OpenLLM-France/wikimedia huggingface dataset:
# Filmmaking Basics/Formatting the Script/Conclusion

This school is:
Wikiversity Film School - Narrative film production
This course is:
The basics of narrative filmmaking
This lesson is:
Formatting the script
Pages of this lesson:
Page 1 - Lesson summary & the story
Page 2 - Analyze the story
Page 3 - Learn Final Draft
Page 4 - Type the script
The completed assignments (Scripts formatted by students)
Conclusion - Is it perfect? :
* Look at real scripts
* Good news and bad news
* Some people were very creative. But most people did not master formatting perfectly.
* ==Creative scripts is good news
* Some of the scripts were very creative. But it is hard to be creative and still keep to the original story. Here is the best example from Rick van Veldhuizen (Rick14) who is from the Netherlands. You can download his script at Media:Rick14 Screenplay SBTDS.pdf.
* The bad news
* With few exceptions, no one did this assignment successfully. Your formatting was not perfect.
* Every one of you would have been fired if you did this in Hollywood. Just too many mistakes.
* Therefore, you must look at real motion picture scripts and see what you are doing wrong.
* Most film schools have libraries of motion picture scripts. Take a look.
Go to the next lesson
Next, you need to learn about storyboarding, starting with creating thumbnail storyboards.
Your first step is to take the Pop Quiz and then go to the lesson on thumbnail storyboarding .
Please take this Pop Quiz!
Contact your instructor
Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here. :
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# KOIIA/Communication and Identities in Institutional Arenas - Part 2/Literature list

* This page is part of KOIIA, a learning community associated with a research course taught at the Department of Education of Örebro University, Sweden. The KOIIA group hopes to create a Wikiversity learning resource on intersectionality and education by mid-August, 2008.
* Note that since they are a Swedish group, some of the pages created by the KOIIA group may be written partially or entirely in Swedish.
* Edit this box - Discuss this box - Talk about the KOIIA project at the Wikiversity Colloquium
Följande böcker kan vara intressanta komplement till Davies, A The native speaker: Myth and Reality.
Pennycook, Alastair (1998) English and the discourses of colonialism. London : Routledge
Pennycook, Alastair and Makoni, Sinfree (eds) (2007).Disinventing and reconstituting languages. Clevedon: Multilingual Matters
Sara F 19:03, 5 March 2008 (UTC)Jag gör ett nytt försök att lämna
förslag till litteratur till delkurs 2:
(Finns att låna på UB)
(Mycket intressant, har läst delar ur den, finns att låna på UB. Länk till författaren: http://antioppressiveeducation.org/director.html )
(det vore givande att läsa crip teori inom ramen för kursen och detta är ett exempel på litteratur, finns att låna på UB)
Ett annat förslag (från Karin)
(ännu ej utgiven, men publiceras i år)
# KOIIA/Communication and Identities in Institutional Arenas - Part I/Literature list

* This page is part of KOIIA, a learning community associated with a research course taught at the Department of Education of Örebro University, Sweden. The KOIIA group hopes to create a Wikiversity learning resource on intersectionality and education by mid-August, 2008.
* Note that since they are a Swedish group, some of the pages created by the KOIIA group may be written partially or entirely in Swedish.
* Edit this box - Discuss this box - Talk about the KOIIA project at the Wikiversity Colloquium
Sara F 09:28, 28 February 2008 (UTC)Förslag till litteratur till delkurs 2 :
I serien "Educating boys, learning gender" finns två böcker som jag finner intressanta, den första har jag lånat på ub och kollat i, den andra kan beställas och kan kanske vara relevant även i vår första delkurs?:
Mycket intressant bok har läst delar ur den, finns att låna på ub. Länk till författaren: http://antioppressiveeducation.org/director.html
Det vore givande att läsa crip teori inom ramen för kursen, och detta är ett exempel:
# KOIIA

* This page is part of KOIIA, a learning community associated with a research course taught at the Department of Education of Örebro University, Sweden. The KOIIA group hopes to create a Wikiversity learning resource on intersectionality and education by mid-August, 2008.
* Note that since they are a Swedish group, some of the pages created by the KOIIA group may be written partially or entirely in Swedish.
* Edit this box - Discuss this box - Talk about the KOIIA project at the Wikiversity Colloquium

## Courses

* Communication and Identities in Institutional Arenas - Part I
# KOIIA/Concept Discussion

* This page is part of KOIIA, a learning community associated with a research course taught at the Department of Education of Örebro University, Sweden. The KOIIA group hopes to create a Wikiversity learning resource on intersectionality and education by mid-August, 2008.
* Note that since they are a Swedish group, some of the pages created by the KOIIA group may be written partially or entirely in Swedish.
* Edit this box - Discuss this box - Talk about the KOIIA project at the Wikiversity Colloquium
Identitet
Flerspråkighet
L1 and L2
Multi/bi/transliteracy
Kommunikation
Mothertounge
Intersektionalitet
Diskurs
# Linear mapping/Finite dimensional/Change of basis/Fact

Let $K$ denote a field, and let $V$ and $W$ denote finite-dimensional $K$-vector spaces. Let ${\mathfrak {v}}$ and ${\mathfrak {u}}$ be bases of $V$ and ${\mathfrak {w}}$ and ${\mathfrak {z}}$ bases of $W$. Let
    $\varphi \colon V\longrightarrow W$
denote a linear mapping, which is described by the matrix $M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )$ with respect to the bases ${\mathfrak {v}}$ and ${\mathfrak {w}}$.
$\varphi$
${\mathfrak {u}}$ and ${\mathfrak {z}}$ by the matrix
    $M_{\mathfrak {z}}^{\mathfrak {w}}\circ (M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi ))\circ (M_{\mathfrak {u}}^{\mathfrak {v}})^{-1},$
where $M_{\mathfrak {u}}^{\mathfrak {v}}$ and $M_{\mathfrak {z}}^{\mathfrak {w}}$ are the transformation matrices, which describe the change of basis from ${\mathfrak {v}}$ to ${\mathfrak {u}}$ and from
${\mathfrak {w}}$
${\mathfrak {z}}$
# Linear mapping/Finite dimensional/Eigenvalues bounded by dimension/Fact/Proof/Exercise

Let $K$ be a field, $V$ a finite-dimensional $K$-vector space and
    $\varphi \colon V\longrightarrow V$
a linear mapping. Show that there exist at most $\dim _{\left(V\right)}$ many eigenvalues for $\varphi$.
# Linear mapping/Fixed space/Eigenspace/1/Definition

Let $K$ be a field, $V$ a $K$-vector space and
    $\varphi \colon V\longrightarrow V$
a linear mapping. The fixed space
of $\varphi$ is the eigenspace for the eigenvalue $1$, that is, the set ${\left\{v\in V\mid \varphi (v)=v\right\}}$.
# Linear mapping/Finite dimensional/Eigenvalues bounded by dimension/Fact

Let $K$ be a field, $V$ a finite-dimensional $K$-vector space and
    $\varphi \colon V\longrightarrow V$
a linear mapping.
$\dim _{\left(V\right)}$
eigenvalues
$\varphi$
# Linear mapping/Graph/Linear subspace/Exercise

Let $K$ be a field and let $V$ and $W$ be $K$-vector spaces. Let
    $\varphi \colon V\longrightarrow W$
be a linear map. Prove that the graph of the map is a subspace of the Cartesian product $V\times W$.
# Linear mapping/Finite-dimensional/Base change/Diagram

    ${\begin{matrix}K^{n}&&&{\stackrel {M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )}{\longrightarrow }}&&&K^{m}\\&\searrow \Psi _{\mathfrak {v}}\!\!\!\!\!&&&&\Psi _{\mathfrak {w}}\swarrow \!\!\!\!\!&\\\!\!\!\!\!M_{\mathfrak {u}}^{\mathfrak {v}}\downarrow &&V&{\stackrel {\varphi }{\longrightarrow }}&W&&\,\,\,\,\downarrow M_{\mathfrak {z}}^{\mathfrak {w}}\\&\nearrow \Psi _{\mathfrak {u}}\!\!\!\!\!&&&&\Psi _{\mathfrak {z}}\nwarrow \!\!\!\!\!&\\K^{n}&&&{\stackrel {M_{\mathfrak {z}}^{\mathfrak {u}}(\varphi )}{\longrightarrow }}&&&K^{m}\!\!\!\!\!\end{matrix}}$
# Human vision and function/Part 1: Perception of objects/Introduction to anatomy & physiology of the eye and visual pathway
## Revision questions

Up to this point, we have covered several topics including describing the planes of the body, the properties of light (whether it's a wave or a particle), introduction to colour vision, anatomy of the eye and sensitivity of the visual system.
Here are some revision questions to help you understand what material has been covered and they might help you with the test too.
# Human vision and function/Part 1: Perception of objects/Pre-reading for the next topic
## What does the visual system need for success?

At the end of this reading students will have considered:
* Descriptions of terms to explain orientation of structures within the body and Central Nervous system (CNS).
* Explanations and examples of how we can describe “colour”.
* Descriptions of structures within the eye (the rod and cone cells of the retina), that are sensitive to light of various wavelengths.
* Descriptions of processes beyond the rod and cone cells (dorsally/posteriorally), that enable the beginning of encoding of the form (shape) and colour of objects and scenes.

### Describing positions within the human body and central nervous system

The human body and nervous system is a 3-dimensional structure and is very difficult to represent using 2-dimensional images and drawings. As a result, it is customary to divide (or cut) the brain into one of 3 planes:
   * Sagittal plane
   * Coronal plane
   * Transverse (Horizontal) plane
# Human vision and function/Part 1: Perception of objects/Introduction to anatomy & Physiology of the eye and visual pathway
## Revision questions

Up to this point, we have covered several topics including describing the planes of the body, the properties of light (whether it's a wave or a particle), introduction to colour vision, anatomy of the eye and sensitivity of the visual system.
Here are some revision questions to help you understand what material has been covered and they might help you with the test too.
# Human vision and function/Part 1: Perception of objects/Introduction to anatomy & Physiology of the eye and visual pathway/revision questions

From the subject materials you have completed so far, consider the following:
* What do the prefixes “ante” & “post” mean?
* So what do the terms anterior and posterior mean? Give examples of eye structures that are “anterior” and/or “posterior” to each other.
* Describe coronel, horizontal & sagittal sections.
* Why do we need additional “location” terminology for the eye, when describing horizontal & sagittal sections?
* If an object absorbs ALL the wavelengths of light EXCEPT green, & reflects green from it’s surface, what colour will we perceive?
* What are the name of the photoreceptors that respond to coloured light?
* Which specific colours are they maximally receptive to? Why?
* Under which lighting conditions are these cells optimally active?
* Where are these cells found?
* What is the receptive field size in this region?
* What does this suggest, if we want to see something that’s coloured, as acutely (with as much definition), as possible?
* What are the name of the photoreceptors that respond to changes in light intensity?
* Under which lighting conditions are these cells optimally active?
* Where are these cells found?
* What is the receptive field size in this region?
* What does this suggest, if we want to see something that’s not coloured, as acutely (with as much definition), as possible?
# More Java keyword flashcards

Flashcards for Java Keywords. Initial definitions from the Wikipediaw:Java_keywords as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions.
If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java Key Words.[[[w:Java_keywords]]]
Another set of Java Flashcards is available that provides the definition and challenges you to think of the keyword before checking the answer. put link here
How to use.
* Consider the keyword and define for yourself how it is used. Consider using scratch paper if it is useful to your retention to write it down.
* Click Expand for the Java keyword for the concept defined to appear.
* Read the definition and evaluate your answer.
* If you have links (found while evaluating your answer or otherwise) to sample code that is illustrative or excellent discussion of the keyword and its concept please provide them to improve our materials incrementally.
* For another card, click on the link below

## interface

    Used to declare a special type of class that only contains abstract methods, constant (static final) fields and static interfaces. It can later be implemented by classes that declare the interface with the implements keyword.
28
Get new card |
# Morality

Morality is the differentiation of intentions, decisions and actions between those that are distinguished as proper and those that are improper. Morality can be a body of standards or principles derived from a code of conduct from a particular philosophy, religion or culture, or it can derive from a standard that a person believes should be universal. Morality may also be specifically synonymous with "goodness" or "rightness".

## Resources

Special:Prefixindex/Morality/

## See Also

* Ethics
* Wikipedia: Morality
* Moral Reasoning
# Moss garden activity

Create your own miniature moss garden! This fun activity will get kids outside

## Materials

* Potting compost
* Trowel
* Shallow plastic container
* Outdoor area with moss

## Directions

* Put a thin layer of potting compost in a shallow tray (no holes in the tray).
* Go moss hunting! And rocks, and snail shells, and bark.
* Spray the moss with water in a spray bottle once a day (rain water is best but tap will do).
* Watch your moss grow!
# Literature/1962

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1962/Austin $^{[^]}$
* Literature/1962/Black $^{[^]}$
* Literature/1962/Huxley $^{[^]}$
* Kuhn, Thomas (1962), The Structure of Scientific Revolutions. University of Chicago Press. $^{[^]}$
* Literature/1962/Leavis $^{[^]}$
* Literature/1962/Piaget $^{[^]}$
* Literature/1962/Sellars $^{[^]}$
* Literature/1962/Vygotsky $^{[^]}$
# Literature/1963/Kessler

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Bibliographic coupling
* w: Citation analysis
* w: Citation index
* w: Science Citation Index
* w: CiteSeer
# Literature/1962/Kuhn

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Every civilization of which we have records has possessed a technology, an art, a religion, a political system, laws and so on. In many cases those facets of civilizations have been as developed as our own. But only the civilizations that descend from Hellenic Greece have possessed more than the most rudimentary science. The bulk of scientific knowledge is a product of Europe in the last four centuries. No other place and time has supported the very special communities from which scientific productivity comes. (pp. 167-8)

## Wikimedia

* w: Sociology of scientific knowledge
* w: Scientific revolution
* w: Paradigm shift
# Literature/1963/Popper

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Every solution of a problem raises new unsolved problems; the more so the deeper the original problem and the bolder its solution. The more we learn about the world, and the deeper our learning, the more conscious, specific, and articulate will be our knowledge of what we do not know, our knowledge of our ignorance. For this, indeed, is the main source of our ignorance -- the fact that our knowledge is finite, while our ignorance must necessarily be infinite. (pp. 28-29)

## Wikimedia

* w: Philosophy of science
# Literature/1964/Garfield

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Over a quarter of a century ago H. G. Wells made a magnificent, if premature, plea for the establishment of a world information center, "the World Brain" (1). To Wells, the World Brain became the symbol of international intellectual cooperation in a world at peace. The realization, within our lifetime, of the physical and intellectual achievement envisioned in World Brain no longer lies in the realm of science fiction. The ultimate specification for a World Brain must await more fundamental studies and understanding of information science. However, the increasing convergence of such previously unrelated fields as genetics, linguistics, psychology, and chemistry foretells exciting realignments in classical conceptions of the "information" problem. Unquestionably there are many different forms and arrangements which a World Brain could assume. Vannevar Bush's "Memex" was a microfilm version of the universal fingertip library (2): Memex stimulated considerable speculation but also produced some realistic work (3). Tukey's "Information Ledger" is a recent specification of the desiderata for a universal information system (4). More recently, Senders has given an approximate quantitative measure of the information content of the world's libraries (5). Surely the increasing awareness of the science-information problem on the part of both the legislative (6) and executive (7) branches of government will add momentum to the inevitable trend toward establishment of a world information center.  The main purpose of this article is to provide some perspective on the science-information, or science-"indexing," problem: to review briefly the developments in citation indexing that have occurred over the past 10 years; and to indicate why the recently published Science Citation Index (8) is a harbinger of things to come -- a forerunner of the World Brain.  The average scientist thinks a World Brain would be extremely useful, The possibility of having all recorded knowledge at one's fingertips is fascinating. The librarian, however, eminently more practical on this topic than the scientist, because he has learned to live with bibliographical poverty in the midst of scientific wealth, thinks of the enormously detailed problems of bibliographic control (9). Therefore, the librarian may be the one who best appreciates the implications of the Science Citation Index for bibliographic control. It is the first really serious attempt at universal bibliographical control of science literature since the turn of the century (10), On the other hand, the librarian is sometimes too acutely aware of the detailed problems involved in compiling an international inventory of science -- precisely what the Science Citation Index is. I believe the need for such an inventory, for such bibliographic control, is indisputable (11).
# Literature/1964

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Einbinder, Harvey (1964). The Myth of the Britannica. New York: Grove Press. $^{[^]}$
* Garfield, Eugene (1964). "Science Citation Indexing -- A New Dimension in Indexing." Science 144 (3619): 649-654. $^{[^]}$
* Literature/1964/Hamilton $^{[^]}$
* Literature/1964/McLuhan $^{[^]}$
* Literature/1964/Smith $^{[^]}$
# Literature/1964/Einbinder

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Encyclopaedia Britannica #Criticisms

| w: Encyclopaedia Britannica w: Great Books w: Great Books of the Western World | w: World Encyclopedia w: Education reform w: Western canon |

## Chronology

* Reagle Jr., Joseph Michael (2010). Good Faith Collaboration: The Culture of Wikipedia. MIT Press. $^{[^]}$
* Rayward, W. Boyd (1999). "H.G. Wells's Idea of a World Brain: A Critical Reassessment," Journal of the American Society for Information Science, 50(7): 557-573. $^{[^]}$
* Kister, Kenneth (1994). Kister's Best Encyclopedias: A Comparative Guide to General and Specialized Encyclopedias (2nd ed.), Phoenix, Arizona: Oryx Press.
* Adler, Mortimer J. & Geraldine van Doren (1988). Reforming Education: The Opening of the American Mind. New York: Macmillan. $^{[^]}$
* Bloom, Allan (1987). The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students. New York: Simon & Schuster. $^{[^]}$
* Adler, Mortimer J. & Paideia Group (1982). The Paideia Proposal: An Educational Manifesto. New York: Simon & Schuster. $^{[^]}$
* Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.
* Einbinder, Harvey (1964). The Myth of the Britannica. New York: Grove Press. $^{[^]}$
* Hutchins, Robert, ed. (1952). Great Books of the Western World. Encyclopaedia Britannica. $^{[^]}$
* Bernal, J. D. (1939). The Social Function of Science. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$

## Reviews

* Westcott, Peter (1966). "Britannica on the Shelves," The Age, 28 May 1966, p. 25. (Review of the 1965 edition of Encyclopaedia Britannica)
    http://news.google.com/newspapers?id=DEoQAAAAIBAJ
** Einbinder's book "showed beyond argument that the Britannica was not a completely impartial and absolutely infallible work of general reference; that 666 articles in the 1963 edition were reprinted from editions dating back to 1875 in some cases; that American influence on its editorial policy had become dominant."
* Price, Derek J. De Solla (1964). "A Great Encyclopedia Doesn't Have To Be Good?" Science 144(3619): 665–666.
# Literature/1963

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1963/Berger $^{[^]}$
* Bohnert, Herbert G. & Manfred Kochen (1963). "The automated multilevel encyclopedia as a new mode of scientific communication." In: Proceedings of the American Documentation Institute, Oct. 1963, pp. 269-270. $^{[^]}$
* Literature/1963/Gabor $^{[^]}$
* Literature/1963/Lesk $^{[^]}$
* Popper, Karl (1963), Conjectures and Refutations: The Growth of Scientific Knowledge,. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Literature/1963/Price $^{[^]}$
* Literature/1963/Sellars $^{[^]}$
* Literature/1963/Werner $^{[^]}$
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1

* Group Members
* Group Activities