Jsarmi - User contributions [en]

http://72.14.177.54/Jsarmi/?feed=atom&target=Admin&title=Special%3AContributions Jsarmi - User contributions [en] 2026-09-13T17:36:17Z From Jsarmi MediaWiki 1.15.1 http://72.14.177.54/Jsarmi/Oratura Oratura 2009-08-05T20:49:43Z

<p>Admin: </p> <hr /> <div>Oratura<br /> un bar para leer<br /> <br /> Secuencias de memorizaciOn en los Vedas<br /> http://in.answers.yahoo.com/question/index?qid=20090306075642AAdtVE7</div>

Admin http://72.14.177.54/Jsarmi/Epiclesis Epiclesis 2009-07-28T15:13:08Z

<p>Admin: </p> <hr /> <div>The epiclesis (greek επίκλησις - invocation), (also sometimes spelled epiklesis, being a transliterated Greek word) is that part of the anaphora, or Eucharistic prayer, by which the priest invokes the Holy Spirit (or the power of His blessing), in some Christian churches. [1] Some Eastern Orthodox theologians hold that the epiclesis is essential to the Eucharist, since the entire mystery is based on the action of the Holy Spirit. The term epiclesis can also be used for the prayer over water to be used to perform a baptism.<br /> <br /> epikaleîn call upon, f. EPI- + kaleîn call<br /> <br /> Ulysses and the Irish god By Frederick K. Lang<br /> This book is a lucid, detailed, and provocative study of how Joyce radically transvalues and transmutes key elements of Scripture, theology, and liturgy in Ulysses.</div>

Admin http://72.14.177.54/Jsarmi/Projects Projects 2009-06-26T18:43:23Z

<p>Admin: </p> <hr /> <div>=Sections to develop=<br /> <br /> :Prints<br /> :: [http://www.printcenter.org Philadelphia Print Center]<br /> :Graphic Novel: Frames and Sequences<br /> :Heidegger's bridge<br /> :Serra's Tilted Arch<br /> :Sequences in Deliberate Practice</div>

Admin http://72.14.177.54/Jsarmi/Projects Projects 2009-06-26T17:43:43Z

<p>Admin: </p> <hr /> <div>=Sections to develop=<br /> <br /> :Prints<br /> :Graphic Novel: Frames and Sequences<br /> :Heidegger's bridge<br /> :Serra's Tilted Arch</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2009-06-24T19:46:46Z

<p>Admin: /* I am/should be working on... */</p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><b>Things</b></td><br /> <td bgcolor="#f76e2b" width="20%"><b>Links</b></td><br /> <td bgcolor="#2a9bC3" width="20%"><b>Me</b></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * [http://www.imageandnarrative.be Image & Narrative e-journal]<br /> * More...<br /> <br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==Writing Tools==<br /> * [http://docs.google.com Google Docs]]<br /> * [http://en.wikipedia.org Wikipedia]<br /> * [http://del.icio.us/jsarmi del.icio.us/jsarmi] <br /> * [http://wiki.aoir.org/ AOIR wiki]<br /> <br><br /> <br /> ==Book Stack==<br /> * [http://www.apa.org/monitor/oct03/sins.html The Seven Sins of Memory] <small>by Daniel Sachter</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2 The Complementary Nature] <small>by J. Scott & David Engstrom</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679 Dynamic Patterns]: <small>The Self-Organization of Brain and Behavior by J. Kelso</small><br /> * [http://bibliography.wikimedia.de/index.php Wiki Bibliography]<br /> * [[ToRead | More]]<br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu iSchool at Drexel]<br /> * [http://ijcscl.org/ ijCSCL]<br /> * [http://linguistlist.org Linguist.org]<br /> * [http://www.mathforum.org The Math Forum]<br /> * [http://mathforum.org/wiki/VMT/ Virtual Math Teams]<br /> * [http://www.designbasedresearch.org Design-based Research Collective]<br /> * [[People | More]]<br /> <br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ Holly Arrow], [http://www.visi.com/~snowfall/ Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ Gerry Stahl], [http://del.icio.us/jsarmi/Alterman Alterman], [http://del.icio.us/jsarmi/Amidon Amidon], [http://del.icio.us/jsarmi/Arrow Arrow], [http://del.icio.us/jsarmi/dieberger dieberger], [http://del.icio.us/jsarmi/Erickson Erickson], [http://del.icio.us/jsarmi/Fernanda Fernanda], [http://del.icio.us/jsarmi/gomez gomez], [http://del.icio.us/jsarmi/Halverson Halverson], [http://del.icio.us/jsarmi/Hoadley Hoadley], [http://del.icio.us/jsarmi/lakoff lakoff], [http://del.icio.us/jsarmi/schuler schuler], [http://del.icio.us/jsarmi/Stahl Stahl], [http://del.icio.us/jsarmi/Viegas Fernanda Viegas], [http://garfield.library.upenn.edu/classics.html Eugene Garfield], [http://www.gseis.ucla.edu/faculty/members/webb Noreen Webb]<br><br /> '''[[People | More]]'''<br /> <br /> </td><br /> <br /> <td valign="top"><br /> <br><br /> :* [[My Resume]]<br /> :* [[Industry Resume]] - [http://www.editthis.info/images/jsarmi/a/a1/JWSKResume.pdf PDF] <br /> :* [http:/calendar.google.com Calendar]<br /> <br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2008-11-24T17:35:36Z

<p>Admin: </p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><b>Things</b></td><br /> <td bgcolor="#f76e2b" width="20%"><b>Links</b></td><br /> <td bgcolor="#2a9bC3" width="20%"><b>Me</b></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> <br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==Writing Tools==<br /> * [http://docs.google.com Google Docs]]<br /> * [http://en.wikipedia.org Wikipedia]<br /> * [http://del.icio.us/jsarmi del.icio.us/jsarmi] <br /> * [http://wiki.aoir.org/ AOIR wiki]<br /> <br><br /> <br /> ==Book Stack==<br /> * [http://www.apa.org/monitor/oct03/sins.html The Seven Sins of Memory] <small>by Daniel Sachter</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2 The Complementary Nature] <small>by J. Scott & David Engstrom</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679 Dynamic Patterns]: <small>The Self-Organization of Brain and Behavior by J. Kelso</small><br /> * [http://bibliography.wikimedia.de/index.php Wiki Bibliography]<br /> * [[ToRead | More]]<br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu iSchool at Drexel]<br /> * [http://ijcscl.org/ ijCSCL]<br /> * [http://linguistlist.org Linguist.org]<br /> * [http://www.mathforum.org The Math Forum]<br /> * [http://mathforum.org/wiki/VMT/ Virtual Math Teams]<br /> * [http://www.designbasedresearch.org Design-based Research Collective]<br /> * [[People | More]]<br /> <br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ Holly Arrow], [http://www.visi.com/~snowfall/ Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ Gerry Stahl], [http://del.icio.us/jsarmi/Alterman Alterman], [http://del.icio.us/jsarmi/Amidon Amidon], [http://del.icio.us/jsarmi/Arrow Arrow], [http://del.icio.us/jsarmi/dieberger dieberger], [http://del.icio.us/jsarmi/Erickson Erickson], [http://del.icio.us/jsarmi/Fernanda Fernanda], [http://del.icio.us/jsarmi/gomez gomez], [http://del.icio.us/jsarmi/Halverson Halverson], [http://del.icio.us/jsarmi/Hoadley Hoadley], [http://del.icio.us/jsarmi/lakoff lakoff], [http://del.icio.us/jsarmi/schuler schuler], [http://del.icio.us/jsarmi/Stahl Stahl], [http://del.icio.us/jsarmi/Viegas Fernanda Viegas], [http://garfield.library.upenn.edu/classics.html Eugene Garfield], [http://www.gseis.ucla.edu/faculty/members/webb Noreen Webb]<br><br /> '''[[People | More]]'''<br /> <br /> </td><br /> <br /> <td valign="top"><br /> <br><br /> :* [[My Resume]]<br /> :* [[Industry Resume]] - [http://www.editthis.info/images/jsarmi/a/a1/JWSKResume.pdf PDF] <br /> :* [http:/calendar.google.com Calendar]<br /> <br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Social_Networks Social Networks 2008-10-28T14:16:56Z

<p>Admin: </p> <hr /> <div>*'''Web-based Social Networks''' (Goldbeck, 2005)<br /> <br /> # Tickle http://tickle.com 18,000,000<br /> # Friendster http://friendster.com 17,000,000<br /> # Adult Friend Finder http://adultfriendfinder.com 15,700,000<br /> # Black Planet http://blackplanet.com 14,000,000<br /> # Hi5 http://hi5.com 6,100,000<br /> # Asia Friend Finder http://asiafriendfinder.com 6,000,000<br /> # My Space http://myspace.com 6,000,000<br /> # LiveJournal http://livejournal.com 5,700,000<br /> # Friend Finder http://friendfinder.com 3,600,000<br /> # Amigos http://amigos.com 3,500,000<br /> # Orkut http://orkut.com 3,000,000<br /> # gradFinder http://www.gradfinder.com/ 3,000,000<br /> # Alt.com http://alt.com 2,600,000<br /> # LinkedIn http://linkedin.com 1,500,000<br /> # Zero Degrees http://www.zerodegrees.com/ 1,300,000<br /> # Out Personals http://outpersonals.com 1,050,000<br /> # The Face Book http://thefacebook.com 1,000,000<br /> # Fotolog http://fotolog.net 1,000,000<br /> <br /> *'''Relationship Metrics''' (Goldbeck, 2005)<br /> <br /> # Website URL Relationship Characteristic Rating Scale<br /> # Orkut http://orkut.com Trust [0-3], Sexy [0-3], Cool [0-3]<br /> # Overstock http://auctions.overstock.com Business Rating [-2 - +2] Personal Rating [0-5]<br /> # RepCheck http://repcheck.com Social Trust [0-5], Business Trust [0-5]<br /> # Trust Project http://trust.mindswap.org Trust [1-10]<br /> <br /> *'''Other:'''<br /> **More data from: [http://www.comscore.com Comscore]<br /> **A long but non-comprehensive list of [http://en.wikipedia.org/wiki/List_of_social_networking_websites Social Networking sites] from Wikipedia</div>

Admin http://72.14.177.54/Jsarmi/Social_Networks Social Networks 2008-10-28T13:39:21Z

<p>Admin: </p> <hr /> <div>*Web-based Social Networks* (Goldbeck, 2005)<br /> <br /> # Tickle http://tickle.com 18,000,000<br /> # Friendster http://friendster.com 17,000,000<br /> # Adult Friend Finder http://adultfriendfinder.com 15,700,000<br /> # Black Planet http://blackplanet.com 14,000,000<br /> # Hi5 http://hi5.com 6,100,000<br /> # Asia Friend Finder http://asiafriendfinder.com 6,000,000<br /> # My Space http://myspace.com 6,000,000<br /> # LiveJournal http://livejournal.com 5,700,000<br /> # Friend Finder http://friendfinder.com 3,600,000<br /> # Amigos http://amigos.com 3,500,000<br /> # Orkut http://orkut.com 3,000,000<br /> # gradFinder http://www.gradfinder.com/ 3,000,000<br /> # Alt.com http://alt.com 2,600,000<br /> # LinkedIn http://linkedin.com 1,500,000<br /> # Zero Degrees http://www.zerodegrees.com/ 1,300,000<br /> # Out Personals http://outpersonals.com 1,050,000<br /> # The Face Book http://thefacebook.com 1,000,000<br /> # Fotolog http://fotolog.net 1,000,000<br /> <br /> *Relationship Metrics* (Goldbeck, 2005)<br /> <br /> # Website URL Relationship Characteristic Rating Scale<br /> # Orkut http://orkut.com Trust [0-3], Sexy [0-3], Cool [0-3]<br /> # Overstock http://auctions.overstock.com Business Rating [-2 - +2] Personal Rating [0-5]<br /> # RepCheck http://repcheck.com Social Trust [0-5], Business Trust [0-5]<br /> # Trust Project http://trust.mindswap.org Trust [1-10]<br /> <br /> More data from: [Comscore http://www.comscore.com/]</div>

Admin http://72.14.177.54/Jsarmi/Social_Networks Social Networks 2008-10-28T13:14:08Z

<p>Admin: </p> <hr /> <div>*Web-based Social Networks-2005*<br /> <br /> # Tickle http://tickle.com 18,000,000<br /> # Friendster http://friendster.com 17,000,000<br /> # Adult Friend Finder http://adultfriendfinder.com 15,700,000<br /> # Black Planet http://blackplanet.com 14,000,000<br /> # Hi5 http://hi5.com 6,100,000<br /> # Asia Friend Finder http://asiafriendfinder.com 6,000,000<br /> # My Space http://myspace.com 6,000,000<br /> # LiveJournal http://livejournal.com 5,700,000<br /> # Friend Finder http://friendfinder.com 3,600,000<br /> # Amigos http://amigos.com 3,500,000<br /> # Orkut http://orkut.com 3,000,000<br /> # gradFinder http://www.gradfinder.com/ 3,000,000<br /> # Alt.com http://alt.com 2,600,000<br /> # LinkedIn http://linkedin.com 1,500,000<br /> # Zero Degrees http://www.zerodegrees.com/ 1,300,000<br /> # Out Personals http://outpersonals.com 1,050,000<br /> # The Face Book http://thefacebook.com 1,000,000<br /> # Fotolog http://fotolog.net 1,000,000</div>

Admin http://72.14.177.54/Jsarmi/Social_Networks Social Networks 2008-10-28T13:13:06Z

<p>Admin: </p> <hr /> <div>*Web-based Social Networks-2005*<br /> <br /> 1 Tickle http://tickle.com 18,000,000<br /> 2 Friendster http://friendster.com 17,000,000<br /> 3 Adult Friend Finder http://adultfriendfinder.com 15,700,000<br /> 4 Black Planet http://blackplanet.com 14,000,000<br /> 5 Hi5 http://hi5.com 6,100,000<br /> 6 Asia Friend Finder http://asiafriendfinder.com 6,000,000<br /> 7 My Space http://myspace.com 6,000,000<br /> 8 LiveJournal http://livejournal.com 5,700,000<br /> 9 Friend Finder http://friendfinder.com 3,600,000<br /> 10 Amigos http://amigos.com 3,500,000<br /> 11 Orkut http://orkut.com 3,000,000<br /> 12 gradFinder http://www.gradfinder.com/ 3,000,000<br /> 13 Alt.com http://alt.com 2,600,000<br /> 14 LinkedIn http://linkedin.com 1,500,000<br /> 15 Zero Degrees http://www.zerodegrees.com/ 1,300,000<br /> 16 Out Personals http://outpersonals.com 1,050,000<br /> 17 The Face Book http://thefacebook.com 1,000,000<br /> 18 Fotolog http://fotolog.net 1,000,000</div>

Admin http://72.14.177.54/Jsarmi/Problem_Space Problem Space 2007-11-15T13:49:05Z

<p>Admin: /* Problem Space */</p> <hr /> <div>Here are some reflections tracing the notion of a "problem space" and how it" can be considered to be a continuous (although contingent) achievement of a group engaged in collaborative problem solving<br /> <br /> =Problem Space =<br /> The idea of a problem space is central to the information-processing or cognitive view of human problem solving (i.e. Newell and Simon's problem-solving theory). From this perspective, the task environment gets abstracted into an '''internal representation''' which is what the problem solver uses (i.e. manipulates symbolically) to actually solve the problem. This internal representation is what a subject is assumed to construct when she understands a task correctly and might contain (encode): <br /> <br /> :*A '''a set of states of knowledge''' including:<br /> ::*the current '''initial state''' of the problem, and <br /> ::*the '''goal state''' or condition (as a test procedure or a declaration of what the "end" is) to know when one is done<br /> :*'''Operators''' for changing one state into another, <br /> :*'''Constraints''' determining allowable moves (operators) and states (e.g. nodes and allowable links of the space) <br /> :*'''Other representations''' encoding knowledge of problem solving 'methods, heuristics, or metrics specific to the current task environment, ideas about when one is getting closer to a solution or control knowledge for deciding which operator to apply next, common ways of overcoming stuck states, etc.<br /> <br /> SOAR, the integrative cognitive architecture derived from Allan Newell's work, achieves all cognition by search in problem spaces, and architecturally supports this by a flexible, two-level recognize-decide-act control structure. Problem spaces are based in part on the idea that search in combinatoric spaces is the fundamental process for attainment of difficult tasks. The nature of such search is seen most easily in tasks like chess that have a well-defined set of operators and states. A search space consists of a set of (generated) representational states and operators that transition between states.<br /> Problem spaces as realized in SOAR extend the standard notion of search in an important direction: problems spaces are taken to be the fundamental way that humans accomplish all cognitive tasks, including routine (i.e, well-practiced) tasks.<br /> SOAR is therefore one realization of the problem space hypothesis (Newell, 1980b), which asserts that all deliberate cognitive activity occurs in problem spaces.<br /> <br /> Newell, A. (1980). Reasoning, problem solving and decision processes: The problem space as a<br /> fundamental category. In R. Nickerson (Ed.), Attention and Performance VIII . Hillsdale, NJ: Erlbaum.<br /> <br /> Newell, A. (1990). Unified Theories of Cognition. Cambridge, Massachusetts: Harvard<br /> University Press.<br /> <br /> This conception of problem-solving as search through a problem space "localized" in the head of an individual was specially insufficient when analyzing problem-solving in everyday life. In part, this difficulty arises from the fact that the information processing model was constructed from a "knowledge lean" approach in which most of the procedures used are context-free. In addition, the applicability of the model seemed to be less straightforward in cases where problems were not as well structured. For example, when Lave studied mathematical activity in supermarkets she observed how such activity was centrally rooted in "being “in” the “store”, walking up and down “aisles”, looking at “shelves” full of cans, bottles, packages and jars of food, and other commodities." Many other similar investigations challenged the restrictive notion of what should be taking into consideration when speaking of a "problem space." Some of these challenges also came from investigations of collaborative problem-solving and the use of artifacts during problem-solving activity.<br /> <br /> SHORT TERM, LONG TERM MEMORY, AND MOVEMENT IN MEMORY. If problem solving is search, we should say that search depends on "fetching" or "moving" (or retrieving) the right pieces of information and purposefully storing them in the right place.<br /> <br /> Many situations that are recognized as "problem solving" activity by the participants engaged in them, have no recognizable fixed set of operators that could define a unique task environment or problem space, and the constraints, evaluation criteria, and valid states are usually worked out through local interactions. Interestingly, when participants engaged in these kinds of activities they are commonly recognized as doing "learning work" or "knowledge building." Understanding such situations, the resources and activities that seem most prominent in them, offers a crucial opportunity to specify the dynamics of situated problem solving and knowledge building. As some have critically pointed out, perhaps even the most notable attempts at describing such activites still "owe us the details" (Kirsh, in press, p. 35) Planning and execution are complex inter-related activities that might constitute each other as sense making is conducted (SUCHMAN, GREENO)<br /> <br /> HOW DID THE GROUPS FRAME PROBLEMS FROM THE SITUATION? Some started from a familiar question (distance) in some cases ignoring some of the constraints and evolved their inquiry by refining it, adding constraints (shortest through the staircase), adding features (3D). Call this "Interactive Registration". ADDING STRUCTURE TO THE ENVIRONMENT. Call this creating a "feature rich situation" Call this indexical entrailment. <br /> EXAMPLE: Counting of the paths. What happens here? The grid is a graphical resource that is available, visually to all. The contraints on how manipulation of the grid is to be conducted are, in part, describe in the problem statement. Explorations and manipulations can happen by tracing paths on the grid and most likely happen, as an interactive and purposeful engagement of what is perceived from the figure and the reasoning procedures active at the moment. (OBSCURE?)<br /> In the 2 by 2 there are 6, I think? I can only see four. HOW DO WE EXPLAIN THIS? The subject had 6 in Long term memory, retrieved that fact to Short Term memory but then when looking at the figure, it couldn't test this fact so had a mismatch that motivated a breakdown. Subject B, sees 6. What does that mean? Possibly, that he has deploy a reasoning procedure to find, diferentiate and count ways of navigating the paths between a and b.<br /> What is in the problem space? NOW AND NOW?<br /> Where is the problem space? NOW? AND NOW?<br /> Explore this sequence -> A has an incomplete PSpace because he only sees 4. B has a complete one because he sees 6. B starts to show A, and that "showing" is in the external world, but before he finishes A has it.. has constructed it. There are two bystanders, where are their problem spaces? Somebody else can see this later... where is their problem space? What does it contain? IS it joint? Kirsch distinguishes between PRoblem space and World... or maybe problematizes this distincitio? OR at least challenges us to problematize it and provide better descriptions of how participants orient to that distinction and how the methods they used are consequential in shaping their experience. And then there is the "social" or "relational" but Where as Teasley and Roschelle seemed to imply that the relational dimmension was used as a resource to advanced the "content" Barron seems to imply that sometimes they compete for attention, or that one can be detrimental to the other.<br /> <br /> What counts as part of the problem space in situated cognition? The problem is that "all context" is a big and amorphous container and we don't know where to start. But we can pay attention to what the participants orient to, especially in collabirative interacitons! So propose that approach in order to better specify what "ought" to be included in the problem space. PRoblem space as an interacional achievement. And how does problem space accounts for lerarning?????<br /> <br /> The position from situated <br /> HOW DOES THEIR ATTENTION TO TIME AND SEQUENCE INFORMS OUR DECISION OF WHAT IS IN THE PROBLEM SPACE?<br /> <br /> =Joint/Shared Problem Space=<br /> <br /> Roschelle and Teasley proposed the notion of a '''joint problem space''' (JPS) as a ''"shared knowledge structure''" that supports problem solving activity in collaborative contexts by integrating:<br /> <br /> :*'''Goals'''<br /> :*Descriptions of the '''current problem state'''<br /> :*Awareness of '''available problem solving actions'''<br /> <br /> Initially, this description does not seem too radically different than the traditional cognitive view. After all, one can conceive each one of these elements as internal representations and the "shared knowledge structure" as the intersection of these individual "mental models" or individual problem spaces. In fact, this has been the predominant psychological interpretation of collective cognition (e.g. Fiore and Salas' theory of ''team cognition'''). However, Roschelle and Teasley's proposal goes beyond this simple interpretation. From their perspective "social interactions in the context of problem-solving activity occur in relation to a "shared conception of the problem" which results from a collaborative process of coordination of communication, action, and representation in a particular context of activity, not in the heads of the individuals. This perspective, and indeed, their method of analysis, are consistent with Garfinkel's ethonmethodological observation about the nature of "shared agreements:"<br /> <br /> ::''"Shared agreement" refers to various social methods for accomplishing the member's recognition that something was said-according-to-a-rule and not the demonstrable matching of substantive matters. The appropriate message of a common understanding is therefore an operation rather than a common intersection of overlapping sets. (p.30)''<br /> <br /> From this perspective, a "shared agreement" or a "mutual conception of the problem" is then the emergent and situated result of the participant's interactions, embodied in their context of activity. In the words of Roschelle and Teasley, it is "the coordinated production of talk and action by two participants (what) enabled this construction and maintenance (of the joint problem space) to succeed... the introduction of successful ideas was sometimes asymmetric, although it succeeded only through coordinated action." One analytical problem resulting from this perspective is that of '''situating''' the three elements of the joint problem space (goals, current problem state, and awareness of available actions) in interaction and linking such interactional products with the cognitive reality of individuals.<br /> <br /> =Collaboration and a Dual-problem Sspace=<br /> More recently, other researchers have furthered the notion of a joint problem space adding more evidence to the importance for social interaction in the construction, use and maintenance of such resources. Baron (2003), for instance, argued beyond the need to "manage joint attention at solution-critical moments" as explored by Roschelle, groups face other complex challenges that when successfully managed accounted for their overall advantage over groups with equivalent capacity. In particular, she argued that there are critical challenges to the creation of joint problem-solving spaces as individual participants are simultaneously managing their own efforts to understand pieces of the problem and at the same time trying to understand what others are doing. As a result, Baron argues that "collaboration might productively be thought of as involving a '''dual-problem space''' that participants must simultaneously attend to and develop." This ''dual space" comprises:<br /> <br /> :* A '''content space''' consisting of the problem to be solved, and <br /> :* A '''relational space''' consisting of the interactional challenges and opportunities. <br /> <br /> Baron argues that the content space and relational space are negotiated simultaneously but can compete for limited attention, "one needs to be able to monitor and evaluate one’s own epistemic process while tracking and evaluating others’ epistemic processes." An example of how these two spaces intersect and one that Baron follows through her entire analysis of group problem solving is the management of problem-solving proposals. A problem-solving proposal has both a relationship with the content space or problem space and to the social interaction of the group. It involves elements of the problem or of a strategy that might require attention, offer a new insight, or might indicate a solution path. At the same time, they are "bids" for collective action, requests for co-participants to, perhaps, interrupt their current activity, and in some cases, contrasting alternatives to other proposals already stated. This "dual" character of the interaction space expands our understanding of what a "joint problem space" entails, although, it still remains as a challenge to study their interdependence in-depth.<br /> <br /> =Group Cognition=<br /> <br /> The dialectical relationship between social interaction and the construction of meaning (i.e. a problem space) has been directly addressed by the theory of '''group cognition''' (Stahl, 2006a). From this perspective, the organization of action is an emergent property of moment-by-moment interactions among actors, and between actors and the activity system in which they participate collectively. The '''content space''' and the '''relational space''' are mutually constitutive from this perspective. Stahl, offers a candidate description for how the dynamic process of building knowledge might intertwine the content and relational spaces:<br /> <br /> :"''Small groups are the engines of knowledge building. The knowing that groups build up in manifold forms is what becomes internalized by their members as individual learning and externalized in their communities as certifiable knowledge. At least, that is a central premise of this book.''" (Stahl, 2006, p. 16)<br /> <br /> Stahl, in his analysis of how groups "sustain" their group cognition while engaged in online mathematical problem solving, has alluded to two dimensions of how time might be an important element of problem-solving activity. On the one hand, the collaborative activity involved in solving a problem can be "spread across" hundreds of micro-level interactions. On the other hand, individuals might internalize the meaning co-constructed through interactions and "sustain" the group cognition by engaging in later individual or group work. In either case, "groups sustain their () social and intellectual work by building longer sequences of math proposals, other adjecency pairs and a variety of interaction methods." <br /> <br /> Interaction, here is taken in the full sense that ethnomethodologists give it, as the "'''ongoing, contingent co-production of a shared social/material world,"''' and which, as Suchman argues "'''cannot be stipulated in advance, but requires an autobiography, a presence, and a projected future''' (Suchman, 2003).<br /> <br /> From this perspective, different aspects of the reality of groups solving problems are illuminated. The following concepts attempt to outline processes and resources that may be used to described collaborative problem-solving as human interaction:<br /> <br /> ::*'''The problem-as-presented and the problem-to-be-solved.''' Initially, a problem might be a set of textual, graphical and other resources available for a group to consider. These resources are used in interaction, and through interaction become a ''problem-to-be-solved'' involving a group's own "problematization" (Koschmann et al, 2003) of individual parts of the problem-as-presented or its entirety. This activity can be re-visited multiple times during the interaction with the problem-to-be-solved evolving or changing. This is what in traditional theory of problem-solving was referred as "framing" but was rarely studied in any direct way.<br /> <br /> ::*'''Proposals and courses-of-action.''' Problematization defines a focus of attention and establishes an initial set of relevancies but it is through exploration, the development of proposals and the interactive engagement with them that problem-solving evolves. ''Describe here how proposals can become shared courses of action contributing to the development of meaning-objects (e.g. math objects) and collectivities. Explore how proposal work monitors the proposed activity and the actions-according-to-plan ala Suchman''<br /> <br /> ::*'''Meaning-objects.''' '''math objects, observations, constraints, etc. discovered and stated in interaction to shape the context of activity'''<br /> <br /> ::*'''Solution objects.''' '''objects constructed and treated as solutions whether they actually "solve" the problem in an abstract sense or not'''<br /> <br /> ::*'''Collectivities-in-action''' ''Alignments, orientations, participation frameworks, ephemeral division of labor, etc.''<br /> <br /> ::*'''Trajectories-of-action''' ''how to start or end something, Awareness of where the group has been, where it could go next, where others have been, etc.''<br /> <br /> =Boundaries of a Shared Problem Space =<br /> The distinction between the cognitive view of a problem space as an idealized structure in someones head and a problem space as the emergent of people engaged in problem solving activity, can be explored from the perspective of boundaries:<br /> <br /> * Where does the problem space reside?<br /> * When does the problem space can be said to no longer exist?<br /> <br /> (Note: Distributed Cognition may have a view of a distributed problem space that is also relevant here?)<br /> <br /> =Synchronic and Diachronic Problem Spaces=<br /> Here is a possible distinction of the work of groups, pased on both their synchronous problem space and their diachronic problem space<br /> http://editthis.info/images/jsarmi/2/23/ContinuityProblemSpace.gif<br /> <br /> =References=<br /> <br /> Barron, B. (2003). When Smart Groups Fail. Journal of Learning Sciences 12(3), 307–359.<br /> <br /> Fiore, S. M., & Salas, E. (2004). Why we need team cognition. In E. Salas & S. M. Fiore (Eds.), Team Cognition:<br /> Understanding the Factors that Drive Process and Performance, (p. 235-248). Washington, DC: American<br /> Psychological Association.<br /> <br /> Garfinkel, H. (1967) Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice- Hall.<br /> (Some essential features of common understandings)<br /> <br /> Greeno, J. (2006). Learning in Activity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79-96). Cambridge: Cambridge University Press. <br /> <br /> Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2003). Problematizing the problem: A single case analysis in a dPBL meeting. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked learning environments: Proceedings of the international conference on computer support for collaborative learning (CSCL '03) (pp. 37--46). Amsterdam: Kluwer Academic Press.<br /> <br /> Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge University Press, Cambridge, UK.<br /> <br /> Roschelle, J. & Teasley, S.D. (1995). Construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning. New York: Springer-Verlag.<br /> <br /> Stahl, G. (2006a). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.<br /> <br /> Stahl, G. (2006b). Sustaining Group Cognition in a Math Chat Environment. Research & Practice in Technology Enhanced Learning, 1(2), 85-113.<br /> <br /> Suchman, L. (2003). Reading and Writing: A response to comments on Plans and Situated Actions. The Journal of the Learning Sciences, Vol. 12, No. 2: 299-306.</div>

Admin http://72.14.177.54/Jsarmi/Problem_Space Problem Space 2007-11-15T13:30:12Z

<p>Admin: /* Problem Space */</p> <hr /> <div>Here are some reflections tracing the notion of a "problem space" and how it" can be considered to be a continuous (although contingent) achievement of a group engaged in collaborative problem solving<br /> <br /> =Problem Space =<br /> The idea of a problem space is central to the information-processing or cognitive view of human problem solving (i.e. Newell and Simon's problem-solving theory). From this perspective, the task environment gets abstracted into an '''internal representation''' which is what the problem solver uses (i.e. manipulates symbolically) to actually solve the problem. This internal representation is what a subject is assumed to construct when she understands a task correctly and might contain (encode): <br /> <br /> :*A '''a set of states of knowledge''' including:<br /> ::*the current '''initial state''' of the problem, and <br /> ::*the '''goal state''' or condition (as a test procedure or a declaration of what the "end" is) to know when one is done<br /> :*'''Operators''' for changing one state into another, <br /> :*'''Constraints''' determining allowable moves (operators) and states (e.g. nodes and allowable links of the space) <br /> :*'''Other representations''' encoding knowledge of problem solving 'methods, heuristics, or metrics specific to the current task environment, ideas about when one is getting closer to a solution or control knowledge for deciding which operator to apply next, common ways of overcoming stuck states, etc.<br /> <br /> SOAR, the integrative cognitive architecture derived from Allan Newell's work, achieves all cognition by search in problem spaces, and architecturally supports this by a flexible, two-level recognize-decide-act control structure. Problem spaces are based in part on the idea that search in combinatoric spaces is the fundamental process for attainment of difficult tasks. The nature of such search is seen most easily in tasks like chess that have a well-defined set of operators and states. A search space consists of a set of (generated) representational states and operators that transition between states.<br /> Problem spaces as realized in SOAR extend the standard notion of search in an important direction: problems spaces are taken to be the fundamental way that humans accomplish all cognitive tasks, including routine (i.e, well-practiced) tasks.<br /> SOAR is therefore one realization of the problem space hypothesis (Newell, 1980b), which asserts that all deliberate cognitive activity occurs in problem spaces.<br /> <br /> Newell, A. (1980). Reasoning, problem solving and decision processes: The problem space as a<br /> fundamental category. In R. Nickerson (Ed.), Attention and Performance VIII . Hillsdale, NJ: Erlbaum.<br /> <br /> Newell, A. (1990). Unified Theories of Cognition. Cambridge, Massachusetts: Harvard<br /> University Press.<br /> <br /> This conception of problem-solving as search through a problem space "localized" in the head of an individual was specially insufficient when analyzing problem-solving in everyday life. In part, this difficulty arises from the fact that the information processing model was constructed from a "knowledge lean" approach in which most of the procedures used are context-free. In addition, the applicability of the model seemed to be less straightforward in cases where problems were not as well structured. For example, when Lave studied mathematical activity in supermarkets she observed how such activity was centrally rooted in "being “in” the “store”, walking up and down “aisles”, looking at “shelves” full of cans, bottles, packages and jars of food, and other commodities." Many other similar investigations challenged the restrictive notion of what should be taking into consideration when speaking of a "problem space." Some of these challenges also came from investigations of collaborative problem-solving and the use of artifacts during problem-solving activity.<br /> <br /> Many situations that are recognized as "problem solving" activity by the participants engaged in them, have no recognizable fixed set of operators that could define a unique task environment or problem space, and the constraints, evaluation criteria, and valid states are usually worked out through local interactions. Interestingly, when participants engaged in these kinds of activities they are commonly recognized as doing "learning work" or "knowledge building." Understanding such situations, the resources and activities that seem most prominent in them, offers a crucial opportunity to specify the dynamics of situated problem solving and knowledge building. As some have critically pointed out, perhaps even the most notable attempts at describing such activites still "owe us the details" (Kirsh, in press, p. ) Planning and execution are complex inter-related activities that might constitute each other as sense making is conducted (SUCHMAN, GREENO)<br /> <br /> HOW DID THE GROUPS FRAME PROBLEMS FROM THE SITUATION? Some started from a familiar question (distance) in some cases ignoring some of the constraints and evolved their inquiry by refining it, adding constraints (shortest through the staircase), adding features (3D). Call this "Interactive Registration". Call this creating a "feature rich situation" Call this indexical entrailment. <br /> EXAMPLE: Counting of the paths. What happens here? The grid is a graphical resource that is available, visually to all. The contraints on how manipulation of the grid is to be conducted are, in part, describe in the problem statement. Explorations and manipulations can happen by tracing paths on the grid and most likely happen, as an interactive and purposeful engagement of what is perceived from the figure and the reasoning procedures active at the moment. (OBSCURE?)<br /> In the 2 by 2 there are 6, I think? I can only see four. HOW DO WE EXPLAIN THIS? The subject had 6 in Long term memory, retrieved that fact to Short Term memory but then when looking at the figure, it couldn't test this fact so had a mismatch that motivated a breakdown. Subject B, sees 6. What does that mean? Possibly, that he has deploy a reasoning procedure to find, diferentiate and count ways of navigating the paths between a and b.<br /> <br /> =Joint/Shared Problem Space=<br /> <br /> Roschelle and Teasley proposed the notion of a '''joint problem space''' (JPS) as a ''"shared knowledge structure''" that supports problem solving activity in collaborative contexts by integrating:<br /> <br /> :*'''Goals'''<br /> :*Descriptions of the '''current problem state'''<br /> :*Awareness of '''available problem solving actions'''<br /> <br /> Initially, this description does not seem too radically different than the traditional cognitive view. After all, one can conceive each one of these elements as internal representations and the "shared knowledge structure" as the intersection of these individual "mental models" or individual problem spaces. In fact, this has been the predominant psychological interpretation of collective cognition (e.g. Fiore and Salas' theory of ''team cognition'''). However, Roschelle and Teasley's proposal goes beyond this simple interpretation. From their perspective "social interactions in the context of problem-solving activity occur in relation to a "shared conception of the problem" which results from a collaborative process of coordination of communication, action, and representation in a particular context of activity, not in the heads of the individuals. This perspective, and indeed, their method of analysis, are consistent with Garfinkel's ethonmethodological observation about the nature of "shared agreements:"<br /> <br /> ::''"Shared agreement" refers to various social methods for accomplishing the member's recognition that something was said-according-to-a-rule and not the demonstrable matching of substantive matters. The appropriate message of a common understanding is therefore an operation rather than a common intersection of overlapping sets. (p.30)''<br /> <br /> From this perspective, a "shared agreement" or a "mutual conception of the problem" is then the emergent and situated result of the participant's interactions, embodied in their context of activity. In the words of Roschelle and Teasley, it is "the coordinated production of talk and action by two participants (what) enabled this construction and maintenance (of the joint problem space) to succeed... the introduction of successful ideas was sometimes asymmetric, although it succeeded only through coordinated action." One analytical problem resulting from this perspective is that of '''situating''' the three elements of the joint problem space (goals, current problem state, and awareness of available actions) in interaction and linking such interactional products with the cognitive reality of individuals.<br /> <br /> =Collaboration and a Dual-problem Sspace=<br /> More recently, other researchers have furthered the notion of a joint problem space adding more evidence to the importance for social interaction in the construction, use and maintenance of such resources. Baron (2003), for instance, argued beyond the need to "manage joint attention at solution-critical moments" as explored by Roschelle, groups face other complex challenges that when successfully managed accounted for their overall advantage over groups with equivalent capacity. In particular, she argued that there are critical challenges to the creation of joint problem-solving spaces as individual participants are simultaneously managing their own efforts to understand pieces of the problem and at the same time trying to understand what others are doing. As a result, Baron argues that "collaboration might productively be thought of as involving a '''dual-problem space''' that participants must simultaneously attend to and develop." This ''dual space" comprises:<br /> <br /> :* A '''content space''' consisting of the problem to be solved, and <br /> :* A '''relational space''' consisting of the interactional challenges and opportunities. <br /> <br /> Baron argues that the content space and relational space are negotiated simultaneously but can compete for limited attention, "one needs to be able to monitor and evaluate one’s own epistemic process while tracking and evaluating others’ epistemic processes." An example of how these two spaces intersect and one that Baron follows through her entire analysis of group problem solving is the management of problem-solving proposals. A problem-solving proposal has both a relationship with the content space or problem space and to the social interaction of the group. It involves elements of the problem or of a strategy that might require attention, offer a new insight, or might indicate a solution path. At the same time, they are "bids" for collective action, requests for co-participants to, perhaps, interrupt their current activity, and in some cases, contrasting alternatives to other proposals already stated. This "dual" character of the interaction space expands our understanding of what a "joint problem space" entails, although, it still remains as a challenge to study their interdependence in-depth.<br /> <br /> =Group Cognition=<br /> <br /> The dialectical relationship between social interaction and the construction of meaning (i.e. a problem space) has been directly addressed by the theory of '''group cognition''' (Stahl, 2006a). From this perspective, the organization of action is an emergent property of moment-by-moment interactions among actors, and between actors and the activity system in which they participate collectively. The '''content space''' and the '''relational space''' are mutually constitutive from this perspective. Stahl, offers a candidate description for how the dynamic process of building knowledge might intertwine the content and relational spaces:<br /> <br /> :"''Small groups are the engines of knowledge building. The knowing that groups build up in manifold forms is what becomes internalized by their members as individual learning and externalized in their communities as certifiable knowledge. At least, that is a central premise of this book.''" (Stahl, 2006, p. 16)<br /> <br /> Stahl, in his analysis of how groups "sustain" their group cognition while engaged in online mathematical problem solving, has alluded to two dimensions of how time might be an important element of problem-solving activity. On the one hand, the collaborative activity involved in solving a problem can be "spread across" hundreds of micro-level interactions. On the other hand, individuals might internalize the meaning co-constructed through interactions and "sustain" the group cognition by engaging in later individual or group work. In either case, "groups sustain their () social and intellectual work by building longer sequences of math proposals, other adjecency pairs and a variety of interaction methods." <br /> <br /> Interaction, here is taken in the full sense that ethnomethodologists give it, as the "'''ongoing, contingent co-production of a shared social/material world,"''' and which, as Suchman argues "'''cannot be stipulated in advance, but requires an autobiography, a presence, and a projected future''' (Suchman, 2003).<br /> <br /> From this perspective, different aspects of the reality of groups solving problems are illuminated. The following concepts attempt to outline processes and resources that may be used to described collaborative problem-solving as human interaction:<br /> <br /> ::*'''The problem-as-presented and the problem-to-be-solved.''' Initially, a problem might be a set of textual, graphical and other resources available for a group to consider. These resources are used in interaction, and through interaction become a ''problem-to-be-solved'' involving a group's own "problematization" (Koschmann et al, 2003) of individual parts of the problem-as-presented or its entirety. This activity can be re-visited multiple times during the interaction with the problem-to-be-solved evolving or changing. This is what in traditional theory of problem-solving was referred as "framing" but was rarely studied in any direct way.<br /> <br /> ::*'''Proposals and courses-of-action.''' Problematization defines a focus of attention and establishes an initial set of relevancies but it is through exploration, the development of proposals and the interactive engagement with them that problem-solving evolves. ''Describe here how proposals can become shared courses of action contributing to the development of meaning-objects (e.g. math objects) and collectivities. Explore how proposal work monitors the proposed activity and the actions-according-to-plan ala Suchman''<br /> <br /> ::*'''Meaning-objects.''' '''math objects, observations, constraints, etc. discovered and stated in interaction to shape the context of activity'''<br /> <br /> ::*'''Solution objects.''' '''objects constructed and treated as solutions whether they actually "solve" the problem in an abstract sense or not'''<br /> <br /> ::*'''Collectivities-in-action''' ''Alignments, orientations, participation frameworks, ephemeral division of labor, etc.''<br /> <br /> ::*'''Trajectories-of-action''' ''how to start or end something, Awareness of where the group has been, where it could go next, where others have been, etc.''<br /> <br /> =Boundaries of a Shared Problem Space =<br /> The distinction between the cognitive view of a problem space as an idealized structure in someones head and a problem space as the emergent of people engaged in problem solving activity, can be explored from the perspective of boundaries:<br /> <br /> * Where does the problem space reside?<br /> * When does the problem space can be said to no longer exist?<br /> <br /> (Note: Distributed Cognition may have a view of a distributed problem space that is also relevant here?)<br /> <br /> =Synchronic and Diachronic Problem Spaces=<br /> Here is a possible distinction of the work of groups, pased on both their synchronous problem space and their diachronic problem space<br /> http://editthis.info/images/jsarmi/2/23/ContinuityProblemSpace.gif<br /> <br /> =References=<br /> <br /> Barron, B. (2003). When Smart Groups Fail. Journal of Learning Sciences 12(3), 307–359.<br /> <br /> Fiore, S. M., & Salas, E. (2004). Why we need team cognition. In E. Salas & S. M. Fiore (Eds.), Team Cognition:<br /> Understanding the Factors that Drive Process and Performance, (p. 235-248). Washington, DC: American<br /> Psychological Association.<br /> <br /> Garfinkel, H. (1967) Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice- Hall.<br /> (Some essential features of common understandings)<br /> <br /> Greeno, J. (2006). Learning in Activity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79-96). Cambridge: Cambridge University Press. <br /> <br /> Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2003). Problematizing the problem: A single case analysis in a dPBL meeting. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked learning environments: Proceedings of the international conference on computer support for collaborative learning (CSCL '03) (pp. 37--46). Amsterdam: Kluwer Academic Press.<br /> <br /> Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge University Press, Cambridge, UK.<br /> <br /> Roschelle, J. & Teasley, S.D. (1995). Construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning. New York: Springer-Verlag.<br /> <br /> Stahl, G. (2006a). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.<br /> <br /> Stahl, G. (2006b). Sustaining Group Cognition in a Math Chat Environment. Research & Practice in Technology Enhanced Learning, 1(2), 85-113.<br /> <br /> Suchman, L. (2003). Reading and Writing: A response to comments on Plans and Situated Actions. The Journal of the Learning Sciences, Vol. 12, No. 2: 299-306.</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T16:16:54Z

<p>Admin: </p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><b>Things</b></td><br /> <td bgcolor="#f76e2b" width="20%"><b>Links</b></td><br /> <td bgcolor="#2a9bC3" width="20%"><b>Me</b></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==Writings==<br /> * [http://en.wikipedia.org Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> ==Book Stack==<br /> * [http://www.apa.org/monitor/oct03/sins.html The Seven Sins of Memory] <small>by Daniel Sachter</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2 The Complementary Nature] <small>by J. Scott & David Engstrom</small><br /> * [http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679 Dynamic Patterns]: <small>The Self-Organization of Brain and Behavior by J. Kelso</small><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu iSchool at Drexel]<br /> * [http://www.mathforum.org The Math Forum]<br /> * [http://ijcscl.org/ ijCSCL]<br /> * [http://mathforum.org/wiki/VMT/ Virtual Math Teams]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ Holly Arrow], [http://www.visi.com/~snowfall/ Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:58:30Z

<p>Admin: /* Book Stack */</p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ===My Content===<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> ===Book Stack===<br /> * [[http://www.apa.org/monitor/oct03/sins.html | The Seven Sins of Memory]] by Daniel Sachter<br /> * [[http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2 |The Complementary Nature]] by J. A. Scott Kelso and David A. Engstrom<br /> * [[http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679" | Dynamic Patterns: The Self-Organization of Brain and Behavior]] by J. A. Scott Kelso<br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:56:41Z

<p>Admin: /* =Book Stack */</p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ===My Content===<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> ===Book Stack===<br /> * [http://www.apa.org/monitor/oct03/sins.html | The Seven Sins of Memory] by Daniel Sachter<br /> * [http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2" |The Complementary Nature by J. A. Scott Kelso and David A. EngstrÃ�Â¸m<br /> * [http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679">Dynamic Patterns: The Self-Organization of Brain and Behavior by J. A. Scott Kelso<br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:56:11Z

<p>Admin: /* My Content */</p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ===My Content===<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> ===Book Stack==<br /> * [http://www.apa.org/monitor/oct03/sins.html | The Seven Sins of Memory] by Daniel Sachter<br /> * [http://mitpress.mit.edu/catalog/item/default.asp?tid=10684&ttype=2" |The Complementary Nature by J. A. Scott Kelso and David A. EngstrÃ¸m<br /> * [http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=4679">Dynamic Patterns: The Self-Organization of Brain and Behavior by J. A. Scott Kelso<br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:41:10Z

<p>Admin: </p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table><br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;<br /> <br>&nbsp;</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:39:47Z

<p>Admin: </p> <hr /> <div>__NOTOC__<br /> This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself. There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others. - James P. Carse, Finite and Infinte Games</small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> <br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:38:34Z

<p>Admin: </p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td colspan="3" bgcolor="#cccccc" align="right"><br /> <small>No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<small><br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> __NOTOC__<br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:37:58Z

<p>Admin: /* Things I am/should be working on... */</p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> __NOTOC__<br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> <br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:33:22Z

<p>Admin: /* People */</p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], [http://www.visi.com/~snowfall/ |Tom Erickson], [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> :* My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:32:15Z

<p>Admin: /* People */</p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> [http://darkwing.uoregon.edu/~harrow/ | Holly Arrow], <br /> [http://www.visi.com/~snowfall/ |Tom Erickson],<br /> [http://www.cis.drexel.edu/faculty/gerry/ |Gerry Stahl] <br /> <br /> </td><br /> <br /> <td valign="top"><br /> My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:30:27Z

<p>Admin: /* =My Content */</p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> ==My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> <br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> <a href="http://darkwing.uoregon.edu/~harrow/">Holly Arrow</a>, <br /> <a href="http://www.visi.com/~snowfall/">Tom Erickson</a>,<br /> <a href="http://www.cis.drexel.edu/faculty/gerry/">Gerry Stahl</a> <br /> <br /> </td><br /> <br /> <td valign="top"><br /> My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:30:12Z

<p>Admin: </p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> == Things I am/should be working on... ==<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> ===My Content==<br /> * [http://en.wikipedia.org |Wikipedia]<br /> * [http://del.icio.us/jsarmi| del.icio.us/jsarmi] <br /> <br><br /> ==Places==<br /> * [http://ischoo.drexel.edu | iSchool at Drexel]<br /> * [http://www.mathforum.org | The Math Forum]<br /> ==People== <br /> <a href="http://darkwing.uoregon.edu/~harrow/">Holly Arrow</a>, <br /> <a href="http://www.visi.com/~snowfall/">Tom Erickson</a>,<br /> <a href="http://www.cis.drexel.edu/faculty/gerry/">Gerry Stahl</a> <br /> <br /> </td><br /> <br /> <td valign="top"><br /> My Resume<br /> <br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Image_logo_url Image logo url 2007-11-07T15:22:35Z

<p>Admin: </p> <hr /> <div>http://jsarmi.googlepages.com/JWSKPic.jpg/JWSKPic-custom;size:110,122.jpg</div>

Admin http://72.14.177.54/Jsarmi/Image_logo_url Image logo url 2007-11-07T15:12:05Z

<p>Admin: </p> <hr /> <div>[[Image:JWSKPic.gif|150px]]</div>

Admin http://72.14.177.54/Jsarmi/Image_logo_url Image logo url 2007-11-07T15:11:28Z

<p>Admin: </p> <hr /> <div>[[Image:JWSKPic.gif|125px]]</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:08:29Z

<p>Admin: </p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> No one can play a game alone. One cannot be human by onefself.<br> <br /> There is no selfhood where there is no community.<br> <br /> We do not relate to others as the persons we are; we are who we are in relating to others.<br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Things</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Me</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> = Things I am/should be working on =<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> [http://en.wikipedia.org |Wikipedia]<br /> <br><hr><br /> [http://del.icio.us/jsarmi| del.icio.us/jsarmi]] <br /> <hr><br><br /> </td><br /> <br /> <td valign="top"><br /> My Resume<br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2007-11-07T15:01:04Z

<p>Admin: </p> <hr /> <div>This is my [[Special:Allpages | wiki]] which contains personal thoughts and other information<br /> jsarmi at drexel dot edu<br /> [[User:Jsarmi|Jsarmi]] 15:44, 13 September 2006 (EDT) ET<br /> <br /> <table width="95%" border="0" cellspacing="1"><br /> <tr><br /> <td height="20" colspan="3" bgcolor="#cccccc" align="right"><br /> <em>No one can play a game alone. One cannot be human by onefself. <br /> There is no selfhood where there is no community. We do not relate to others as the persons we are; we are who we are in relating to others.</em><br><br /> James P. Carse - Finite and Infinte Games<br /> </td><br /> </tr><br /> <tr><br /> <td bgcolor="#87bb2f" width="60%"><span class="style1">Work</span></td><br /> <td bgcolor="#f76e2b" width="20%"><span class="style1">Links</span></td><br /> <td bgcolor="#2a9bC3" width="20%"><span class="style1">Misc</span></td><br /> </tr><br /> <br /> <tr><br /> <br /> <td valign="top"><br /> = Things I am/should be working on =<br /> * An initial characterization of [[bridging]] and a [[CSCLPaper|report]] about it.<br /> * An exploration of the concept of [[roles in CSCL]] and positioning theory<br /> * How do graphical resources created by virtual teams support bridging ([[Whiteboard_Bridging]])?<br /> * Some [http://editthis.info/jsarmi/Theoretical_Framework_Dissertation theoretical frameworks] I am exploring<br /> * Revisiting the [[Problem Space]] construct and locating knowing in it.<br /> * [[LitReview|Literature Review]]<br /> * A Wikipedia page on Leela<br /> * More...<br /> </td><br /> <br /> <td valign="top"><br /> [[http://en.wikipedia.org |Wikipedia]]<br /> <br><hr><br /> [[http://del.icio.us/feeds/js/tags/jsarmi?sort=freq;icon;count=72;size=13-30;color=87ceeb-0000ff;title=my%20del.icio.us%20tags" | My delicious tags]] <br /> <hr><br><br /> </td><br /> <br /> <td valign="top"><br /> My Resume<br /> </td><br /> <br /> </tr><br /> </table></div>

Admin http://72.14.177.54/Jsarmi/Distributed_Cognition Distributed Cognition 2007-04-09T18:50:57Z

<p>Admin: </p> <hr /> <div>*'''Object of Study''': As a theory it is specifically tailored to understanding interactions among people and technologies.<br /> *'''Goal:''' The theory of distributed cognition, like any cognitive theory, seeks to understand the organization of cognitive systems<br /> *'''Unit of Analysis:''' a culturally constituted functional group (rather than an individual)<br /> *'''Some Key Definitions:'''<br /> ::'''Information''' is reconceptualized as the propagation of representational states of mediating structures that make up the dynamic and substance of any complex system.<br /> ::'''Mediating structures''' include internal and external knowledge representations (knowledge, skills, tools, etc.)<br /> ::'''Knowledge generation''' can be traced through the movement of representation states in a system. This tracing characterizes the organization of the system that affords performance, as individual member and as a functioning group.<br /> <br /> =Two Central Principles=<br /> <br /> *'''Principle 1.''' About the boundaries of the unit of analysis for cognition.<br /> Distributed cognition does not expect all cognitive events to be encompassed by the skin or skull of an individual.<br /> <br /> *'''Principle 2.''' About the range of mechanisms that count as cognition.<br /> Distributed cognition concerns itself with a broader class of cognitive events which go beyond the internal manipulation of symbols. Cognitive processes in the “wild”are characterized by “functional relationships” among diverse elements that participate together in them. In distributed cognition, one expects to find a system that can dynamically configure itself to bring subsystems into coordination to accomplish various functions.<br /> <br /> =Three dimensions of distribution=<br /> <br /> *Cognitive processes may be distributed '''across the members''' of a social group.<br /> *Cognitive processes may involve '''coordination between internal and external''' (material or environmental) structure.<br /> *Processes may be distributed '''through time''' in such a way that the products of earlier events can transform the nature of later events.<br /> <br /> ==Social Interaction: Cognition distributed across agents/Human Mediation==<br /> Cognitive processes are socially distributed across the members of a group.<br /> :#How are the cognitive processes we normally associate with an individual mind implemented in a group of individuals<br /> :#How do the cognitive properties of groups differ from the cognitive properties of the people who act in those groups<br /> :#How are the cognitive properties of individual minds affected by participation in group activities?<br /> <br /> ==Embodied Interaction: Cognition distributed across material resources/Artifact Mediation==<br /> The organization of a cognitive system—both in development and in operation—is an emergent property of interactions among internal and external resources.<br /> :#How do material resources (e.g. one’s body, external resources, etc.) participate as elements of an individual cognitive system? <br /> :#How do material resources participate as elements of an collective cognitive system? <br /> :#What processes emerge from the interactions among internal and external resources of an activity?<br /> <br /> ==Historical Interaction: Cognition distributed across time/Community Mediation==<br /> The study of cognition is not separable from the study of culture, because agents interact in complex cultural environments that evolve over time.<br /> :#How does culture emerge out of the activity of human agents in their historical contexts, as mental, material and social structures interact?<br /> :#How does culture, i.e. a history of material artifacts and social practices, shape distributed cognitive processes?<br /> :#What cultural processes contribute to the development of knowing and action (e.g. by accumulating partial solutions to frequently encountered problems)?<br /> <br /> =Primary Sources=<br /> Distributed Cognition: Toward a New Foundation for Human-Computer Interaction Research (2000)<br /> James Hollan, Edwin Hutchins, David Kirsh<br /> ACM Transactions on Computer-Human Interaction<br /> http://citeseer.ist.psu.edu/hollan00distributed.html<br /> <br /> Hutchins, E. (1995): Cognition in the Wild, Cambridge Mass. & London, MIT Press.<br /> <br /> =References of Studies investigating DCog=</div>

Admin http://72.14.177.54/Jsarmi/TableTest TableTest 2007-03-28T15:13:45Z

<p>Admin: </p> <hr /> <div>{| class="wikitable"<br /> |+Multiplication table<br /> |-<br /> ! &times; !! 1 !! 2 !! 3<br /> |-<br /> ! 1<br /> | 1 || 2 || 3<br /> |-<br /> ! 2<br /> | 2 || 4 || 6<br /> |-<br /> ! 3<br /> | 3 || 6 || 9<br /> |-<br /> ! 4<br /> | 4 || 8 || 12<br /> |-<br /> ! 5<br /> | 5 || 10 || 15<br /> |}</div>

Admin http://72.14.177.54/Jsarmi/Header Header 2007-03-28T15:12:52Z

<p>Admin: </p> <hr /> <div> <style type="text/css"><br /> /*<br /> Notes: <br /> -You must log as admin to edit this page<br /> -Whatever you enter in this page will be added to the html in the header after the standard style sheet, so you can override styles. <br /> -if you want your code to look nice on this page, put a space at the beginning of each line<br /> -This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css <br /> <br /> For example uncomment this next section to turn all the text green:<br /> */<br /> /*<br /> body {<br /> color: green;<br /> }<br /> */ <br /> <br /> /*<br /> Table formatting<br /> */<br /> table.wikitable,<br /> table.prettytable {<br /> margin:1em 1em 1em 0;<br /> background:#F9F9F9;<br /> border:1px #AAA solid;<br /> border-collapse:collapse;<br /> }<br /> <br /> table.wikitable th, table.wikitable td,<br /> table.prettytable th, table.prettytable td {<br /> border:1px #AAA solid;<br /> padding:0.2em;<br /> }<br /> <br /> table.wikitable th,<br /> table.prettytable th {<br /> background:#F2F2F2;<br /> text-align:center;<br /> }<br /> <br /> table.wikitable caption,<br /> table.prettytable caption {<br /> margin-left:inherit;<br /> margin-right:inherit;<br /> }<br /> <br /> <br /> /*<br /> box formatting<br /> */<br /> .infobox {<br /> float:right;<br /> clear:right;<br /> margin-bottom:0.5em;<br /> margin-left:1em;<br /> padding:0.2em;<br /> border:1px solid #AAA;<br /> background:#F9F9F9;<br /> color:black;<br /> <br /> }<br /> <br /> .infobox td,<br /> .infobox th {<br /> vertical-align:top;<br /> }<br /> <br /> .infobox caption {<br /> font-size:larger;<br /> margin-left:inherit;<br /> }<br /> <br /> .infobox.bordered {<br /> border-collapse:collapse;<br /> }<br /> <br /> .infobox.bordered td,<br /> .infobox.bordered th {<br /> border:1px solid #AAA;<br /> }<br /> <br /> .infobox.bordered .borderless td,<br /> .infobox.bordered .borderless th {<br /> border:0;<br /> }<br /> <br /> .infobox.sisterproject {<br /> width:20em;<br /> font-size:90%;<br /> }<br /> <br /> <br /> <br /> </style><br /> <br /> <script type="text/javascript"><br /> //Feel free to add your javascript code here.<br /> </script></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:50:31Z

<p>Admin: </p> <hr /> <div> <style type="text/css"><br /> /*<br /> Notes: <br /> -You must log as admin to edit this page<br /> -Whatever you enter in this page will be added to the html in the header after the standard style sheet, so you can override styles. <br /> -if you want your code to look nice on this page, put a space at the beginning of each line<br /> -This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css <br /> <br /> For example uncomment this next section to turn all the text green:<br /> */<br /> /*<br /> body {<br /> color: green;<br /> }<br /> */ <br /> </style><br /> <br /> <script type="text/javascript"><br /> //Feel free to add your javascript code here.<br /> </script></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:49:31Z

<p>Admin: </p> <hr /> <div> <style type="text/css"><br /> <br /> /*<br /> Notes: <br /> -You must log as admin to edit this page<br /> -Whatever you enter in this page will be added to the html in the header after the standard style sheet, so you can override styles. <br /> -if you want your code to look nice on this page, put a space at the beginning of each line<br /> -This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css <br /> <br /> For example uncomment this next section to turn all the text green:<br /> */<br /> /*<br /> body {<br /> color: green;<br /> }<br /> */ <br /> </style><br /> <br /> <script type="text/javascript"><br /> //Feel free to add your javascript code here.<br /> </script></div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2006-02-26T15:38:31Z

<p>Admin: </p> <hr /> <div>Wiki successfully set up.<br /> <br /> ==First Steps==<br /> The username and password for the administrative account is '''admin''', '''admin'''. <br /> #You should log in and change your password now! (After you login go to [[Special:Preferences]])<br /> #On this page: [[image_logo_url]] put just the url for the logo.<br /> #Add the url for your wiki to the [http://www.editthis.info/wiki/index.php/Categorized_Wiki_List Categorized wiki list]. Simply edit that page and put your wiki under the appropriate category.<br /> #To increase the amount of space you have for uploads, add links to this site from external sites, and go to the [http://editthis.info/wiki/index.php/Link_Quota_Page Link Quota Page] to increase your uploads quota.<br /> <br /> ==Other optional things to do==<br /> *Edit [[MediaWiki:Sidebar]] to change the navigation menu<br /> *Add this wiki to some external wiki indexes:<br /> #[http://en.wikipedia.org/wiki/List_of_wiki Wikipedia list of wikis]<br /> #[http://www.wikiindex.com/Add_a_Wiki WikiIndex]<br><br /> *If you are feeling adventurous and know a little about web design you can edit the javascript and css to the [[Header]] to change the look of your wiki. <br /> **You must log as admin to do this<br /> **Whatever you enter in this page will be added to the html in the header after the standard style sheet, so you can override styles.<br /> *Read the [http://meta.wikipedia.org/wiki/MediaWiki_User%27s_Guide User's Guide] for other usage and configuration help.<br /> *Add your wiki to the [http://editthis.info/wiki/index.php/Map_of_wikis map of wikis]</div>

Admin http://72.14.177.54/Jsarmi/Main_Page Main Page 2006-02-26T15:37:12Z

<p>Admin: /* Other optional things to do */</p> <hr /> <div>Wiki successfully set up.<br /> <br /> ==First Steps==<br /> The username and password for the administrative account is '''admin''', '''admin'''. <br /> #You should log in and change your password now!<br /> #On this page: [[image_logo_url]] put just the url for the logo.<br /> #Add the url for your wiki to the [http://www.editthis.info/wiki/index.php/Categorized_Wiki_List Categorized wiki list]. Simply edit that page and put your wiki under the appropriate category.<br /> #To increase the amount of space you have for uploads, add links to this site from external sites, and go to the [http://editthis.info/wiki/index.php/Link_Quota_Page Link Quota Page] to increase your uploads quota.<br /> <br /> ==Other optional things to do==<br /> *Edit [[MediaWiki:Sidebar]] to change the navigation menu<br /> *Add this wiki to some external wiki indexes:<br /> #[http://en.wikipedia.org/wiki/List_of_wiki Wikipedia list of wikis]<br /> #[http://www.wikiindex.com/Add_a_Wiki WikiIndex]<br><br /> *If you are feeling adventurus and know a little about web design you can edit the javascript and css to the [[Header]] to change the look of your wiki. <br /> **You must log as admin to do this<br /> **Whatever you enter in this page will be added to the html in the header after the standard style sheet, so you can override styles.<br /> *Read the [http://meta.wikipedia.org/wiki/MediaWiki_User%27s_Guide User's Guide] for other usage and configuration help.<br /> *Add your wiki to the [http://editthis.info/wiki/index.php/Map_of_wikis map of wikis]</div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:35:55Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> <br /> //Note: if you want your code to look nice on this page, put a space at the beginning of each line<br /> </script><br /> <br /> <br /> <style type="text/css"><br /> /* This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css <br /> For example uncomment this next section to turn all the text green:<br /> */<br /> <br /> /*<br /> body {<br /> color: green;<br /> }<br /> */ <br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:35:33Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> <br /> //Note: if you want your code to look nice on this page, put a space at the beginning of each line<br /> </script><br /> <br /> <br /> <style type="text/css"><br /> /* This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css <br /> For example uncomment this next section to turn all the text green:<br /> */<br /> <br /> /*<br /> body {<br /> color: green;<br /> }<br /> */ <br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:33:17Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> </script><br /> <style type="text/css"><br /> /* This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css */<br /> body {<br /> font: x-small sans-serif;<br /> color: green;<br /> margin: 0;<br /> padding: 0;<br /> }<br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:32:06Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> </script><br /> <style type="text/css"><br /> /* This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css */<br /> body {<br /> font: x-small sans-serif;<br /> background: #f9f9f9 url("http://ftp.linux.org.uk/mirrors/ftp.gnome.org/teams/art.gnome.org/backgrounds/ThinkLinux_1400x1050.png") 0px 0px no-repeat;<br /> color: Black;<br /> margin: 0;<br /> padding: 0;<br /> }<br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:29:09Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> </script><br /> <style type="text/css"><br /> /* This is the default style sheet that you can override : http://editthis.info/wiki/skins/monobook/main.css<br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T15:26:38Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> </script><br /> <style type="text/css"><br /> <br /> #column-content {<br /> width: 100%;<br /> float: right;<br /> margin: 0 0 0.6em -12.2em;<br /> padding:0;<br /> }<br /> #content {<br /> margin: 2.8em 0 0 12.2em;<br /> padding: 0em 1em 1.5em 1em;<br /> background: White;<br /> border: 1px solid #aaaaaa;<br /> border-right: none;<br /> line-height: 1.5em;<br /> position: relative;<br /> z-index: 2;<br /> }<br /> #column-one { padding-top: 160px; }<br /> /* the left column width is specified in class .portlet */<br /> <br /> /* Font size:<br /> ** We take advantage of keyword scaling- browsers won't go below 9px<br /> ** More at http://www.w3.org/2003/07/30-font-size<br /> ** http://style.cleverchimp.com/font_size_intervals/altintervals.html<br /> */<br /> <br /> body {<br /> font: x-small sans-serif;<br /> background: #f9f9f9 url("headbg.jpg") 0px 0px no-repeat;<br /> color: Black;<br /> margin: 0;<br /> padding: 0;<br /> }<br /> <br /> /* scale back up to a sane default */<br /> #globalWrapper {<br /> font-size:127%;<br /> width: 100%;<br /> margin: 0;<br /> padding: 0;<br /> }<br /> .visualClear { clear: both; }<br /> <br /> /* general styles */<br /> <br /> table {<br /> font-size: 100%;<br /> background: White;<br /> }<br /> a {<br /> text-decoration: none;<br /> color: #002bb8;<br /> background: none;<br /> }<br /> a:visited { color: #5a3696; }<br /> a:active { color: #ffa500; }<br /> a:hover { text-decoration: underline; }<br /> a.stub { color: #772233; }<br /> a.new,<br /> #p-personal a.new { color:#ba0000; }<br /> a.new:visited,<br /> #p-personal a.new:visited { color:#a55858; }<br /> <br /> img {<br /> border: none;<br /> vertical-align: middle;<br /> }<br /> p {<br /> margin: 0.4em 0em 0.5em 0em;<br /> line-height: 1.5em;<br /> }<br /> <br /> p img { margin: 0; }<br /> <br /> hr {<br /> height: 1px;<br /> color: #aaaaaa;<br /> background-color: #aaaaaa;<br /> border: 0;<br /> margin: 0.2em 0 0.2em 0;<br /> }<br /> <br /> h1, h2, h3, h4, h5, h6 {<br /> color: Black;<br /> background: none;<br /> font-weight: normal;<br /> margin: 0;<br /> padding-top: 0.5em;<br /> padding-bottom: 0.17em;<br /> border-bottom: 1px solid #aaaaaa;<br /> }<br /> h1 { font-size: 188%; }<br /> h2 { font-size: 150%; }<br /> h3, h4, h5, h6 {<br /> border-bottom: none;<br /> font-weight: bold;<br /> }<br /> h3 { font-size: 132%; }<br /> h4 { font-size: 116%; }<br /> h5 { font-size: 100%; }<br /> h6 { font-size: 80%; }<br /> <br /> ul {<br /> line-height: 1.5em;<br /> list-style-type: square;<br /> margin: 0.3em 0 0 1.5em;<br /> padding:0;<br /> list-style-image: url("bullet.gif");<br /> }<br /> ol {<br /> line-height: 1.5em;<br /> margin: 0.3em 0 0 3.2em;<br /> padding:0;<br /> list-style-image: none;<br /> }<br /> li { margin-bottom: 0.1em; }<br /> dt {<br /> font-weight: bold;<br /> margin-bottom: 0.1em;<br /> }<br /> dl{<br /> margin-top: 0.2em;<br /> margin-bottom: 0.5em;<br /> }<br /> dd {<br /> line-height: 1.5em;<br /> margin-left: 2em;<br /> margin-bottom: 0.1em;<br /> }<br /> <br /> fieldset {<br /> border: 1px solid #2f6fab;<br /> margin: 1em 0em 1em 0em;<br /> padding: 0em 1em 1em 1em;<br /> line-height: 1.5em;<br /> }<br /> legend {<br /> background: White;<br /> padding: 0.5em;<br /> font-size: 95%;<br /> }<br /> form {<br /> border: none;<br /> margin: 0;<br /> }<br /> <br /> textarea {<br /> width: 100%;<br /> padding: 0.1em;<br /> }<br /> <br /> <br /> input.historysubmit {<br /> padding: 0 0.3em 0.3em 0.3em !important;<br /> font-size: 94%;<br /> cursor: pointer;<br /> height: 1.7em !important;<br /> margin-left: 1.6em;<br /> }<br /> select {<br /> vertical-align: top;<br /> }<br /> abbr, acronym, .explain {<br /> border-bottom: 1px dotted Black;<br /> color: Black;<br /> background: none;<br /> cursor: help;<br /> }<br /> q {<br /> font-family: Times, "Times New Roman", serif;<br /> font-style: italic;<br /> }<br /> /* disabled for now<br /> blockquote {<br /> font-family: Times, "Times New Roman", serif;<br /> font-style: italic;<br /> }*/<br /> code { background-color: #f9f9f9; }<br /> pre {<br /> padding: 1em;<br /> border: 1px dashed #2f6fab;<br /> color: Black;<br /> background-color: #f9f9f9;<br /> line-height: 1.1em;<br /> }<br /> <br /> <br /> /*<br /> ** the main content area<br /> */<br /> <br /> #siteSub { display: none; }<br /> #contentSub {<br /> font-size: 84%;<br /> line-height: 1.2em;<br /> margin: 0 0 1.4em 1em;<br /> color: #7d7d7d;<br /> width: auto;<br /> }<br /> span.subpages { display: block; }<br /> <br /> /* Some space under the headers in the content area */<br /> #bodyContent h1, #bodyContent h2 { margin-bottom:0.6em; }<br /> #bodyContent h3,<br /> #bodyContent h4,<br /> #bodyContent h5 {<br /> margin-bottom: 0.3em;<br /> }<br /> .firstHeading { margin-bottom:0.1em; }<br /> <br /> /* user notification thing */<br /> .usermessage {<br /> background-color: #ffce7b;<br /> border: 1px solid #ffa500;<br /> color: Black;<br /> font-weight: bold;<br /> margin: 2em 0em 1em 0em;<br /> padding: 0.5em 1em;<br /> vertical-align: middle;<br /> }<br /> #siteNotice {<br /> text-align: center;<br /> font-size: 95%;<br /> padding: 0 0.9em 0 0.9em;<br /> }<br /> #siteNotice p {<br /> margin: 0;<br /> padding: 0;<br /> }<br /> .error {<br /> color: red;<br /> font-size: larger;<br /> }<br /> #catlinks {<br /> border:1px solid #aaaaaa;<br /> background-color:#f9f9f9;<br /> padding:5px;<br /> margin-top: 1em;<br /> clear: both;<br /> }<br /> /* currently unused, intended to be used by a metadata box<br /> in the bottom-right corner of the content area */<br /> .documentDescription {<br /> /* The summary text describing the document */<br /> font-weight: bold;<br /> display: block;<br /> margin: 1em 0em;<br /> line-height: 1.5em;<br /> }<br /> .documentByLine {<br /> text-align: right;<br /> font-size: 90%;<br /> clear: both;<br /> font-weight: normal;<br /> color: #76797c;<br /> }<br /> <br /> /* emulate center */<br /> .center {<br /> width: 100%;<br /> text-align: center;<br /> }<br /> *.center * {<br /> margin-left: auto;<br /> margin-right: auto;<br /> }<br /> /* small for tables and similar */<br /> .small, .small * { font-size: 94%; }<br /> table.small { font-size: 100% }<br /> <br /> /*<br /> ** content styles<br /> */<br /> <br /> #toc {<br /> /*border:1px solid #2f6fab;*/<br /> border:1px solid #aaaaaa;<br /> background-color:#f9f9f9;<br /> padding:5px;<br /> font-size: 95%;<br /> }<br /> #toc .tocindent { margin-left: 2em; }<br /> #toc .tocline { margin-bottom: 0px; }<br /> #toc p { margin: 0 }<br /> #toc .toctoggle { font-size: 94%; }<br /> #toc .editsection {<br /> margin-top: 0.7em;<br /> font-size: 94%;<br /> }<br /> <br /> /* images */<br /> div.floatright, table.floatright {<br /> clear: right;<br /> float: right;<br /> position: relative;<br /> margin: 0 0 0.5em 0.5em;<br /> border: 0<br /> /*<br /> border: 0.5em solid White;<br /> border-width: 0.5em 0 0.8em 1.4em;<br /> */<br /> }<br /> div.floatright p { font-style: italic; }<br /> div.floatleft, table.floatleft {<br /> float: left;<br /> position: relative;<br /> margin: 0 0.5em 0.5em 0;<br /> border: 0<br /> /*<br /> margin: 0.3em 0.5em 0.5em 0;<br /> border: 0.5em solid White;<br /> border-width: 0.5em 1.4em 0.8em 0;<br /> */<br /> }<br /> div.floatleft p { font-style: italic; }<br /> /* thumbnails */<br /> div.thumb {<br /> margin-bottom: 0.5em;<br /> border-style: solid; border-color: White;<br /> width: auto;<br /> }<br /> div.thumb div {<br /> border:1px solid #cccccc;<br /> padding: 3px !important;<br /> background-color:#f9f9f9;<br /> font-size: 94%;<br /> text-align: center;<br /> overflow: hidden;<br /> }<br /> div.thumb div a img {<br /> border:1px solid #cccccc;<br /> }<br /> div.thumb div div.thumbcaption {<br /> border: none;<br /> text-align: left;<br /> line-height: 1.4em;<br /> padding: 0.3em 0 0.1em 0;<br /> }<br /> div.magnify {<br /> float: right;<br /> border: none !important;<br /> background: none !important;<br /> }<br /> div.magnify a, div.magnify img {<br /> display: block;<br /> border: none !important;<br /> background: none !important;<br /> }<br /> div.tright {<br /> clear: right;<br /> float: right;<br /> border-width: 0.5em 0 0.8em 1.4em;<br /> }<br /> div.tleft {<br /> float: left;<br /> margin-right:0.5em;<br /> border-width: 0.5em 1.4em 0.8em 0;<br /> }<br /> .urlexpansion,<br /> .hiddenStructure {<br /> display: none;<br /> }<br /> img.tex { vertical-align: middle; }<br /> span.texhtml { font-family: serif; }<br /> <br /> /*<br /> ** classes for special content elements like town boxes<br /> ** intended to be referenced directly from the wiki src<br /> */<br /> <br /> /*<br /> ** User styles<br /> */<br /> /* table standards */<br /> table.rimage {<br /> float:right;<br /> position:relative;<br /> margin-left:1em;<br /> margin-bottom:1em;<br /> text-align:center;<br /> }<br /> .toccolours {<br /> border:1px solid #aaaaaa;<br /> background-color:#f9f9f9;<br /> padding:5px;<br /> font-size: 95%;<br /> }<br /> div.townBox {<br /> position:relative;<br /> float:right;<br /> background:White;<br /> margin-left:1em;<br /> border: 1px solid gray;<br /> padding:0.3em;<br /> width: 200px;<br /> overflow: hidden;<br /> clear: right;<br /> }<br /> div.townBox dl {<br /> padding: 0;<br /> margin: 0 0 0.3em 0;<br /> font-size: 96%;<br /> }<br /> div.townBox dl dt {<br /> background: none;<br /> margin: 0.4em 0 0 0;<br /> }<br /> div.townBox dl dd {<br /> margin: 0.1em 0 0 1.1em;<br /> background-color: #f3f3f3;<br /> }<br /> <br /> /*<br /> ** edit views etc<br /> */<br /> .special li {<br /> line-height: 1.4em;<br /> margin: 0;<br /> padding: 0;<br /> }<br /> <br /> /* Page history styling */<br /> /* the auto-generated edit comments */<br /> .autocomment { color: gray; }<br /> #pagehistory span.user {<br /> margin-left: 1.4em;<br /> margin-right: 0.4em;<br /> }<br /> #pagehistory span.minor { font-weight: bold; }<br /> #pagehistory li { border: 1px solid White; }<br /> #pagehistory li.selected {<br /> background-color:#f9f9f9;<br /> border:1px dashed #aaaaaa;<br /> }<br /> /*<br /> ** Diff rendering<br /> */<br /> table.diff { background:white; }<br /> td.diff-otitle { background:#ffffff; }<br /> td.diff-ntitle { background:#ffffff; }<br /> td.diff-addedline {<br /> background:#ccffcc;<br /> font-size: smaller;<br /> }<br /> td.diff-deletedline {<br /> background:#ffffaa;<br /> font-size: smaller;<br /> }<br /> td.diff-context {<br /> background:#eeeeee;<br /> font-size: smaller;<br /> }<br /> span.diffchange { color: red; font-weight: bold; }<br /> <br /> /*<br /> ** keep the whitespace in front of the ^=, hides rule from konqueror<br /> ** this is css3, the validator doesn't like it when validating as css2<br /> */<br /> #bodyContent a[href ^="http://"],<br /> #bodyContent a[href ^="gopher://"] {<br /> background: url(external.png) center right no-repeat;<br /> padding-right: 13px;<br /> }<br /> #bodyContent a[href ^="https://"],<br /> .link-https {<br /> background: url("lock_icon.gif") center right no-repeat;<br /> padding-right: 16px;<br /> }<br /> #bodyContent a[href ^="mailto:"],<br /> .link-mailto {<br /> background: url("mail_icon.gif") center right no-repeat;<br /> padding-right: 18px;<br /> }<br /> #bodyContent a[href ^="news://"] {<br /> background: url("news_icon.png") center right no-repeat;<br /> padding-right: 18px;<br /> }<br /> #bodyContent a[href ^="ftp://"],<br /> .link-ftp {<br /> background: url("file_icon.gif") center right no-repeat;<br /> padding-right: 18px;<br /> }<br /> #bodyContent a[href ^="irc://"],<br /> .link-irc {<br /> background: url("discussionitem_icon.gif") center right no-repeat;<br /> padding-right: 18px;<br /> }<br /> /* disable interwiki styling */<br /> #bodyContent a.extiw,<br /> #bodyContent a.extiw:active {<br /> color: #3366bb;<br /> background: none;<br /> padding: 0;<br /> }<br /> #bodyContent a.external { color: #3366bb; }<br /> /* this can be used in the content area to switch off<br /> special external link styling */<br /> #bodyContent .plainlinks a {<br /> background: none !important;<br /> padding: 0;<br /> }<br /> /*<br /> ** Structural Elements<br /> */<br /> <br /> /*<br /> ** general portlet styles (elements in the quickbar)<br /> */<br /> .portlet {<br /> border: none;<br /> margin: 0 0 0.5em 0em;<br /> float: none;<br /> padding: 0;<br /> width: 11.6em;<br /> overflow: hidden;<br /> }<br /> .portlet h4 {<br /> font-size: 95%;<br /> font-weight: normal;<br /> white-space: nowrap;<br /> }<br /> .portlet h5 {<br /> background: transparent;<br /> padding: 0em 1em 0em 0.5em;<br /> text-transform: lowercase;<br /> display: inline;<br /> font-size: 91%;<br /> height: 1em;<br /> font-weight: normal;<br /> white-space: nowrap;<br /> }<br /> .portlet h6 {<br /> background: #ffae2e;<br /> border: 1px solid #2f6fab;<br /> border-style: solid solid none solid;<br /> padding: 0em 1em 0em 1em;<br /> text-transform: lowercase;<br /> display: block;<br /> font-size: 1em;<br /> height: 1.2em;<br /> font-weight: normal;<br /> white-space: nowrap;<br /> }<br /> .pBody {<br /> font-size: 95%;<br /> background: White;<br /> border-collapse: collapse;<br /> border: 1px solid #aaaaaa;<br /> padding: 0 0.8em 0.3em 0.5em;<br /> }<br /> .portlet h1,<br /> .portlet h2,<br /> .portlet h3,<br /> .portlet h4 {<br /> margin: 0;<br /> padding: 0;<br /> }<br /> .portlet ul {<br /> line-height: 1.5em;<br /> list-style-type: square;<br /> list-style-image: url("bullet.gif");<br /> font-size:95%;<br /> }<br /> .portlet li {<br /> padding: 0;<br /> margin: 0;<br /> }<br /> <br /> /*<br /> ** Logo properties<br /> */<br /> <br /> #p-logo {<br /> z-index: 3;<br /> position:absolute; /*needed to use z-index */<br /> top: 0;<br /> left: 0;<br /> height: 155px;<br /> width: 12em;<br /> overflow: visible;<br /> }<br /> #p-logo h5 { display: none; }<br /> #p-logo a,<br /> #p-logo a:hover {<br /> display: block;<br /> height: 155px;<br /> width: 12.2em;<br /> background-repeat: no-repeat;<br /> background-position: 35% 50% !important;<br /> text-decoration: none;<br /> }<br /> <br /> /*<br /> ** the navigation portlet<br /> */<br /> <br /> #p-nav {<br /> position:relative;<br /> z-index:3;<br /> }<br /> <br /> /*<br /> ** Search portlet<br /> */<br /> #p-search {<br /> position:relative;<br /> z-index:3;<br /> }<br /> #p-search .pBody {<br /> text-align: center;<br /> }<br /> input.searchButton {<br /> margin-top:1px;<br /> font-size: 95%;<br /> }<br /> #searchGoButton {<br /> padding-left: .5em;<br /> padding-right: .5em;<br /> font-weight: bold;<br /> }<br /> #searchInput {<br /> width:10.9em;<br /> margin: 0;<br /> font-size: 95%;<br /> }<br /> #p-search .pBody {<br /> padding: 0.5em 0.4em 0.4em 0.4em;<br /> }<br /> <br /> /*<br /> ** the personal toolbar<br /> */<br /> <br /> #p-personal {<br /> width:100%;<br /> white-space:nowrap;<br /> padding: 0;<br /> margin: 0;<br /> position:absolute;<br /> left:0px;<br /> top:0px;<br /> z-index: 0;<br /> border: none;<br /> background: none;<br /> overflow: visible;<br /> line-height: 1.2em;<br /> }<br /> <br /> #p-personal h5 {<br /> display:none;<br /> }<br /> #p-personal .portlet,<br /> #p-personal .pBody {<br /> padding:0;<br /> margin:0;<br /> border: none;<br /> z-index:0;<br /> overflow: visible;<br /> background: none;<br /> }<br /> /* this is the ul contained in the portlet */<br /> #p-personal ul {<br /> border: none;<br /> line-height: 1.4em;<br /> color: #2f6fab;<br /> padding: 0em 2em 0 3em;<br /> margin: 0;<br /> text-align: right;<br /> text-transform: lowercase;<br /> list-style: none;<br /> z-index:0;<br /> background: none;<br /> }<br /> #p-personal li {<br /> z-index:0;<br /> border:none;<br /> padding:0;<br /> display: inline;<br /> color: #2f6fab;<br /> margin-left: 1em;<br /> line-height: 1.2em;<br /> background: none;<br /> }<br /> #p-personal li a {<br /> text-decoration: none;<br /> color: #005896;<br /> padding-bottom: 0.2em;<br /> background: none;<br /> }<br /> #p-personal li a:hover {<br /> background-color: White;<br /> padding-bottom: 0.2em;<br /> text-decoration: none;<br /> }<br /> <br /> /* the icon in front of the user name, single quotes<br /> in bg url to hide it from iemac */<br /> li#pt-userpage,<br /> li#pt-anonuserpage,<br /> li#pt-login {<br /> background: url('user.gif') top left no-repeat;<br /> padding-left: 20px;<br /> text-transform: none;<br /> }<br /> <br /> /*<br /> ** the page-related actions- page/talk, edit etc<br /> */<br /> #p-cactions {<br /> position:absolute;<br /> top: 1.3em;<br /> left: 11.5em;<br /> margin: 0;<br /> white-space:nowrap;<br /> width: 76%;<br /> line-height: 1.1em;<br /> overflow: visible;<br /> background: none;<br /> border-collapse: collapse;<br /> padding-left: 1em;<br /> list-style: none;<br /> font-size: 95%;<br /> }<br /> #p-cactions .hiddenStructure { display: none; }<br /> #p-cactions ul {<br /> list-style: none;<br /> }<br /> #p-cactions li {<br /> display: inline;<br /> border: 1px solid #aaaaaa;<br /> border-bottom: none;<br /> padding: 0 0 0.1em 0;<br /> margin: 0 0.3em 0 0;<br /> overflow: visible;<br /> background: White;<br /> }<br /> #p-cactions li.selected {<br /> border-color: #fabd23;<br /> padding: 0 0 0.2em 0;<br /> }<br /> #p-cactions li a {<br /> background-color: White;<br /> color: #002bb8;<br /> border: none;<br /> padding: 0 0.8em 0.3em 0.8em;<br /> text-decoration: none;<br /> text-transform: lowercase;<br /> position: relative;<br /> z-index: 0;<br /> margin: 0;<br /> }<br /> #p-cactions .selected a { z-index: 3; }<br /> #p-cactions .new a { color:#ba0000; }<br /> #p-cactions li a:hover {<br /> z-index: 3;<br /> text-decoration: none;<br /> }<br /> #p-cactions h5 { display: none; }<br /> #p-cactions li.istalk { margin-right: 0; }<br /> #p-cactions li.istalk a { padding-right: 0.5em; }<br /> #p-cactions #ca-addsection a {<br /> padding-left: 0.4em;<br /> padding-right: 0.4em;<br /> }<br /> /* offsets to distinguish the tab groups */<br /> li#ca-talk { margin-right: 1.6em; }<br /> li#ca-watch, li#ca-unwatch, li#ca-varlang-0 { margin-left: 1.6em; }<br /> <br /> <br /> /*<br /> ** the remaining portlets<br /> */<br /> #p-tbx,<br /> #p-lang {<br /> position:relative;<br /> z-index:3;<br /> }<br /> <br /> /*<br /> ** footer<br /> */<br /> #footer {<br /> background-color: White;<br /> border-top: 1px solid #fabd23;<br /> border-bottom: 1px solid #fabd23;<br /> margin: 0.6em 0em 1em 0em;<br /> padding: 0.4em 0em 1.2em 0em;<br /> text-align: center;<br /> font-size: 90%;<br /> }<br /> #footer li {<br /> display: inline;<br /> margin: 0 1.3em;<br /> }<br /> /* hide from incapable browsers */<br /> head:first-child+body #footer li { white-space: nowrap; }<br /> #f-poweredbyico, #f-copyrightico {<br /> margin: 0 8px;<br /> position: relative;<br /> top: -2px; /* Bump it up just a tad */<br /> }<br /> #f-poweredbyico {<br /> float: right;<br /> height: 1%;<br /> }<br /> #f-copyrightico {<br /> float: left;<br /> height: 1%;<br /> }<br /> <br /> /* js pref toc */<br /> #preftoc {<br /> float: left;<br /> margin: 1em 1em 1em 1em;<br /> width: 13em;<br /> }<br /> #preftoc li { border: 1px solid White; }<br /> #preftoc li.selected {<br /> background-color:#f9f9f9;<br /> border:1px dashed #aaaaaa;<br /> }<br /> #preftoc a,<br /> #preftoc a:active {<br /> display: block;<br /> color: #0014a6;<br /> }<br /> #prefcontrol {<br /> clear: both;<br /> float: left;<br /> margin-top: 1em;<br /> }<br /> div.prefsectiontip {<br /> font-size: 95%;<br /> margin-top: 1em;<br /> }<br /> fieldset.operaprefsection { margin-left: 15em }<br /> <br /> /*<br /> ** IE/Mac fixes, hope to find a validating way to move this<br /> ** to a separate stylesheet. This would work but doesn't validate:<br /> ** @import("IEMacFixes.css");<br /> */<br /> /* tabs: border on the a, not the div */<br /> * > html #p-cactions li { border:none; }<br /> * > html #p-cactions li a {<br /> border: 1px solid #aaaaaa;<br /> border-bottom: none;<br /> }<br /> * > html #p-cactions li.selected a { border-color: #fabd23; }<br /> /* footer icons need a fixed width */<br /> * > html #f-poweredbyico,<br /> * > html #f-copyrightico { width: 88px; }<br /> * > html #bodyContent,<br /> * > html #bodyContent pre {<br /> overflow-x: auto;<br /> width: 100%;<br /> padding-bottom: 25px;<br /> }<br /> <br /> /* more IE fixes */<br /> /* float/negative margin brokenness */<br /> * html #footer {margin-top: 0;}<br /> * html #column-content {<br /> display: inline;<br /> margin-bottom: 0;<br /> }<br /> * html div.editsection { font-size: smaller; }<br /> #pagehistory li.selected { position: relative; }<br /> <br /> /* Mac IE 5.0 fix; floated content turns invisible */<br /> * > html #column-content {<br /> float: none;<br /> }<br /> * > html #column-one {<br /> position: absolute;<br /> left: 0;<br /> top: 0;<br /> }<br /> * > html #footer {<br /> margin-left: 13.2em;<br /> }<br /> .redirectText {<br /> font-size:150%;<br /> margin:5px;<br /> }<br /> <br /> .printfooter {<br /> display: none;<br /> }<br /> <br /> .not_patrolled {<br /> background-color: #ffa;<br /> }<br /> div.patrollink {<br /> font-size: 75%;<br /> text-align: right;<br /> }<br /> span.newpage, span.minor, span.searchmatch {<br /> font-weight: bold;<br /> }<br /> span.unpatrolled {<br /> font-weight:bold;<br /> color:red;<br /> }<br /> <br /> span.searchmatch {<br /> color: red;<br /> }<br /> .sharedUploadNotice {<br /> font-style: italic;<br /> }<br /> <br /> span.updatedmarker {<br /> color:black;<br /> background-color:#00FF00;<br /> }<br /> span.newpageletter {<br /> font-weight:bold;<br /> color:black;<br /> background-color:yellow;<br /> }<br /> span.minoreditletter {<br /> color:black;<br /> background-color:#C5FFE6;<br /> }<br /> <br /> table.gallery {<br /> border: 1px solid #cccccc;<br /> margin: 2px;<br /> padding: 2px;<br /> background-color:#ffffff;<br /> }<br /> <br /> table.gallery tr {<br /> vertical-align:top;<br /> }<br /> <br /> table.gallery td {<br /> vertical-align:top;<br /> background-color:#f9f9f9;<br /> border: solid 2px white;<br /> }<br /> <br /> div.gallerybox {<br /> margin: 2px;<br /> width: 150px;<br /> }<br /> <br /> div.gallerybox div.thumb {<br /> text-align: center;<br /> border: 1px solid #cccccc;<br /> margin: 2px;<br /> }<br /> <br /> div.gallerytext {<br /> font-size: 94%;<br /> padding: 2px 4px;<br /> }<br /> <br /> #fundraising {<br /> text-align: center;<br /> border: 1px solid gray;<br /> padding: 5px;<br /> margin-top: 5px;<br /> }<br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T14:57:34Z

<p>Admin: </p> <hr /> <div> <script type="text/javascript"><br /> //Your Javascript Here <br /> </script><br /> <style type="text/css"><br /> body {<br /> color: purple;<br /> background-color: #d8da3d }<br /> </style></div>

Admin http://72.14.177.54/Jsarmi/Header Header 2006-02-26T14:56:21Z

<p>Admin: </p> <hr /> <div><script type="text/javascript"><br /> <br /> </script><br /> <style type="text/css"><br /> body {<br /> color: purple;<br /> background-color: #d8da3d }<br /> </style></div>

Admin