<html>\n\n<center>\n <table border="0" cellpadding="2" cellspacing="2">\n <tbody><tr>\n <td valign="top">\n <p align="center"><a name="Education"></a><font size="5"><b>Education\n / <span style="font-style: italic;">Formation</span></b></font></p>\n\n <ul>\n <li><p style="margin-bottom: 0cm;" align="left">PhD French,\n University of Toronto , Toronto, Canada (1991) \n </p>\n </li><li><p style="margin-bottom: 0cm;" align="left">DEA Semiotics,\n &Eacute;cole des Hautes &Eacute;tudes en Sciences Sociales,\n Paris, France (1984);&nbsp; \n </p>\n </li><li><p style="margin-bottom: 0cm;" align="left">BSc Zoology, North Carolina State University,\n Raleigh, North Carolina, USA (1975) \n </p>\n </li></ul>\n </td>\n\n <td>\n <p align="center"><a name="Affiliations"></a><font size="5"><b>Affiliations\n / <span style="font-style: italic;">Associations</span></b></font></p>\n <ul>\n <li><p style="margin-bottom: 0cm;">Co-editor, with Willard\n McCarty and Russon Wooldridge, <a href="http://www.arts.ubc.ca/chwp"><i>Computing\n in the Humanities Working Papers</i></a>.&nbsp; London,&nbsp;\n Toronto, Vancouver.</p>\n\n </li><li><p style="margin-bottom: 0cm;">Board of Directors, <a href="http://coch-cosh.ca/">\n Society for Digital Humanities / Société pour l'étude des médias interactifs</a>.</p>\n </li><li><p style="margin-bottom: 0cm;">Editorial Board, <a href="http://texttechnology.mcmaster.ca/"><i>Text\n Technology</i></a>, McMaster University, Canada.</p>\n </li><li><p>Membre correspondant, <a href="http://www.revue-texto.net/">Texto</a>\n (F. Rastier). \n </p>\n\n </li></ul>\n </td>\n </tr>\n </tbody></table>\n</center>\n\n</html>
*[[email: winder (at) interchange.ubc.ca||mailto:winder@interchange.ubc.ca]]\n*[[http://faculty.arts.ubc.ca/winder|http://faculty.arts.ubc.ca/winder]] or [[departmental homepage|http://www.fhis.ubc.ca/index.php?id=2898]]\n*Tel / Tél: (604) 822-4022\n*Messages / Messages: (604) 822-2879\n*Fax / Télécopie: (604) 822-6675
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\n*~PhD French, University of Toronto , Toronto, Canada (1991)\n*DEA Semiotics, École des Hautes Études en Sciences Sociales, Paris, France (1984); \n*~BSc Zoology, North Carolina State University, Raleigh, North Carolina, USA (1975)\n
!!!Femmes au perroquet\n*[[Manet's|http://upload.wikimedia.org/wikipedia/commons/c/c1/Edouard_Manet_089.jpg]]\n*[[Courbet's|http://80.65.232.176/Photos/00/00/06/78/ME0000067821_3.JPG]]\n*[[Courbet's Psyché|http://www.yorku.ca/bmissing/artists/almick/images/am1b.jpg]]\n*[[Delacroix's|http://www.abcgallery.com/D/delacroix/delacroix9.JPG]]\n*[[Renaissance Parrot|http://80.65.232.176/Photos/00/00/05/83/ME0000058359_3.JPG]]
(This ForceForms series was written in 2005; many of the links are now broken.)\n\nThe Arts Faculty allows instructors to force students into their sections when students cannot register through Student Services. Since instructors seem to be given a choice in the matter (unlike class size limits, over which instructors have no control), my policy is ''never to force a student into one of my sections''. Students should talk to the Head of FHIS and ask for a forced registration or to be put on a waiting list for my courses. See the Faculty of Arts documentation on [[full courses|http://www.arts.ubc.ca/students/academic-planning-advising/advising/registration/full-courses.html]] and note that UBC's policy guarantees you a seat in any course you need for graduation; in such cases you will be forced into the section you need. As of this writing, neither UBC generally nor FHIS specifically has a workable electronic waiting list. (It is of no use to ask the instructor, since the instructor cannot monitor student service registration in any way.)\n\nI do not force students into my sections for a number of reasons. There are some purely administrative problems with circumventing Student Services: a forced registration might be successful but the credit might not be counted because the student does not have the proper prerequisites. Sometimes the course does not count because the student (and often, unfortunately, a programme adviser) has been misinformed about programme requirements. (In FHIS there have been moments when our own course booklet was not synchronized with the UBC calendar – most departments have the same problem.) I do not feel it is reasonable for me to second-guess Student Services and force students into my class. ''Instructors do not have access to the data services that describe the student's programme and background'', and therefore have no way to discover whether Student Services would refuse registration for reasons that ultimately protect the student's interest. \n\nMore importantly, it is a question of the class environment. When FHIS sections are full (at 30) they are actually 50% to 33% larger than those at other institutions in North America. This means that students in a full class already have 50% to 33% less of the instructor's time than at other institutions. \n\nSee ForceFormsII and ForceFormsIII for a more detailed explanation. Click [[here|index.htm#ForceForms%20ForceFormsII%20ForceFormsIII]] for the full set.
(see ForceForms)\n\nIn the past (nearly 10 years ago) departmental policy was to split classes that had 30 students into two classes with 15 each. Each of these classes could grow (and at times shrink) independently. On average, our class size hovered near 15, sometimes as low as 10, and sometimes as high as 25. In North America, language classes tend to have between 15 and 20 students. The Modern Language Association (The US association of language teachers) recommends a class size of 15 to 20 for English composition in the US (i.e. first language teaching); second languages such as French would reasonably have lower numbers, perhaps to a maximum of 15. (See the Modern Language publication:\n http://www.mla.org/ade/bulletin/n132/PDF/ADE_132_Fall02_073-075.pdf and the extensive bibliography at http://www.evergreen.loyola.edu/~lmorgan/classsizebib.htm; now only available as local versions [[here|class_size/ADE_132_Fall02_073-075.pdf]] and [[there|class_size/classsizebib.htm]]. In fact, [[ADFL|http://www.adfl.org/resources/index.htm]] sets 20 as the maximum, and 15 as the ideal; [[local version|./class_size/ades.htm]].) Those figures are already biased by the industrial-style US educational system and "English-only" mindset; in Europe, classes tend to be smaller, even at not particularly prestigious institutions. During recent interviews in FHIS, Chairs of Departments from other institutions in Canada and the United States reported that their classes had 15-20 students, and were surprised by our classes of 30, which, in the case of Spanish a number of years ago, climbed to 40 and 45. \n\nSecond language classes are composition classes and more, because they are not so much about what one ''knows'' but what one ''does'': speak, write, and read. In fact, language classes are at times equivalent to music classes (where the numbers are often as low as two or three) because learning a language is like learning an instrument, not a particular content. We all learned our native language through one-to-one conversation; that is ultimately the foundation of second language learning as well. \n\nAt the same time in FHIS we do usefully teach content areas (history, linguistics, culture, literature, etc.), but as part of a language competence. Advanced content challenges students to improve their linguistic skills. Composition and oral presentations are the main focus of our classes because knowing the subject matter is only the first step to expressing what one knows. If one day participating in our courses is finally reduced to taking a battery of multiple choice and true/false exams, then one might suspect we have lost our focus on language instruction. \n\nLarge classes can be entertaining and efficient at transmitting content. Psychology has classes of 300 and so could FHIS. I believe however that students do not need that kind of teaching at the university; they can find it elsewhere in a variety of other sources, such as the Internet, television and books. A university education is different from a series of Knowledge Network videos because there can be some kind of sustained dialogue between teacher and student, and indeed between student and student. (The tutorial system recognizes that specificity; see the Arts One description of the experience; seminars in Arts One are capped at 20, and tutorials at 3 or 4.) The classroom experience should not be a passive one like watching television (and television can be extremely engaging, as can lecturing), but rather an active one. There is a certain ''kind and quality'' of knowledge that can only be acquired through active participation in a dialogue. ''Sustained dialogue is the test of university teaching.'' It is rare to find that dialogue even in a class of 20, but impossible in a class of 30. The majority of the students are onlookers. Even at 30, the second language classroom has lost that dialogue-based teaching and a core component of a quality university education. At 300, the classroom is edutainment. [This is perhaps an exaggeration. Even as pure spectators we get more out of plays than we do films. In a like manner, the classroom experience, even without dialogue, is no doubt better than a video.]\n\nSee ForceFormsIII.
(see ForceFormsII)\n\nThe decline in the classroom experience follows, to a degree, the shift in funding from the public sector to the private sector. UBC's ~Coca-Cola partnership is emblematic (as are the sponsorship signs in the library and advertising in the washrooms), but the shift is much more than giving businesses a home on the campus. Market criteria of efficiency are replacing social values. Universities are being asked to emulate ~Coca-Cola and become self-sustaining institutions by selling their services under the same market conditions as ~Coca-Cola, and that pressure induces a market-driven administration within the University. In very simple market terms, with 30 students in a class, UBC earns 33% more than with 20 students per class. With 40, an extra 50% gain. With 300, the revenue is considerable, and ''that is where any good education business will want to go''. From a business perspective, universities sell diplomas and the market requires that they be sold as cheaply as possible. (Enter stage right the junk emails advertising “prestigious diplomas online” from “non accredited institutions” and burgeoning franchise universities like Phoenix University.)\n\nThis is not the greedy plan of an individual or a small group of people. It is simply a logical, though, I believe, destructive outcome of a market society. We all promote the trend. Students, because a class of 300 is generally entertaining and at the same time gives them the freedom to be physically and spiritually absent from the classroom if they wish. There will be no oral presentation to anguish over in a class of 300; no composition will become the source of a discussion other than about a grade – the professor has no time for that. Even with 30 one can sit in the back and detach from the classroom experience (but not with 15; each student's presence weighs too much in a small group). Professors like classes of 300 because they can justify their salary to the University with perhaps a single one-hour lecture per week. Administrators live for such classes because of the enormous saving in personnel and money. Everyone wins in some way. Students will still get their degree, but with less direct involvement, so that they can do other things during their university years, such as work to pay for their tuition; professors will get their salary with less contact hours; administrators, their promotions for good management. The net effect is however a degraded educational environment and a very skewed image of what it means to be part of a learning community. (Analogously, and following the same market dynamic, consumers, automobile workers, gas station owners and governments are all pleased with ~SUVs because of the revenues they generate, however environmentally damaging they may be. Large classes are the ~SUVs of our educational system.)\n\nSuch trends have many facets. It is not just class size that contributes to the decline, but many other factors: rising student debt (students are now expected to work and study at the same time) and generally more distractions from study from the media; 6 credit courses replaced by two 3 credit courses (less time to establish a dialogue with other students and professors); more demands and reduced support for professors (less and less secretarial and technical support, coupled with more and more administration and technology duties); and others too numerous to list. \n\nSuch market dynamics have created tensions that many educators believe undermine academic freedom (see the [[Ignacio Chapela|http://counterpunch.org/tonak06262004.html]] case). Class size has a modest place in the academic freedom debate because large classes tend to prevent instructors from teaching the kind of knowledge that can only be acquired in small classes. Large classes of themselves teach students to line up and become passive consumers. Since participation is reduced to getting a good grade, knowledge becomes the money with which one “buys” grades, grades become the money that “buys” a diploma, and a diploma “buys” a good job, which, finally, “buys” the graduate money. The metaphors of money and the assembly line replace any other way to see the world. An amphitheatre of 300 students is not a social context that can teach community values, and a student would have some trouble learning how to contribute actively in such classrooms. Collaboration is excluded from large classes. \n\nSmall classes shift the focus to dialogue. The central metaphor is a comparison of ideas that leads to a consensus, if not about the content, then at least about the way we talk about it. Building consensus through dialogue is inefficient and costly because it cannot be industrialized the way as content delivery can. But in dialogue we find what distinguishes knowledge from money: if I give you my money, I might have none in the end. In a proper dialogue, if I give you my knowledge, I will likely gain more in the end, but in any case I do not lose the knowledge I have. Without a proper social context in the classroom, students may come to believe that knowledge is a kind of money and that getting a better grade than your faceless peer is what counts. Large classes by their nature emphasize the fundamental market value of competition; small classes emphasize the value of collaboration. In the more social environment of a small class, students learn that knowledge is dialogue, where expressing one's thoughts to peers is a crucial way to learn more.\n\n!!Other links\nhttp://english.arizona.edu/index_site.php?id=625
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La description du cours se trouve sur le site du département ([[Traduction I (en ligne)|http://www.fhis.ubc.ca/index.php?id=3574]]); voir également Fr357Nfaq. J'ajoute ici un certain nombre de précisions. \n\nJ'emprunte largement au cours de Russ Wooldridge à l'Université de Toronto, [[fre488|http://www.chass.utoronto.ca/~wulfric/fre488/]]. Voir ce cours pour un exemple de l'orientation du 357N. De sa description: \n<<<\nDans ce cours nous envisagerons le WWW comme une ressource du traducteur. Le Web fonctionne en soi comme un vaste dictionnaire encyclopédique et contient également une variété d'outils conçus pour le traducteur, dont celui-ci peut profiter. En partant d'un choix de textes pris dans le Web, on développera des typologies de stratégies de recherche pour la résolution de problèmes de traduction typiques, dans les deux sens, entre l'anglais et le français. On fera aussi une évaluation critique de ressources en ligne particulièrement pertinentes. \n\nTravaux requis. Les étudiants feront trois travaux de méta-traduction critique (analyse de la résolution de problèmes et solutions proposées) sur deux sujets : 1) un plan d'étude du Sujet 1 (deux pages imprimées ou équivalent sous forme de document Web) ; 2) un exposé oral des résultats des recherches faites sur le Sujet 1, avec support électronique (éventuellement imprimé aussi) ; 3) un mémoire sur le Sujet 2, à soumettre sous forme d'un document Web (avec publication éventuelle dans Lexperimenta). Les étudiants participeront également à la construction d'une bibliographie de documents traitant de ce domaine d'étude nouveau. \n<<<\n\n!Format\n*La langue de travail du cours sera principalement le français, bien que certaines lectures et un certain nombre de logiciels (tel que celui-ci) soient en anglais. \n*La partie théorique du cours sera fondée sur le livre (Vinay et Darbelnet) et les documents distribués par Internet (certains seront des vidéos de présentations du professeur ou des étudiants). Vous serez évalués à la fois sur les questions théoriques (qui concernent la façon de concevoir la traduction en milieu informatique) et pratiques (les traductions réalisées à la maison et en classe lors de l'examen final). Il y aura également une présentation orale pendant le semestre.\n*Les travaux évalués sont de trois types: 1) examen final sur table (traduction et dissertation), 2) les travaux pratiques hebdomadaires au nombre variable (recherches sur Internet, traductions, réponses à des questions théoriques) qui seront affichés sur la liste de discussion, et 3) une présentation orale en petit groupe. \n\nChaque semaine vous aurez à contribuer à la liste de discussion (les tps et les commentaires sur les tps) et deux fois pendant l'année vous vous réunirez avec le professeur et deux autres étudiants pour faire un exposé. Les dates des exposés seront établies au début de l'année. \n\n!Contenu\nCe cours s'organise autour des logiciels de la bureautique qui sont censés nous permettre de mieux traduire. Le but principal du cours est donc de découvrir ces logiciels et d'en profiter pour nous aider à rédiger en français. Chemin faisant, nous réfléchirons sur plusieurs questions. \n*Quelles sont les lacunes théoriques et pratiques de ces logiciels ?\n*La traduction automatique paraît-elle possible ?\n*La traduction assistée par l'informatique est-elle utile dans l'apprentissage de la langue ? \n*Qu'est-ce qui distingue le français de l'anglais au niveau systématique ? \n\n!Problèmes\nLe problème principal de ce cours est le maniement de l'informatique. La gestion des logiciels est souvent une source de frustration. Autant que possible, nous travaillerons en français à résoudre ces problèmes techniques. Ces détours dans la technique (par le biais de l'aide de ~WebCT ou des documents du professeur) ne sont donc pas une perte de temps pure et simple, car nous aurons là un champ de travail propice à l'apprentissage du vocabulaire technique en français.
* I am registered in ~FREN357-101 and I have a question about the course. The calendar says that it is an online course, but then it also says "Monday 13.00" under "start time", so I was wondering whether there will actually be any class meetings, particularly during the first week of school.\n** Non! Il n'y aura pas de classes du tout sauf en ligne, mais il y aura des exposés individuels auxquels il faut s'inscrire pendant la première semaine des cours. \n*I'm registered in the web-oriented fren 357. I read on your website that there are no scheduled meetings. However, I'm wondering how we'll be lectured, have a syllabus, and be assigned homework. \n**Tout sera donné en ligne, par WebCT. En général, je vous demanderai de visiter le site les lundi, mercredi et vendredi. \n*Also, I read on your website that a signup sheet for scheduling a meeting with you will be distributed on the first day of class. When is the first day of class? Which day do we start?\n** Nous commençons mercredi le 6 septembre 2006: aller au site WebCT et lire les messages là.\n*I am currently registered for your FREN 357-101 course this coming September. Because I have never participated in a web-oriented course, I am a little confused to how it operates. Are we meeting on campus on the first day of school to discuss the course? Or will you be notifying your students of all the specifics via e-mail? Please advise. \n** Je vais essayer d'avoir une réunion, mais il est parfois difficile de trouver une salle de libre. Si vous ne pouvez pas venir à la réunion, ce n'est pas grave. Toutes les informations du cours sont en ligne. Vous pouvez également passer à mes heures de bureau ([[Office Hours]]). \n** En principe WebCT est asssez facile à utiliser. Cependant, comme indiqué dans [[Traduction I (en ligne)|http://www.fhis.ubc.ca/index.php?id=3574]], il est important d'avoir une certaine aisance avec l'informatique (ou avoir plus de temps pour gérer l'informatique).
(~TTh, 11-12:30 Buch. D312. [[SS Site|https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=5&dept=FREN&course=470A&section=201]])\n\n\n''Description:''\n\nLa Sémantique\n\nÀ partir des recherches françaises en sémantique, ce cours présente dans un premier temps un inventaire aussi complet que possible du rôle que joue le sens dans la communication humaine. Nous traiterons ensuite plus longuement du point de vue de la linguistique logiciste des problématiques qui concernent principalement la phrase et le texte: la présupposition, l’implicitation, la référence, l’énonciation, la pragmatique, la rhétorique et l’argumentation. En effet, le plus grand défi aux analyses du sens est l'au-delà du mot, la phrase donc et cette unité amorphe, le texte.\n\n''Prerequisite:''\n*FREN 370\n\n''Textes principaux:''\n*Labelle, Françoise. La sémantique.http://www.uqac.ca/~flabelle/semantique. Université de Québec à Chicoutimi.\n*Des photocopies distribuées à prix coûtant.\n*Liens et documents du site WebCT.\n\n''Ouvrages de référence:''\n*Baylon, Christian et Xavier Mignot. La sémantique du langage. Paris: Nathan, 1995. Le texte est disponible à la bibliothèque.\n*Dupriez, B. 1984, Gradus: Les procédés littéraires (Dictionnaire). Paris: Union Générale d’Editions. Coll. 10/18.\n*Arrivé, M., Gadet, F. et Galmiche, M., 1986. La Grammaire d'aujourd'hui: guide alphabétique de linguistique française, Paris: Flammarion.\n\n''Language of Instruction: French ''\n
Lexicologie.
<html>\n<table border="0" cellpadding="0" cellspacing="20">\n\n <tbody><tr>\n <td valign="top">\n <p>Computational and formalist approaches to the semantics of\n language and literature; computational lexicology and semiotics;\n linguistic and literary database design, implementation and\n exploitation for computer-assisted translation, interpretation,\n semantic analysis, etc.; social and political impact of writing\n technology in France and Quebec. \n </p>\n </td>\n <td>\n <p>Une approche computationnelle et formelle de la s&eacute;mantique,\n de la langue et de la litt&eacute;rature; la s&eacute;miotique et\n la lexicologie computationnelles ; la conception des bases de\n donn&eacute;es litt&eacute;raires et linguistiques et leur\n exploitation dans la traduction, l'interpr&eacute;tation,\n l'analyse s&eacute;mantique, etc.; cons&eacute;quences sociales et\n politiques de la technologie de l'&eacute;crit en France et au\n Qu&eacute;bec.</p>\n\n </td>\n </tr>\n</tbody>\n</table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</html>
[[Welcome]]\n[[Contact]]\n[[Office Hours]]\n<html><img src="me.JPG" name="Graphic1" alt="William Winder" align="middle" border="0" height="85" width="55">\n</html>\n@@font-size:75%;color:blue;2004@@\n!!!Research\n[[Interests]]\n[[Background]]\n[[Publications]]\n!!!Courses\nFr357N\nFr357Nfaq\nFr122W1\nFr122W2\nFr470W2\nFr474W2\n[[Fr566|descriptions/566p_blurb.pdf]]\nForceForms\n!!!More\n[[Parrots]]\nOldPage\n!!!Opinions\nForceFormsII\nForceFormsIII\n----\n<<today>>\n----\n
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!2007-2008\nThese are the hours I am most likely to be availble; to confirm these hours and your appointment, please contact me by email.\n\n!!1st term\n*Mon 1-2 and by appointment (email to fix a time)\n
<html>\n\n<base target="_blank">\n<div style="text-align: center;">(<a>The sites with an * are password protected. / Les sites avec un * sont prot&eacute;g&eacute;s par un mot de passe.)<br>\n<br>\n</a><a>\n</a></div>\n\n\n\n\n<a> </a> <a> </a>\n<table style="width: 80%; text-align: left; margin-left: auto; margin-right: auto;" border="1" cellpadding="2" cellspacing="2">\n\n\n\n <tbody>\n <tr>\n <td valign="top"><b>All courses</b></td>\n <td valign="top">\n <ul>\n <li><a href="http://faculty.arts.ubc.ca/winder/me/correct.htm">Syst&egrave;me\nde correction des compositions (en chantier)</a></li><li><a href="fautesfrequentes.htm">Listes des fautes les plus fr&eacute;quentes</a></li><li><a href="doccode.html">Codes utilis&eacute;s dans les documents du site</a><br>\n </li>\n\n\n </ul>\n </td>\n </tr>\n <tr>\n <td style="vertical-align: top;"><b>Undergraduate<br>\n </b> </td>\n <td valign="top">\n <ul><li>French 355: Composition (<a href="cours_description.htm">Description</a>)<br>\n </li>\n\n \n <li><a href="http://faculty.arts.ubc.ca/winder/fr474/sem0.htm">*French\n474 </a>: La Lexicologie synchronique</li>\n <li><a href="http://faculty.arts.ubc.ca/winder/fr470">*French 470</a>:\nLa S&eacute;mantique (<a href="cours_description.htm">Description</a>)<br>\n </li>\n </ul>\n </td>\n </tr>\n <tr>\n <td valign="top"><b>Graduate<br>\n </b> </td>\n <td valign="top">\n <ul>\n <li><a href="http://faculty.arts.ubc.ca/winder/fr556">*French 556</a>:\nLogique et langage</li>\n <li><a href="http://faculty.arts.ubc.ca/winder/fr566/">*French\n566x:</a> Le Texte &eacute;lectronique</li>\n <li><a href="http://faculty.arts.ubc.ca/winder/fr566s">*French 566s</a>:\nLa S&eacute;mantique et le discours litt&eacute;raire<br>\n </li>\n <li><a href="http://faculty.arts.ubc.ca/winder/fr566w">*French\n566w</a>: La rh&eacute;torique textuelle et le mot d'esprit <br>\n </li>\n <li> <a href="http://faculty.arts.ubc.ca/winder/fr511">FHIS\n511</a>: Critical Theory</li><li>Linguistique du corpus:<a href="linguistique_du_corpus"> bibliographie d'examen</a><br>\n </li>\n\n </ul>\n </td>\n </tr>\n <tr>\n <td valign="top"><b>Projects<br>\n </b> </td>\n <td valign="top">\n <ul>\n <li><a href="http://faculty.arts.ubc.ca/winder/gen/Aristotle/Wiki/">*Aristotle\nWiki</a> (protected)</li>\n <li>Grammar Project:<a href="http://faculty.arts.ubc.ca/winder/gramcheck/wiki/"> *For Editors</a>\n/ <a href="http://faculty.arts.ubc.ca/faculty/winder/grammaire/wiki/">To\nView</a></li><li><a href="http://faculty.arts.ubc.ca/winder/me/mutanda/">Stratified browser</a> (Mutanda entry at <a href="http://www2.arts.ubc.ca/chwp/titles.html#mutanda">CHWP</a>)</li><li><a href="http://faculty.arts.ubc.ca/winder/edziza/hansard">TransHansard</a> (query system for the aligned Hansard corpus)</li>\n <li><a href="http://faculty.arts.ubc.ca/winder/edziza/120dbs/">120dbs</a> (database of interactive grammar questions)</li><li><a href="http://faculty.arts.ubc.ca/winder/edziza/rp">Robotic poetics</a> (on automatic generation of text)<br>\n </li>\n\n\n\n </ul>\n </td>\n </tr>\n </tbody>\n</table>\n</html>
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!Citations\n\n\nFlaubert summarizes [["Un Coeur simple"|http://perso.orange.fr/jb.guinot/pages/oeuvres8.html]] (A Simple Heart):\n<<<\n[It] is quite simply the story of an obscure life, the life of a poor country girl [named Félicité], who is religious but superstitious, humbly helpful and tender as fresh bread. She loves successively a man, the children of her mistress, a nephew, an old man she helps, then a parrot; when the parrot dies she has it stuffed and, when she herself dies, she confuses the parrot with the Holy Spirit.\n<<<\n!ARTFL: The American Research on the Treasury of the French Language\n*[[ARTFL Main page|http://humanities.uchicago.edu/orgs/ARTFL/]]\n*[[TLFi|http://atilf.atilf.fr/tlf.htm]] (Trésor de la langue française informatisé)\n!Hansard\n*[[Debates, House of Commons|http://www2.parl.gc.ca/housechamberbusiness/ChamberSittings.aspx?View=H&Language=E&Mode=1&Parl=39&Ses=1]]\n*[[Termium Plus|http://toby.library.ubc.ca/resources/infopage.cfm?id=694]]\n*[[Grand Dictionnaire Terminologique|http://www.granddictionnaire.com/btml/fra/r_motclef/index800_1.asp]]\n!Hansard Videos \n(browser should be set to full screen modeto display these screen captures properly)\n*[[Searching the Hansard|http://edziza.arts.ubc.ca/winder/hansard/hansard_intro2_fs.htm]]\n*[[Hansard Collocation Database|http://edziza.arts.ubc.ca/winder/hansard/hcd2_fs.htm]]\n!Talk links : miscellaneous\n<<tiddler FHISTalk>>\n
<html>\n\n<p><b>Monographs / <span style="font-style: italic;">Monographes</span></b> \n\n</p>\n\n\n\n\n\n\n\n<p>H&eacute;bert, Pierre and ----, with the collaboration of Raymond\nRouleau. "Index-Thesaurus: Mise &agrave; jour 1987-1992,"\n<i>Voix et images</i> special issue, December 1993, 154 pages. \n</p>\n\n\n\n\n\n\n<p>H&eacute;bert, Pierre and ----. "Index-Thesaurus de <i>Voix\net images</i>: 1967-1987," <i>Voix et images</i>, special issue,\nDecember 1987, 226 pages. \n</p>\n\n\n\n\n\n\n<p><b>Software and articleware (articles centered on software) /\n<span style="font-style: italic;">Logiciels et articles-progiciels (articles centr&eacute;s sur des\nprogiciels)</span> </b>\n</p>\n\n\n\n\n\n\n\n<p>----. "Hansard&nbsp; Collocations".&nbsp;\n\n<a href="http://edziza.arts.ubc.ca/winder/hansard/">http://edziza.arts.ubc.ca/winder/hansard/</a>.\nU of British Columbia. January 2005. <br><br>----. "Robotic\nPoetics: Looking down a microscope through a telescope".\n<a href="http://edziza.arts.ubc.ca/winder/rp">edziza.arts.ubc.ca/winder/rp</a> .&nbsp;\nUniversity of Victoria's Digital Humanities Computing Summer\nInstitute. June 2004.<br><br>----. "Textual Russian Dolls: On\ngenerating cascading plot summaries for second language learning".\n<a href="http://www.fhis.ubc.ca/winder/me/mutanda">http://www.fhis.ubc.ca/winder/me/mutanda</a>/.\nCOCH-COSH Conference, Dalhousie U, Halifax, Canada. May 27,\n2003.<br><br>----. "Linking Fancy unto Fancy:&nbsp; A semantic\nIDE for cascading summaries".&nbsp;\n<a href="http://www.fhis.ubc.ca/winder/me/mutanda/">http://www.fhis.ubc.ca/winder/me/mutanda/</a>\n\n. COCH-COSH Conference, U of Manitoba, Winnipeg, Canada. May 30,\n2004. <br><br>\n</p>\n\n\n\n\n\n\n\n<p><b>Editions / <span style="font-style: italic;">&Eacute;ditions</span></b> \n</p>\n\n\n\n\n\n\n<p>Bond, Barbara, and ----, co-editors. &#8220;Canadian Humanites\nComputing 2003: Collaborative Mind Technologies&#8221; <i>Text\nTechnology</i> (12.1: 2003) and <i>Computing in the\nHumanities Working Papers</i>, A.20-A.28 (September 2003).<a href="http://www2.arts.ubc.ca/chwp/titles.html#tact"><sup>url</sup></a>\n</p>\n\n\n\n\n\n\n<p>Siemens, Ray, and ----, co-editors. &#8220;Scholarly Discourse and Computing Technology II.&#8221;\nJointly printed in <i>Text Technology</i> 9.2 (1999)&nbsp; and\n<i>Computing in the Humanities Working Papers</i>, A.14-A.19\n(2001).<a href="http://www2.arts.ubc.ca/chwp/titles.html#tact"><sup>url</sup></a>\n\n</p>\n\n\n\n\n\n\n\n<p>Siemens, Ray, and ----, co-editors. &#8220;Technologising the Humanities / Humanitising the\nTechnologies&#8221;. <i>Text Technology</i> 8.3 (1998): 1&nbsp;76.\nJointly printed in <i>Computing in the Humanities Working Papers</i>.\nA.5-A.12 (September 1998).<a href="http://www2.arts.ubc.ca/chwp/titles.html#tact"><sup>url</sup></a>\n\n</p>\n\n\n\n\n\n\n\n<p>Siemens, Ray, and ----, co-editors. &#8220;Scholarly Discourse and\nComputing Technology.&#8221; <i>Computing in the Humanities Working\npapers</i>. B29-B35 (1997).<a href="http://www2.arts.ubc.ca/chwp/titles.html#tact"><sup>url</sup></a>&nbsp;\nPrinted in <i>Text Technology</i>, 6.3 (Autumn 1996): 1-76. \n\n</p>\n\n\n\n\n\n\n\n<p>----. &#8220;Textbase of Moli&egrave;re's <u>Dom Juan</u>&#8221;\nin <i>Using TACT with Electronic Texts: Text-Analysis Computing Tools\n2.1 for MS-DOS and PC-DOS</i>, Ian Lancashire et al. New York: Modern\nLanguage Association, 1996. 270-273. \n</p>\n\n\n\n\n\n\n\n<ul>\n\n\n\n\n\n\n\n <p>Database in &#8220;EUROP_LT\sC_EUR_LT\sFREN_LIT\s1600_699\sMOLIERE&#8221;\n\n on companion CD ROM. \n </p>\n</ul>\n\n\n\n\n\n\n\n<p><b>Articles /<span style="font-style: italic;"> Articles</span><br><br></b>----. "Robotic Poetics".\n<i>Blackwell Companion to Digital Humanities</i>. S. Shreibman, R.\nSiemens, J. Unsworth, eds. Oxford: Blackwell, 2004. 448-468. <a href="http://edziza.arts.ubc.ca/winder/rp/roboticpoetics.cfm"><sup>url</sup></a>\n\n</p>\n\n\n\n\n\n\n\n<p>----. "Industrial Text and French Neo-structuralism."\n<i>Computers and the Humanities. </i>36.3 (2002): 295-306. \n</p>\n\n\n\n\n\n\n<p>----. &#8220;Formal Calculus as Semantic Perception.&#8221; <i>The\nLinguistic Brain</i>. Parth Bhatt and Ron Davis, eds. Toronto:\nCanadian Scholars Press, 1998. 205-213. \n</p>\n\n\n\n\n\n\n\n<p>----. &#8220;Le Robot-po&egrave;te,&#8221; in <i>Litt&eacute;rature,\ninformatique, lecture : lecture assist&eacute;e par ordinateur,\nlecture interactive, &eacute;crilecture</i>. Michel Lenoble et Alain\nVuillemin, eds. Limoges: Artois Presses Universit&eacute; (1999).\n187-213. Reprinted in <i>L'Astrolabe</i>, 2003.<a href="http://www.uottawa.ca/academic/arts/astrolabe/auteurs.htm"><sup>url</sup></a>\n\n</p>\n\n\n\n\n\n\n\n<p>----. &#8220;Texpert Systems.&#8221; <i>Text Technology </i>6.3\n(1996): 159-166. Reprinted in <i>Computing in the Humanities Working\nPapers</i>.<a href="http://www2.arts.ubc.ca/chwp/titles.html#tact"><sup>url</sup></a>\n\n</p>\n\n\n\n\n\n\n\n<p>----. "Reading the Text's Mind: a Peircean approach to\nLemmatisation and Interpretation." <i>Computing in the\nHumanities Working Papers</i>. Toronto: Computing in the Humanities\nWorking Papers. A2 (1996): 24 pp. ms.<a href="http://www2.arts.ubc.ca/chwp/titles.html#a10"><sup>url</sup></a>\n</p>\n\n\n\n\n\n\n<p>----. "A New Notation: Towards a Theory of Interpretation for\nthe Electronic Medium." <i>Texte: Revue de critique et de\nth&eacute;orie litt&eacute;raire</i>. 13 (1994): 87-119. \n</p>\n\n\n\n\n\n\n\n<p>----. "Le texte r&eacute;volt&eacute;: les donn&eacute;es\n&eacute;pist&eacute;mologiques du texte &eacute;lectronique dans un\ncontexte politique," <i>&Eacute;dition et pouvoir</i>, Colloque\nde l'AIB (Association Internationale de Bibliologie) et du GRELQ\n(Groupe de Recherches en Litt&eacute;rature Qu&eacute;becoise),\nMontreal: Presses Universitaires de Montr&eacute;al, 1995. 267-276. \n</p>\n\n\n\n\n\n\n<p>H&eacute;bert, Pierre and ----. "L'Indexation d'une revue\nsavante: le cas de Voix et images," in <i>Information\nscientifique et technique et communication &eacute;crite</i>, Robert\nEstivals, ed. Paris: SBS &Eacute;dition, 1997. 99-106. \n</p>\n\n\n\n\n\n\n\n<p>----. "La puce &agrave; l'oreille: Enigmatexts at the\nUniversity of British Columbia" (An account of an experiment in\nelectronic pedagogy). <i>The ARTFL Project Newsletter</i>, 8.1\n(1992): 3 pp. ms.<a href="me/pub/ARTFLv8n1.txt"><sup>url</sup></a> \n</p>\n\n\n\n\n\n\n\n<p>----. "La Port&eacute;e pragmatique de la d&eacute;duction\nnaturelle," in <i>S&eacute;miotique et Pragmatique</i>, G.\nDeledalle editor, Amsterdam: Benjamins, 1989. 325-335. \n\n</p>\n\n\n\n\n\n\n\n<p>----. "Computing Projects in French," <i>Ontario\nComputing in the Humanities</i> (Toronto: Centre for Computing in the\nHumanities), 2.3-4 (1988): 6-8. \n</p>\n\n\n\n\n\n\n<p>----. "Computing in the French Department," <i>Centre\nfor Computing in the Humanities Newsletter</i> (Toronto: Centre for\nComputing in the Humanities). 3 (April 1986): 12-16. \n</p>\n\n\n\n\n\n\n\n<p><b>Reviews / <span style="font-style: italic;">Comptes-rendus</span></b></p>\n\n\n\n\n\n\n\n<p>----. &#8220;R. Beasley, M. Danesi, P. Perron. <i>Signs for Sale:\nAn Outline of Semiotic Analysis for Advertisers &amp; Marketers</i>\nand P. Perron, M. Danesi, J. Umiker-Sebeok, A. Watanabe, eds.\n<i>Semiotics and Information Sciences</i>. <i>University of Toronto\nQuarterly</i>. 73.1 (2004):146-150</p>\n\n\n\n\n\n\n\n<p>----. "<i>Lettres et Techn&egrave;</i> de Pierre Laurette."\n<i>Recherches S&eacute;miotiques / Semiotic Inquiry</i> 16:1-2\n(1996): 241-247. \n</p>\n\n\n\n\n\n\n<p>----. "Review of Fran&ccedil;ois Rastier's Sens et\ntextualit&eacute;." <i>Recherches S&eacute;miotiques / Semiotic\nInquiry</i>, 12.8 (1993): 214-219. \n</p>\n\n\n\n\n\n\n<p>----. "Review of Themes and Texts (A. Zholkovsky) and <i>Poetics\nof Expressiveness</i> (A. Zholkovsky and Y. Shcheglov)."\n<i>International Semiotic Spectrum</i>, 10 (October 1988): 4. \n</p>\n\n\n\n\n\n\n\n<p><b>Translations / <span style="font-style: italic;">Traductions</span></b> \n</p>\n\n\n\n\n\n\n\n<p>----. Translation of abstracts for <i>Early Modern Literary\nStudies</i><a href="http://purl.oclc.org/emls/"><sup>url</sup></a>,\nvol 1.2: &#8220;The Texts of Troilus and Cressida/ Les Textes de\nTroilus and Cressida&#8221;. W.L. Godshalk, University of\nCincinnati.; &#8220;Not Onely a Pastour, but a Lawyer also&#8221;:\nGeorge Herbert's Vision of Stuart Magistracy/&#8220;Not Onely a\nPastour, but a Lawyer also&#8221;: La Vision qu'avait George Herbert\nde la magistrature des Stuart.&#8221; Jeffrey Powers-Beck, East\nTennessee State University. &#8220;From Book to Screen: A Window on\nRenaissance Electronic Texts./ Du livre &agrave; l'&eacute;cran: Une\nfen&ecirc;tre sur les textes &eacute;lectroniques de la Renaissance.&#8221;\n\nMichael Best, University of Victoria, BC. \n</p>\n\n\n\n\n\n\n\n<p><br><br>\n</p>\n\n\n</div>\n\n\n\n\n\n\n\n</body>\n\n</html>
A quick presentation of the [[Hansard Collocation Database|FHISoutils/outils_index.htm]].
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French, Hispanic and Italian Studies, University of British Columbia
Winder
http://faculty.arts.ubc.ca/winder/me/billfhis.html
/***\n!Colors Used\n*@@bgcolor(#8cf): #8cf - Background blue@@\n*@@bgcolor(#18f): #18f - Top blue@@\n*@@bgcolor(#04b): #04b - Mid blue@@\n*@@bgcolor(#014):color(#fff): #014 - Bottom blue@@\n*@@bgcolor(#ffc): #ffc - Bright yellow@@\n*@@bgcolor(#fe8): #fe8 - Highlight yellow@@\n*@@bgcolor(#db4): #db4 - Background yellow@@\n*@@bgcolor(#841): #841 - Border yellow@@\n*@@bgcolor(#703):color(#fff): #703 - Title red@@\n*@@bgcolor(#866): #866 - Subtitle grey@@\n!Generic Rules /%==============================================%/\n***/\n/*{{{*/\nbody {\n background: #fff;\n color: #000;\n}\n\na{\n color: #04b;\n}\n\na:hover{\n background: #04b;\n color: #fff;\n}\n\na img{\n border: 0;\n}\n\nh1,h2,h3,h4,h5 {\n color: #703;\n background: #fe8;\n}\n\n.button {\n color: #014;\n border: 1px solid #fff;\n}\n\n.button:hover {\n color: #014;\n background: #fe8;\n border-color: #db4;\n}\n\n.button:active {\n color: #fff;\n background: #db4;\n border: 1px solid #841;\n}\n\n/*}}}*/\n/***\n!Header /%==================================================%/\n***/\n/*{{{*/\n.header {\n background: #ffc;\n color: #ffc;\n}\n\n.headerShadow {\n color: #000;\n}\n\n.headerShadow a {\n font-weight: normal;\n color: #000;\n}\n\n.headerForeground {\n color: #fff;\n}\n\n.headerForeground a {\n font-weight: normal;\n color: #841;\n}\n\n/*}}}*/\n/***\n!General tabs /%=================================================%/\n***/\n/*{{{*/\n\n.tabSelected{\n color: #014;\n background: #eee;\n border-left: 1px solid #ccc;\n border-top: 1px solid #ccc;\n border-right: 1px solid #ccc;\n}\n\n.tabUnselected {\n color: #fff;\n background: #999;\n}\n\n.tabContents {\n color: #014;\n background: #eee;\n border: 1px solid #ccc;\n}\n\n.tabContents .button {\n border: 0;}\n\n/*}}}*/\n/***\n!Sidebar options /%=================================================%/\n~TiddlyLinks and buttons are treated identically in the sidebar and slider panel\n***/\n/*{{{*/\n#sidebar {\n}\n\n#sidebarOptions input {\n border: 1px solid #04b;\n}\n\n#sidebarOptions .sliderPanel {\n background: #8cf;\n}\n\n#sidebarOptions .sliderPanel a {\n border: none;\n color: #04b;\n}\n\n#sidebarOptions .sliderPanel a:hover {\n color: #fff;\n background: #04b;\n}\n\n#sidebarOptions .sliderPanel a:active {\n color: #04b;\n background: #fff;\n}\n/*}}}*/\n/***\n!Message Area /%=================================================%/\n***/\n/*{{{*/\n#messageArea {\n border: 1px solid #841;\n background: #db4;\n color: #014;\n}\n\n#messageArea .button {\n padding: 0.2em 0.2em 0.2em 0.2em;\n color: #014;\n background: #fff;\n}\n\n/*}}}*/\n/***\n!Popup /%=================================================%/\n***/\n/*{{{*/\n.popup {\n background: #18f;\n border: 1px solid #04b;\n}\n\n.popup hr {\n color: #014;\n background: #014;\n border-bottom: 1px;\n}\n\n.popup li.disabled {\n color: #04b;\n}\n\n.popup li a, .popup li a:visited {\n color: #eee;\n border: none;\n}\n\n.popup li a:hover {\n background: #014;\n color: #fff;\n border: none;\n}\n/*}}}*/\n/***\n!Tiddler Display /%=================================================%/\n***/\n/*{{{*/\n.tiddler .defaultCommand {\n font-weight: bold;\n}\n\n.shadow .title {\n color: #866;\n}\n\n.title {\nfont-size: 12pt;\nfont-weight: bold;\nbackground-color: #CBBBFF;\n}\n\n.subtitle {\n color: #866;\n}\n\n.toolbar {\n color: #04b;\n}\n\n.tagging, .tagged {\n border: 1px solid #eee;\n background-color: #eee;\n}\n\n.selected .tagging, .selected .tagged {\n background-color: #ddd;\n border: 1px solid #bbb;\n}\n\n.tagging .listTitle, .tagged .listTitle {\n color: #014;\n}\n\n.tagging .button, .tagged .button {\n border: none;\n}\n\n.footer {\n color: #ddd;\n}\n\n.selected .footer {\n color: #888;\n}\n\n.sparkline {\n background: #8cf;\n border: 0;\n}\n\n.sparktick {\n background: #014;\n}\n\n.errorButton {\n color: #ff0;\n background: #f00;\n}\n\n.cascade {\n background: #eef;\n color: #aac;\n border: 1px solid #aac;\n}\n\n.imageLink, #displayArea .imageLink {\n background: transparent;\n}\n\n/*}}}*/\n/***\n''The viewer is where the tiddler content is displayed'' /%------------------------------------------------%/\n***/\n/*{{{*/\n\n.viewer .listTitle {list-style-type: none; margin-left: -2em;}\n\n.viewer .button {\n border: 1px solid #db4;\n}\n\n.viewer blockquote {\n border-left: 3px solid #666;\n}\n\n.viewer table {\n border: 2px solid #333;\n}\n\n.viewer th, thead td {\n background: #db4;\n border: 1px solid #666;\n color: #fff;\n}\n\n.viewer td, .viewer tr {\n border: 1px solid #666;\n}\n\n.viewer pre {\n border: 1px solid #fe8;\n background: #ffc;\n}\n\n.viewer code {\n color: #703;\n}\n\n.viewer hr {\n border: 0;\n border-top: dashed 1px #666;\n color: #666;\n}\n\n.highlight, .marked {\n background: #fe8;\n}\n/*}}}*/\n/***\n''The editor replaces the viewer in the tiddler'' /%------------------------------------------------%/\n***/\n/*{{{*/\n.editor input {\n border: 1px solid #04b;\n}\n\n.editor textarea {\n border: 1px solid #04b;\n width: 100%;\n}\n\n.editorFooter {\n color: #aaa;\n}\n\n/*}}}*/\n\n
/***\n!Sections in this Tiddler:\n*Generic rules\n**Links styles\n**Link Exceptions\n*Header\n*Main menu\n*Sidebar\n**Sidebar options\n**Sidebar tabs\n*Message area\n*Popup\n*Tabs\n*Tiddler display\n**Viewer\n**Editor\n*Misc. rules\n!Generic Rules /%==============================================%/\n***/\n/*{{{*/\nbody {\n font-size: .75em;\n font-family: arial,helvetica;\n position: relative;\n margin: 0;\n padding: 0;\n}\n\nh1,h2,h3,h4,h5 {\n font-weight: bold;\n text-decoration: none;\n padding-left: 0.4em;\n}\n\nh1 {font-size: 1.35em;}\nh2 {font-size: 1.25em;}\nh3 {font-size: 1.1em;}\nh4 {font-size: 1em;}\nh5 {font-size: .9em;}\n\nhr {\n height: 1px;\n}\n\na{\n text-decoration: none;\n}\n\nol { list-style-type: decimal }\nol ol { list-style-type: lower-alpha }\nol ol ol { list-style-type: lower-roman }\nol ol ol ol { list-style-type: decimal }\nol ol ol ol ol { list-style-type: lower-alpha }\nol ol ol ol ol ol { list-style-type: lower-roman }\nol ol ol ol ol ol ol { list-style-type: decimal }\n/*}}}*/\n/***\n''General Link Styles'' /%-----------------------------------------------------------------------------%/\n***/\n/*{{{*/\n.externalLink {\n text-decoration: underline;\n}\n\n.tiddlyLinkExisting {\n font-weight: bold;\n}\n\n.tiddlyLinkNonExisting {\n font-style: italic;\n}\n\n/* the 'a' is required for IE, otherwise it renders the whole tiddler a bold */\na.tiddlyLinkNonExisting.shadow {\n font-weight: bold;\n}\n/*}}}*/\n/***\n''Exceptions to common link styles'' /%------------------------------------------------------------------%/\n***/\n/*{{{*/\n\n#mainMenu .tiddlyLinkExisting, \n#mainMenu .tiddlyLinkNonExisting,\n#sidebarTabs .tiddlyLinkExisting,\n#sidebarTabs .tiddlyLinkNonExisting{\n font-weight: normal;\n font-style: normal;\n}\n\n/*}}}*/\n/***\n!Header /%==================================================%/\n***/\n/*{{{*/\n\n.header {\n position: relative;\n}\n\n.header a:hover {\n background: transparent;\n}\n\n.headerShadow {\n position: relative;\n padding: 4.5em 0em 1em 1em;\n left: -1px;\n top: -1px;\n}\n\n.headerForeground {\n position: absolute;\n padding: 4.5em 0em 1em 1em;\n left: 0px;\n top: 0px;\n}\n\n.siteTitle {\n font-size: 3em;\n}\n\n.siteSubtitle {\n font-size: 1.2em;\n}\n\n/*}}}*/\n/***\n!Main menu /%==================================================%/\n***/\n/*{{{*/\n#mainMenu {\n position: absolute;\n left: 0;\n width: 10em;\n text-align: right;\n line-height: 1.6em;\n padding: 1.5em 0.5em 0.5em 0.5em;\n font-size: 1.1em;\n}\n\n/*}}}*/\n/***\n!Sidebar rules /%==================================================%/\n***/\n/*{{{*/\n#sidebar {\n position: absolute;\n right: 3px;\n width: 16em;\n font-size: .9em;\n}\n/*}}}*/\n/***\n''Sidebar options'' /%----------------------------------------------------------------------------------%/\n***/\n/*{{{*/\n#sidebarOptions {\n padding-top: 0.3em;\n}\n\n#sidebarOptions a {\n margin: 0em 0.2em;\n padding: 0.2em 0.3em;\n display: block;\n}\n\n#sidebarOptions input {\n margin: 0.4em 0.5em;\n}\n\n#sidebarOptions .sliderPanel {\n margin-left: 1em;\n padding: 0.5em;\n font-size: .85em;\n}\n\n#sidebarOptions .sliderPanel a {\n font-weight: bold;\n display: inline;\n padding: 0;\n}\n\n#sidebarOptions .sliderPanel input {\n margin: 0 0 .3em 0;\n}\n/*}}}*/\n/***\n''Sidebar tabs'' /%-------------------------------------------------------------------------------------%/\n***/\n/*{{{*/\n\n#sidebarTabs .tabContents {\n width: 15em;\n overflow: hidden;\n}\n\n/*}}}*/\n/***\n!Message area /%==================================================%/\n***/\n/*{{{*/\n#messageArea {\nposition:absolute; top:0; right:0; margin: 0.5em; padding: 0.5em;\n}\n\n*[id='messageArea'] {\nposition:fixed !important; z-index:99;}\n\n.messageToolbar {\ndisplay: block;\ntext-align: right;\n}\n\n#messageArea a{\n text-decoration: underline;\n}\n/*}}}*/\n/***\n!Popup /%==================================================%/\n***/\n/*{{{*/\n.popup {\n font-size: .9em;\n padding: 0.2em;\n list-style: none;\n margin: 0;\n}\n\n.popup hr {\n display: block;\n height: 1px;\n width: auto;\n padding: 0;\n margin: 0.2em 0em;\n}\n\n.popup li.disabled {\n padding: 0.2em;\n}\n\n.popup li a{\n display: block;\n padding: 0.2em;\n}\n/*}}}*/\n/***\n!Tabs /%==================================================%/\n***/\n/*{{{*/\n.tabset {\n padding: 1em 0em 0em 0.5em;\n}\n\n.tab {\n margin: 0em 0em 0em 0.25em;\n padding: 2px;\n}\n\n.tabContents {\n padding: 0.5em;\n}\n\n.tabContents ul, .tabContents ol {\n margin: 0;\n padding: 0;\n}\n\n.txtMainTab .tabContents li {\n list-style: none;\n}\n\n.tabContents li.listLink {\n margin-left: .75em;\n}\n/*}}}*/\n/***\n!Tiddler display rules /%==================================================%/\n***/\n/*{{{*/\n#displayArea {\n margin: 1em 17em 0em 14em;\n}\n\n\n.toolbar {\n text-align: right;\n font-size: .9em;\n visibility: hidden;\n}\n\n.selected .toolbar {\n visibility: visible;\n}\n\n.tiddler {\n padding: 1em 1em 0em 1em;\n}\n\n.missing .viewer,.missing .title {\n font-style: italic;\n}\n\n.title {\n font-size: 1.6em;\n font-weight: bold;\n}\n\n.missing .subtitle {\n display: none;\n}\n\n.subtitle {\n font-size: 1.1em;\n}\n\n/* I'm not a fan of how button looks in tiddlers... */\n.tiddler .button {\n padding: 0.2em 0.4em;\n}\n\n.tagging {\nmargin: 0.5em 0.5em 0.5em 0;\nfloat: left;\ndisplay: none;\n}\n\n.isTag .tagging {\ndisplay: block;\n}\n\n.tagged {\nmargin: 0.5em;\nfloat: right;\n}\n\n.tagging, .tagged {\nfont-size: 0.9em;\npadding: 0.25em;\n}\n\n.tagging ul, .tagged ul {\nlist-style: none;margin: 0.25em;\npadding: 0;\n}\n\n.tagClear {\nclear: both;\n}\n\n.footer {\n font-size: .9em;\n}\n\n.footer li {\ndisplay: inline;\n}\n/***\n''The viewer is where the tiddler content is displayed'' /%------------------------------------------------%/\n***/\n/*{{{*/\n* html .viewer pre {\n width: 99%;\n padding: 0 0 1em 0;\n}\n\n.viewer {\n line-height: 1.4em;\n padding-top: 0.5em;\n}\n\n.viewer .button {\n margin: 0em 0.25em;\n padding: 0em 0.25em;\n}\n\n.viewer blockquote {\n line-height: 1.5em;\n padding-left: 0.8em;\n margin-left: 2.5em;\n}\n\n.viewer ul, .viewer ol{\n margin-left: 0.5em;\n padding-left: 1.5em;\n}\n\n.viewer table {\n border-collapse: collapse;\n margin: 0.8em 1.0em;\n}\n\n.viewer th, .viewer td, .viewer tr,.viewer caption{\n padding: 3px;\n}\n\n.viewer pre {\n padding: 0.5em;\n margin-left: 0.5em;\n font-size: 1.2em;\n line-height: 1.4em;\n overflow: auto;\n}\n\n.viewer code {\n font-size: 1.2em;\n line-height: 1.4em;\n}\n/*}}}*/\n/***\n''The editor replaces the viewer in the tiddler'' /%------------------------------------------------%/\n***/\n/*{{{*/\n.editor {\nfont-size: 1.1em;\n}\n\n.editor input, .editor textarea {\n display: block;\n width: 100%;\n font: inherit;\n}\n\n.editorFooter {\n padding: 0.25em 0em;\n font-size: .9em;\n}\n\n.editorFooter .button {\npadding-top: 0px; padding-bottom: 0px;}\n\n.fieldsetFix {border: 0;\npadding: 0;\nmargin: 1px 0px 1px 0px;\n}\n/*}}}*/\n/***\n!Misc rules /%==================================================%/\n***/\n/*{{{*/\n.sparkline {\n line-height: 1em;\n}\n\n.sparktick {\n outline: 0;\n}\n\n.zoomer {\n font-size: 1.1em;\n position: absolute;\n padding: 1em;\n}\n\n.cascade {\n font-size: 1.1em;\n position: absolute;\n overflow: hidden;\n}\n/*}}}*/
https://www.elearning.ubc.ca/
(See [[Recent]] and timeline for recent additions.)\n\nI will post here pertinent information about my university interests -- my courses, in particular. Look here for things like office hours (and cancellations) as well as ~FAQs about course organization.\n\nSee [[Student Services|https://courses.students.ubc.ca/cs/main?pname=inst&ubcid=488414&catano=0&term=1&sessyr=2009&sesscd=W&campuscd=UBC]] for my courses\n\n!NB: this wiki will grow and entries will be updated; check the timeline for the most recent changes.
*System: these nodes are used by the TW system\n*Use: this describes the use of TW. See the main site mentioned in [[Welcome]] for more information.