.

 * Nelson Mandela served as President of South Africa from 1994 to 1999, and was the first South African president to be elected in a fully representative democratic election. Before his presidency, Mandela was an anti-apartheid activist, and the leader of Umkhonto we Sizwe, the armed wing of the African National Congress (ANC). In 1962 he was arrested and convicted of sabotage and other charges, and sentenced to life in prison. Mandela served 27 years in prison, spending many of these years on Robben Island. Following his release from prison on 11 February 1990, Mandela led his party in the negotiations that led to multi-racial democracy in 1994. As president from 1994 to 1999, he frequently gave priority to reconciliation.

 * Following the 1981 assassination attempt Pope John Paul II asked people to "pray for my brother ( Ağca, his attempted assassin) ... whom I have sincerely forgiven."

 * The Truth and Reconciliation Commission — a court-like restorative justice body assembled in South Africa after the abolition of apartheid — chose truth, admission of guilt, and forgiveness rather than revenge for unspeakable acts of cruelty.
 * Despite being born without a right hand, Jim Abbott became a successful athlete. He won an gold metal at the 1988 summer Olympics, and went on to pitch a no-hitter as a New York Yankee. He currently works as a motivational speaker.


text:
User talk:Beangbag1

I watch dragen ball z kie.

 * weeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee!

No
Ni, Beanbag1--Beangbag1 15:57, 10 February 2011 (UTC)

title: User talk:Beangbag1


text:
User:Inhol24/European Journal of Women´s Studies (2006)

Om texten nedan
Den text som är publicerad nedan är skriven som en personlig läslogg av en text som ingår i forskarutbildningskursen KOIIA I på Örebro universitet. Den är en slags sammanfattning och ska inte betraktas som något annat än som just läslogg. Mer information om det sammanhang texten är skriven i hittar man om man klickar på mitt namn ovan. European Journal of Women´s studies

Intersektionalitet – Phoenix och Pattynama
Phoenix och Pattynama skriver den introducerande texten till journalens tema om intesektionalitet. De inleder med att förklara att “intersektionalitet” är ett begrepp som myntades år 1989 av Kimberlé Crenshaw och att begreppet är användbart som en gemensam benämning för att synliggöra de månfaldiga positioneringar som utgör det vardagliga livet och de maktrelationer som är centrala för det.

Alla de artiklar som är med i detta nummer av journalen har fokus på metodologi och är ett produktivt inlägg för feministisk förståelse av intersektionalitet skriver Phoenix och Pattynama.

Intersektionalitet och Feministpolitik – Nira Yuval-Davis
Inom feminismen har man många gånger diskuterat likheterna mellan kvinnors situation och svartas situation. Problemet är att det signalerar att alla kvinnor skulle vara vita och alla män svarta, men så är det ju inte, skriver Yuval-Davis. I denna artikel undersöker hon några av de analytiska frågeställningar som är inblandade i interrelationen mellan kön, klass, ras och etnicitet samt andra sociala grupperingar.

Yuval-Davis summerar kort den ursprungliga debatten kring intersektionalitet. Hon hävdar att man till en början menade man att det ”tredubbla förtrycket” grundade sig i påståendet att svarta kvinnor drabbades av tre olika förtryck: som svarta, kvinnor och medlemmar av arbetarklassen. Yuval-Davis argumenterar dock emot detta tillvägagångssätt, för det finns enligt henne inget lidande som kommer från förtrycket var och en för sig, utan varje social gruppering har olika ontologiska grunder som är omöjliga att förminska till andra sociala grupperingar. Ett annat problem med den additiva intersektionalitetsmodellen som Yuval-Davis lyfter fram är att den ofta stannar kvar på en analysnivå, den empiriska, och inte skiljer mellan olika nivåer. Men det finns många som på senare tid varit mer noga med att separera olika nivåer skriver hon vidare.

Det var under ett expertmöte kring köns- och rasdiskriminering i Zagreb i november 2000 som man försökte lyfta fram förslag till en mer specifik analys och metod kring intersektionalitet. Efter konferensen var det dock svårt att riktigt få grepp om vad det var man kommit fram till, menar Yuval-Davis, och man försökte beskriva intersektionalitet som en väg, där en kvinna möter olika förtryck i korsningarna.

Det finns en tendens att man ser olika sociala grupper, som klass, ras och etnicitet som resultat av ett biologiskt öde, sammanlänkat till olika genetiska poler som handlar om intelligens och personlig karaktär och då det finns ett behov av att skilja mellan olika typer av olikheter kan vi genom att inlemma dessa i vår analys undvika sammanflätade positioneringar, identiteter och värden menar Yuval-Davis. Hon menar vidare att det som är viktigt är att man ska analysera hur specifika positioneringar, identiteter och politiska värderingar är konstruerade, hur de samverkar och hur de berör var och en på särskilda platser och i speciella kontexter.

En frågeställning som tas upp i många olika texter handlar om hur många sociala grupperingar som är involverade och/eller vilka som ska inlemmas i analysen av den intersektionella processen. Ofta brukar man uppfatta ras, kön och klass som tre huvudsakliga sociala grupperingar, men andra lägger också till grupperingar som ålder. Det finns många sociala grupperingar som man kan ta hänsyn till, menar Yuval-Davis, varför det är vanligt att man ställer upp listor över dem. Tyvärr slutar nästan alla sådana listor med ett ”etc.” för det finns så många fler än man kan ta upp.

Själva poängen med intersektionell analys är, enligt Yuval-Davis, att man försöker analysera de skilda situationer som olika sociala grupperingar konkret är involverade i, hur de konstrueras av var och en av dessa, och hur de hör ihop med politiska och subjektiva identitetskonstruktioner.

Multiple Inequalities, Intersectionality and the European Union – Mieke Verloo
Då man försökt handskas med flerdubbel ojämlikhet inom politiska praktiker i Europa har man sällan kallat det för intersektionalitet, skriver Verloo. Hon försöker i sin artikel, genom att reflektera kring begreppet intersektionalitet, bidra teoretiskt till föreställningen om de relationer som finns mellan olika typer av ojämlikheter. I slutet av artikeln presenterar hon konstruktiva idéer för ett mer heltäckande sätt att hantera flerdubbla ojämlikheter (s. 212).

Verloo förklarar att Crenshaw (1989) skiljer mellan strukturell intersektionalitet och politisk intersektionalitet. Strukturell intersektionalitet är något som uppstår då ojämlikhet och dess intersektioner är direkt relevanta för människors upplevelser i samhället. Med hjälp av strukturell intersektionalitet kan man förklara till exempel varför en svart kvinna inte kommer ifråga för ett jobb pga. att hon är svart, eftersom den ”normanställde” är en vit kvinna, samtidigt som andra jobb också är otillgängliga för samma kvinna eftersom de jobb som är tillgängliga för svarta människor i denna kontext främst är manliga jobb (s. 231)

Politisk intersektionalitet använde Crenshaw, enligt Verloo, för att indikera hur ojämlikhet och deras intersektioner är relevanta i politiska strategier. Avgörande frågor i en analys av politisk intersektionalitet är: Hur och var marginaliserar feminism etniska minoriteter eller funktionshindrade kvinnor? Hur och var marginaliserar mått på sexuell jämlikhet eller rasism kvinnor? Hur och var marginaliserar könsjämlikhetspolitik lesbiska? (s. 213)

Verloo påpekar dock att det finns kritiker, som menar att intersektionalitet är en oklar modell att använda om man vill titta på strukturer, samtidigt som begreppet är vitt använt i akademiska studier.

Verloo vill i en del av sin artikel hantera begreppet ”antagen likhet” som hon menar att ligger till grund för ambitionen till en konsekvent politik kring flerdubbla ojämlikheter. All ojämlikhet som är relevant för nya europeiska anti-diskrimineringsförordningar kan enligt Verloo ses som kopplade till socialgrupper eller kategorier, och till skillnader som gjorts i interaktioner och institutioner av människor själva eller av andra. ’

Verloo gör en jämförelse där hon fokuserar på fyra sociala kategorier som är starkt kopplade till ojämlikhet: kön, ras/etnicitet, sexuell läggning och klass. Det resultat hon kommer fram till är att alla de fyra sociala kategorierna konfronteras med samma dominanta och privilegierade norm av medborgare, med en liten skillnad i betoning/tonvikt: för könskategorier så är normen först och främst en man, följd av vit, heterosexuell och medelklass. I sexuell läggning-kategorin är normen dominerande heterosexuell, därefter man, vit och medelklass. I kategorin klass är normen främst medelklass, sedan man, vit och heterosexuell. För ras/etnicitet-kategorin är normen främst vit, följd av man, heterosexuell och medelklass. I tabell 2 (s. 219) presenterar Verloo också en jämförelse av fem andra dimensioner som visar skillnader i politiska aktiviteter som kopplas till de sociala kategorier som granskas här. Tabellen visar ifall de sociala kategorierna uttrycks som politiska klyftor, om de är institutionaliserade och vilka som är de dominerande målen, anspråken och strategierna som används för att hantera de ojämlikheter som är kopplade till dem.

Verloo menar att det behövs en utveckling av komplexa metoder och verktyg som bildats genom intersektionell teori. Det behövs också en ökning av resurser, och en vidareutveckling av intersektionell teori samt ett nytänkande kring medborgares representation och deltagande i en era som handlar om post-identitespolitik.

Intersectionality – A Challenge for Feminist HIV/AIDS Research? – Anna Bredström
Feminister har visat att kön utgör en avgörande faktor för att förstå HIV/AIDS-fenomenet oavsett vilken aspekt av pandemin vi försöker belysa menar Bredström i sin artikel. Hon menar att feministforskning har bidragit till dekonstrueringen av dominanta HIV/AIDS-diskurser och därmed utmanat idéer som att oskyddat sex endast beror på en brist på kunskap om smittvägar eller på sättet man projicerats för det (s. 229).

Bredström menar att hon har försökt att möta fältet från ett intersektionellt perspektiv där man inte bedömer kön som något som är separat från t.ex. sexualitet, klass eller ras/etnicitet. I sin artikel vill hon belysa och problematisera några av de tillkortakommanden som finns, med fokus på arbeten av Tasmin Wilson (1997) och Janet Holland et al (1998).

Wilton och Holland et al betonar upprepade gånger att ras, etnicitet och klass, likväl som ”funktionsfullkomlighet” strukturerar och upprätthåller ojämlikhet mellan kvinnor och mellan män skriver Bredström (s. 232). Hon förklarar också att de i sin utvecklade teori uppger flera anledningar till varför de finner det inte vara nödvändigt att teoretisera ”ras”, etnicitet eller klass för sina forskningssyften. Wilton hävdar att det är möjligt att tala om kön och sexualitet (det erotiska) utan att hantera frågor om klass eller sociala relationer med fokus på ras, eftersom hon antar att kroppen är separerad från ”den vidare sociala arenan” (s. 232f). Wilton medger dock att t.ex. ”ras” kan vara en väsentlig faktor.

Bredström ger några exempel från Holland et al på ett samtal mellan mor och dotter. Trots den tydliga kopplingen till levnadsförhållanden för modern så analyserar inte Holland et al enligt Bredström könsdiskursen som en klasshändelse. Istället analyserar de ett citat i texten som liknande andra mor-dotter-historier, vilka går ut på att dottern ska få budskapet som säger: ”lita inte på män” respektive ”sex är smutsigt”, vilket är ett resultat av en allmänt beskyddande diskurs som stöder att kvinnlig sexualitet ska vara passiv (s.236). Bredström hävdar att citaten visar att konstruerandet av kön inte kan separeras från andra sociala divisioner; ”ras” och klass formar därmed de unga kvinnornas könsidentitet (s. 237). Men Bredström påpekar också att de här teoretiska ingripandena upprepade gånger har visat att det inte finns något som är en vanlig erfarenhet av kvinnlig underordning. Alla patriarkala relationer påverkar inte alla kvinnor och män på samma sätt och de framställer inte alla män som överlägsna alla kvinnor.

Det är inte de rasmässiga representationerna i sig som är av primärt intresse i en intersektionell analys, menar Bredström, utan det är snarare de sätt i vilka man konstruerar ett begrepp om att vara annorlunda genom ett köns- och sexualiserat språk. I denna diskurs kommer den officiella svenska könsjämlikhetspolitiken att skilja mellan ”jämlikhetssinnade svenskar” och ”patriarkala invandrarmän” menar hon. På samma sätt konstrueras svenskar som sexuellt upplysta i relation till konservativa amerikaner, reaktionära muslimer och underutvecklade afrikaner (s. 240)

Differences Between Women? Intersecting Voices in a Female Narrative – Alice Ludvig
Alltsedan mitten av 1980-talet har fokus på könsstudier i politisk teori flyttats bort från kön som en dikotomisk kategori menar Ludvig i sin artikel. Enkelt sagt så är inte den binära positionen man vs. kvinna längre den enda punkten för intresse. Forskningen har svängt från dikotomin av kön till en omprövning av skillnader och ojämlikhet mellan kvinnor menar hon (s. 246).

Ludvig menar att det ofta inte är möjligt för en kvinna att avgöra om hon har blivit diskriminerad pga. sitt kön eller av någon annan anledning som t.ex. en utländsk accent. Detta är just det som är problemet med intersektionalitet: man kan inte plussa på skillnader som kön, färg och klass; en svart kvinna blir inte förtryckt två gånger, utan många gånger menar hon (s. 246). Då man använder sig av intersektionalitet är det ett stort problem att listan över skillnader kan bli nästan oändlig – det verkar därmed vara en svag punkt i intersektionalitetsteori. Tillvägagångssättet börjar bli suddigt av frågor som ofta undviks i publicerade arbeten hävdar Ludvig och påpekar: Vem definierar när, var, vem och varför särskilda skillnader erkänns, medan andra inte gör det (s. 274). I denna artikel vill Ludvig erbjuda en insyn i dessa frågor. Fortfarande kommer frågan om hur man ska göra dock att ligga öppen varnar hon.

Man kan lite enkelt påstå att den fråga som Ludvig ställer är: Hur intersekterar kategorier av skillnader och identitet i en berättelse? (s. 248)

Det är genom berättelser som identitet och subjektivitet blir tydliga: när vi erkänner att subjektivitet är det sätt på vilket människor gör något vettigt av sitt förhållande till världen, så blir det samtidigt ett sätt för identitet förklarar Ludvig och hon menar vidare att ”identitet” och ”olikhet” båda samtidigt är grundläggande. Olikheter kan användas för att skapa positiva insider-uppfattningar och representation av självet (identitet), medan de också kan användas för att konstruera en negativ syn från ”utsidan” (s. 249).

I artikeln berättar Ludvig om en intervju som hon gjorde med en invandrad kvinna, Dora. Intervjun var totalt 9,5 timmar lång och bedrevs under flera veckor under fyra sessioner emellan februari och maj i Vienna. I intervjun användes öppna frågor som undvek frågor om varför, var, vem och när och Ludvig följde den intervjuades egna ord och fraser. I den första fasen började hon med att ställa den enkla öppnade frågan ”Jag är intresserad av din levnadshistoria. Var snäll och berätta för mig allt som du kommer att tänka på och som du skulle vilja berätta.”

Då Ludvig analyserade de svar hon fått kunde hon se att Dora inte tydligt nämner kön, men att hon ändå indirekt gör det då hon berättar om skillnaden mellan sig själv och sin bror. Ludvig menar att det lätt blir så att man inte är så medveten om kategorin ”kön” eftersom den, som en normativ kategori, sällan ifrågasätts (s. 252), men Dora relaterar din könsidentitet genom att skilja sig själv från sin bror via ett antal tillskrivningar som ändrar betydelse genom intervjun.

Ludvig menar vidare att Doras strategier måste analyseras tillsammans med hennes perspektiv som (de-)placerad och lokaliserad i de specifika svårigheter som finns i hennes migrationssituation. I Doras egna berättelser hittar man en spänning, som handlar om att hon inte känner sig hemma varken i Österrike eller i Bulgarien. Det finns en känsla både anpassning och avvisande i henens berättelse (s. 255).

==== ”I Am the Ultimate Challenge”. Accounts of Intersectionality in the Life-Story of a Well-Known Daughter of Moroccan Migrant Workers in the Netherlands – Marjo Buitelaar ====

I den här artikeln beskrivs ett personligt öde och jag kommer inte att sammanfatta denna berättelse hör. Istället har jag fastnat för några saker som Buitelaar tar upp som jag funnit intressanta.

Identitet är det tillfälliga resultatet på hur vi reagerar på de varierande sätt vi behandlas på utifrån våra positioner i maktrelationer i och mellan olika sociala och kulturella fält där vi är deltagare menar Buitelaar (s. 261). Hon menar att identitet är dialogiskt konstruerad i både lyssnandet till diskurser och användandet av dem för att konstruera våra egna berättelser.

Vad som gör begreppet om det dialogiska självet så intressant då man studerar intersektionalitet är att det erbjuder verktyg för att analysera hur individer uttrycker sig från olika jag-positioner samtidigt som de växlar mellan varierande kollektiva röster och ibland blandar dem då de tar olika positioner. Det uppmärksammar också de sätt på vilka olika kollektiva röster kan eller inte kan komma i konflikt med varandra och vilka kontexter som resulterar i att en eller flera röster blir mer dominant eller organiserade än andra i jagberättelserna (s. 261f).

”Nyckel” eller ”kärnhändelser” hänvisar till de subjektiva minnen av händelser som i vår förståelse av oss själva har fått speciellt framträdande positioner menar Buitelaar.

Narrative Accounts of Origins, A Blind Spot in the Intersectional Approach? – Baukje Prins
Intersektionalitet utgör ett kritiskt alternativ till identitetspolitik på så sätt att det tar med inomgruppsliga skillnader efter skillnader mellan grupper skriver Prins i sin artikel. Hon menar också att intersektionalitet också kan uppfattas som ett alternativ till sådana additiva krav som svarta kvinnor är sämre i än vita kvinnor pga. att de lider av både sexism och rasism, eller att arbetarklass svarta kvinnor lider av en tredubbel fara eftersom de måste ta itu med fattigdom också (s. 278). Kategorier som kön, etnicitet och klass konstruerar varandra, och de gör så på många olika sätt, beroende av sociala, historiska och symboliska faktorer menar hon.

Man ska inte tänka på makt som en egenskap, utan som en relation. Maktrelationer skiftar konstant och markeras genom konflikter och tillfällen av motstånd. Makt kan skapa subjekt likväl som det kan vara ett förtryck eftersom det inkluderar strategiska spel som bara spelas så länge som de inblandade parterna har en viss frihet, i vilka relationerna dem emellan är reversibla och instabila (s. 279). Att bli ett subjekt innebär, enligt Prins, att bli positionerad i mer eller mindre privilegierade sociala platser, vilka skapar ens erfarenhet. Individer betraktas då som de passiva bärarna av de sociala kategoriers mening.

Prins betonar att identitet inte kan uppfattas genom en lista av kännetecken som informerar oss om ”vad” en person är, utan det handlar om ”vem” någon är och detta kan endast visas genom historieberättande (storytelling), vilket Hannah Arendt (1998) har visat.

Prins berättar om sina klasskamrater som kom från Moluckerna. I deras berättelser var temat ”ursprung” tydligt. De tog upp korta episoder som handlade om att upptäcka ”var de kom ifrån” eller ”var de hade sina rötter” och de menade att dessa upptäckter ofta skapat en vändpunkt i deras liv. De levnadshistorier som Prins fick ta del av från sina klasskamrater, även de som själva var holländska pekade på att ett band till sitt ursprung är viktigt för många människors hälsa och välmående och detta skiljer sig från postmoderna teorier som menar att alla är ”nomader” eller ”migranter” med minimala och fragmenterade själv (s. 288).


text:
User talk:Clifsportland

 Hello Clifsportland, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 17:33, 10 February 2011 (UTC)

title: User talk:Clifsportland


text:
User talk:Moulton/Comic Opera

Comic Opera — Ottava's Big Adventure
Herewith the sound track for Ottava's Big Adventure.

See The Final Absolution for the background on The Ring of the Neener Bomb.

The following material is being proposed for inclusion in the Rinse Cycle.

Oy Vey! It's Rima!
Title: Oy Vey! It's Rima!

Artist: SB Johnny

Composer: Franz Schubert, Amanda Ghost, Beyoncé Knowles, SB Johnny, and Barsoom Tork Associates

YouTube: Ave Maria — Beyoncé

He was crossed in so many different ways

Out in the darkness with no guide

I know the cost of a war torn land

I heard the voice of Mike cry, "Sigh."

I found Wikiversity

My project, my last, my first

And then I felt this fear inside

Oy Vey! It's Rima!

I've been alone when I'm surrounded by friends

How could this recall be so loud?

But I still survive because I love my goats

There's also Perry when the stove goes cold

Song is my leavening on earth

Song slakes my hunger and my thirst

And then I feel this dread inside

Sighing, "Oy Vey! It's Rima!"

Sometimes strife can come and pass you by

While you're busy trimming plants

Suddenly it hits you and then you realize

It's out of your hands, Barry you got to understand

Song is my leavening on earth

My dithyramb comes first

And then I sense this dread inside

Oy Vey! It's Rima!

Oy Vey! It's Rima!

Oy Vey! It's Rima!

CopyClef 2011 Franz Schubert, Amanda Ghost, Beyoncé Knowles, SB Johnny, and Barsoom Tork Associates.

Resurrection Hackware. All songs abused.

El Jefe Fit the Battle of Abd, Go!
 Title: El Jefe Fit the Battle of Abd, Go! Artist: The Ottavan Empire  El Jefe fit the battle of Abd, Go! Abd, Go! Abd, Go! El Jefe fit the battle of Abd, Go! Walls of text came tumbling down.

You may talk about your clowns of Cold Fusion, You may talk about your trolls with gall But there's none like good old El Jefe At the battle of Abd, Go!

El Jefe fit the battle of Abd, Go! Abd, Go! Abd, Go! El Jefe fit the battle of Abd, Go! Walls of text came tumbling down.

Now the Lord commanded El Jefe;
 "I command thee, now engage you must;
 Just wade right into those numpty walls,
 Walls of text will turn to dust."

El Jefe fit the battle of Abd, Go!
 Abd, Go! Abd, Go!
 El Jefe fit the battle of Abd, Go!
 Walls of text came tumbling down.

Straight up to the drama with Abd, Go!
 He charged with banhammer in hand,
 "Go jump into a lake," El Jefe cried,
 "For the battle is in my land.

El Jefe fit the battle of Abd, Go!
 Abd, Go! Abd, Go!
 El Jefe fit the battle of Abd, Go!
 Walls of text came tumbling down.

Abd's walls of text began to feud,
 And the music began to sound,
 And El Jefe commanded, "Yo! Takedown, d00d!"
 Walls of text came tumbling down.

El Jefe fit the battle of Abd, Go!
 Abd, Go! Abd, Go!
 El Jefe fit the battle of Abd, Go!
 Walls of text came tumbling down.

CopyClef 2011 Barsoom Tork Associates.
 Resurrection Hackware. All songs abused.

Can't Stand Bull
Title: Can't Stand Bull
 Artist: The Ottavan Empire
 Composer: Jimmy Kennedy, Nat Simon, Irving Berlin, and Barsoom Tork Associates
 MySpace Music: Istanbul (Not Constantinople) — They Might Be Giants

 Can't stand bull, I'm constantly irritated.
 Can't stand bull, I'm constantly irritated.

 Been a long time now, I'm constantly irritated,
 Now it's jerkish delight on a slugfest fight.

 All the time I'm constantly irritated.
 Cuz I can't stand bull and I'm constantly irritated.

 So if you've come late to my irritated state,
 You'll be hearing me say, "I can't stand bull!"

 Even Somey's plan was once a punk rock band,
 Why he bagged it I can't say,
 Gomi just liked it better that way.

 So take my word, I'm constantly irritated,
 No you can't go slack being constantly irritated.

 Been a long time now, I'm constantly irritated.
 Why did my irritation get the works?
 That's in nobody's interest but the jerks!

 CopyClef 2011 Jimmy Kennedy, Nat Simon, Irving Berlin, and Barsoom Tork Associates.
 Resurrection Hackware. All songs abused.

Wooly Bully
Title: Wooly Bully
 Artist: The Ottavan Empire
 Composer: Domingo Samudio and Barsoom Tork Associates
 YouTube: Wooly Bully — Sam the Sham and the Pharaohs
 YouTube: Wooly Bully — Alvin and the Chipmunks

 Uno, dos, one, two, tres, quatro

 Chatty told Daddy about a mean old grouse.
 Had two big horns and a grungy mouse.

 Wooly bully, wooly bully.
 Wooly bully, wooly bully, wooly bully.

 Daddy told Chatty, "Let's don't brook no wrong.
 Let's not be ill-tempered, come and sing this song."

 Wooly bully, wooly bully
 Wooly bully, wooly bully, wooly bully.

 Chatty told Daddy, "That's the thing to do.
 Let's get Barsoom Tork to pull the wool with you."

 Wooly bully, wooly bully.
 Wooly bully, wooly bully, wooly bully.

 CopyClef 2011 Domingo Samudio and Barsoom Tork Associates.
 Resurrection Hackware. All songs abused.

I Shot Cthulhu
Title: I Shot Cthulhu
 Artist: Pathoschild
 Composer: Bob Marley and Barsoom Tork Associates
 YouTube: I Shot the Sheriff — Bob Marley
 YouTube: I Shot the Sheriff — Eric Clapton
 YouTube: Hey There Cthulhu — Eben Brooks

 I shot Cthulhu, but I did not shoot the Opera down
 I shot Cthulhu, but I did not shoot the Opera down

 All around the Wikisphere
 They're dying to promote dark fear
 They say I may have gone too far
 By banning Moulton's Opera

 For the sake of an aria, I must declare:
 I shot Cthulhu, but I swear it was in self-defense
 I shot Cthulhu, but I swear it was too much nonsense

 Ottava Rima always hated me, for what I don't care
 Every time Moulton planted a seed
 I said: "Kill it before it breeds!"
 I said: "Kill it before it breeds!"

 But I say:
 I shot Cthulhu, but I swear it was in self-defense
 I shot Cthulhu, but I swear it was too much nonsense

 Power came my way one day, and I started hearing sounds
 All of a sudden, I see Moulton coming 'round
 Aiming to hoot me down
 So I shot, I shot his Opera down

 But I say:
 I shot Cthulhu, but I swear it was in self-defense
 I shot Cthulhu, but I swear it was too much nonsense

 Addictions got the better of me, and what is to be must be
 Every day, the bucket goes to the well
 But one day the bottom will drop out
 Yes one day the bottom will drop out

 But I say:
 I shot Cthulhu, but I swear it was in self-defense
 I shot Cthulhu, but I swear it was too much nonsense

 CopyClef 2011 Bob Marley and Barsoom Tork Associates.
 Resurrection Hackware. All songs abused.

Truth in Advertising
Every Sunday, mourning, over WVBD ...

B&D s’fargenigen.
 B&D s’men ken a bootkick krigen.
 A schnook, a Kort, a drama queen.
 Brengt areyn dayn klenem zing.
 [Source: Red Buttons via The Barton Brothers' Borscht Belt comedy schtick "Joe and Paul" with Klezmer music accompaniment by Sholom Secunda, courtesy of the NPR Yiddish Radio Project.]

title: User talk:Moulton/Comic Opera


text: User talk:Ottava Rima/Comic Opera

title: User talk:Ottava Rima/Comic Opera


text:
User:Sorenhogberg

Welcome to my page!

 * My name is Sören Högberg
 * I'm a phD student at Örebro University - Pedagogik
 * My mail:  sho@du.se

Reflections on intersectionality

de los Reyes & Mulinari

several articles

Identity and language

Reflections on the native speaker

Community of practice

Wenger - A social theory of learning

Hornberger - Bilingual Education

utdrag ur PM (in swedish)

Examinationsuppgift

Jag avser att skriva en text att använda inom ramen för mitt avhandlings PM. Texten kommer i huvudsak att vara teoretisk och bilda underlag för en kommande metodologisk diskussion.

title: User:Sorenhogberg


text:
User talk:Emopufferfish

 Hello Emopufferfish, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 20:21, 10 February 2011 (UTC)

title: User talk:Emopufferfish


text:
User:Egm6341.s11.team2.cleveland/HW3

=Problem 3.2 Proof That G(x) Is Zero At All Nodes=

Given
Three functions $$ \displaystyle G(x)$$, $$ \displaystyle e_n^L(f;x)$$ and $$ \displaystyle q_{n+1}(x)$$ that are $$ \displaystyle (n + 1) $$ times continuously differentiable on the the interval $$ \displaystyle I \in [a,b]$$. Then for some $$ \displaystyle t \in I $$ such that $$ \displaystyle t $$ is NOT equal to any of the nodes $$ \displaystyle x_i $$

 * {| style="width:100%" border="0"

$$ \displaystyle i.e \quad t \neq x_i \quad i=0,1,...,n $$
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Then let $$ \displaystyle G(x) $$ be defined as,
 * {| style="width:100%" border="0"

$$ \displaystyle G(x):=e_{n}^{L}(f;x) - \frac{q_{n+1}(x)}{q_{n+1}(t)}e_{n}^{L}(f;t) $$     (2.1)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Show
That $$ \displaystyle G(x_i)=0 $$ for $$ \displaystyle i=0,1,...,n $$

Solution
Let us rewrite (2.1) using a shorthand notation where the subscripts, superscripts and functional dependence on $$ \displaystyle x $$ and $$ \displaystyle t $$ are implicitly considered yet not explicitly written. Doing so we arrive at an equivalent expression for (2.1) as shown here,

 * {| style="width:100%" border="0"

$$ \displaystyle G(x)=e(x) - \frac{q_{n+1}(x)}{q_{n+1}(t)}e(t) $$     (2.2)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

For conceptual convenience let us write (2.2) as a ratio of the error at t, $$ \displaystyle e(t) $$ and $$ \displaystyle q_{n+1} $$ evaluated at t.
 * {| style="width:100%" border="0"

$$ \displaystyle G(x)=e(x) - q_{n+1}(x) {\color{blue}\left[ \frac{e(t)}{q_{n+1}(t)}\right] } $$     (2.3)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Let us next attempt to find the relation shown in (2.3) by considering how one may construct it from scratch. Doing so will aid the understanding of why $$ \displaystyle G(x) =0$$, which we will inevitably show. Suppose we wish to scale the error $$ \displaystyle e(\cdot) $$ relative to $$ \displaystyle q_{n+1}(\cdot) $$ for both $$ \displaystyle x $$ and $$ \displaystyle t $$. Mathematically, this is expressed as follows
 * {| style="width:100%" border="0"

$$ \displaystyle {\color{red}\alpha(x)} = \frac{e(x)}{q_{n+1}(x)} $$     (2.4) And
 * style="width:98%" |
 * style="width:98%" |
 *
 * }
 * {| style="width:100%" border="0"

$$ \displaystyle {\color{red}\beta(t)} =\frac{e(t)}{q_{n+1}(t)} $$     (2.5)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Next we will define $$ \displaystyle d(x) $$ as the difference between $$ {\color{red}\alpha(x)} $$ and $$\displaystyle {\color{red}\beta(t)} $$ as shown in (2.4) and (2.5).
 * {| style="width:100%" border="0"

$$ \displaystyle \begin{align} & d(x) = {\color{red}\alpha(x)} & - & {\color{red}\beta(t)} \\ \implies \quad & d(x) = \frac{e(x)}{q_{n+1}(x)} & - & \frac{e(t)}{q_{n+1}(t)} \end{align} $$     (2.6)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Multiplying (2.6) by $$ \displaystyle q_{n+1}(x) $$ results in the following equation for $$ \displaystyle G(x) $$ that was previously introduced in (2.3).
 * {| style="width:100%" border="0"

$$ \displaystyle \begin{align} q_{n+1}(x)\cdot d(x) &= \cancel{q_{n+1}(x)}\cdot \frac{e(x)}{\cancel{q_{n+1}(x)}} -  q_{n+1}(x)\cdot\frac{e(t)}{q_{n+1}(t)} \\ \implies \quad G(x)&= e(x) - q_{n+1}(x)\frac{e(t)}{q_{n+1}(t)} \end{align}$$ (2.7)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Next we must consider two important questions in order to show that $$ \displaystyle G(x) $$ is zero.

1. What is the value of $$ e(x) $$ at $$ x_i $$?

The value of $$ e(x) $$ at $$ x_i $$ must be zero since there is no error when the point being consider is a node.

2. What is the value of $$ q_{n+1}(x) $$ at $$ x_i $$?

The value of $$ q_{n+1}(x) $$ at $$ x_i $$ is also zero at all node $$ i.e. \ x_i \ \ni \ i=0,1,..,n $$.

Mathematically, one can see that 1 and 2 have the following consequences.
 * {| style="width:100%" border="0"

$$ \displaystyle G(x_i)= {\canceltoe(x_i)} - {\canceltoq_{n+1}(x_i)}\frac{e(t)}{q_{n+1}(t)} $$     (2.8)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

=Problem 3.7: Deriving the Error in Newton-Cotes=

Given: The Convergence of Numerical Integration
The convergence of numerical integration when applied to the error associated with the Newton-Cotes formula as seen in [[media:nm1.s11.mtg17.djvu|Lecture 17]] is given by

 * {| style="width:100%" border="0"

$$ \displaystyle $$    (7.1)
 * style="width:98%" |
 * style="width:98%" |
 * E_n| \leq \frac{M_{n+1}}{(n+1)!} \int_a^b{|q_{n+1}(x)|dx}
 *
 * }

Where $$ \displaystyle M_{n+1}(x):= $$ be defined as,
 * {| style="width:100%" border="0"

$$ \displaystyle M_{n+1}(x):=\underset{a\le x\le b}{\mathop{\max }}\,f^{(n+1)}(x)$$ (7.2)
 * style="width:98%" |
 * style="width:98%" |
 *
 * }

Derive: The Error in the Simple Trapezoid Rule
Derive the error $$ \displaystyle |E_1| $$ for the simple trapezoid rule such that $$ \displaystyle n=1 $$ and where
 * {| style="width:100%" border="0"

$$\displaystyle n=1 \quad \implies \quad q_2(x)=(x-x_0)(x-x_1)=(x-a)(x-b) $$     (7.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Then go on to show that
 * {| style="width:100%" border="0"

$$ \displaystyle $$    (7.4)
 * style="width:98%" |
 * style="width:98%" |
 * E_1| \leq \frac{M_{2}}{2!} \int_a^b{|q_{2}(x)|dx} = \frac{(b-a)^3}{12}M_2
 *
 * }

Solution: By Integration
To find the bounded error for $$ \displaystyle |E_1| $$ on can simply expand the quadratic in the integrand of (7.4) and integrate, as shown here.
 * {| style="width:100%" border="0"

$$\displaystyle \begin{align} &= \frac{M_{2}}{2!} \int_a^b{(x-a)(b-x)dx}\\ &= \frac{M_{2}}{2!} \int_a^b{(-x^2+ax+bx-ab)dx}\\ &= \frac{M_{2}}{2!}\left[-\frac{x^3}{3}+\frac{a}{2}x^2+\frac{b}{2}x^2-abx \right]\bigg|_{x = a}^{x=b} \\ &= \frac{M_{2}}{2!}\left[\left(-\frac{b^3}{3}+\frac{ab^2}{2}+\frac{b^3}{2}-ab^2 \right) - \left(-\frac{a^3}{3}+\frac{a^3}{2}+\frac{a^2b}{2}-a^2b \right)\right] \\ &= \frac{M_{2}}{12}\left[{\color{red}-2b^3}+{\color{green}3ab^2}+{\color{red}3b^3}-{\color{green}6ab^2} + 2a^3-3a^3-{\color{cyan}3a^2b}+{\color{cyan}6a^2b}\right] \\ &= \frac{M_{2}}{12}\left[{\color{red}b^3}-{\color{green}3ab^2}+{\color{cyan}3a^2b}-a^3\right] \\ &= \frac{M_{2}}{12}\left(b-a\right)^3 \end{align}$$ (7.5)
 * style="width:95%" |
 * style="width:95%" |
 * E_1| &\leq \frac{M_{2}}{2!} \int_a^b{|q_{2}(x)|dx}\\
 *
 * }

The final solution is

=Contributing Members=

title: User:Egm6341.s11.team2.cleveland/HW3


text:
User:Brianandries

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Brian

 * External Links

 * Location
 * Camp Taji, Iraq

 * School
 * Eastern Illinois University, Bachelors in Science.

 * Why I want to learn filmmaking.
 * I enjoy all creative mediums. I want to pursue a career in one of them.

 * Contact

 * }

{{robelbox|title=Basic filmmaking student: Brianandries}}

 * Brianandries has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

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title: User:Brianandries