text:
Comparative law and justice/Chile

Part of the Comparative law and justice Wikiversity Project

Basic Information
Chile is located in Southern part of South America, between the countries of Peru and Argentina. The total Area is 756,102 sq km, with land making up 743,812 sq km, and water makes up 12,290 sq km The main language spoken in Chile is Spanish, but they also speak Mapudungun, German, and English. Their ethnic groups are not very diverse. White and White Amerindian make up 95.4% of the population. Mapache makes up 4% of the population, and other Indigenous groups makes up 0.6%. Chile has a population of approximately 16,746,491 people. The breakdown is 23.2% of the population is between the ages of 0-14. Of these figures 1,966,017 are males and 1,877,963 are females. The next group is between the ages of 15-64, which makes up 67.8%. The last group is from the ages 65 and older, which is about 9.1% of the population. As for religion, the vast majority is Roman Catholic which is about 70% of the population. Also, the Evangelicals are about 15.1% of the population, followed by Jehovah's witness 1.1%, other Christians 1%, other 4.6%, and none is 8.3% of the population. Some of Chile's natural resources include copper, timber, iron ore, nitrates, precious metals, molybdenum, and hydropower.

Brief History
The first known discoverer of Chile was a European man named Ferdinand Megellan, on October 21, 1520. During a second expedition in 1540 the capital city Santiago was founded by Pedro de Valdivia on February 12, 1541. Chile was under Spaniard rule until the beginning of the 19th century, after Spain's king was overthrown by Napoleon Bonaparte in 1807. The Chileans vowed their loyalty to the ousted king of Spain and decided to rule themselves until he was reinstated. They declared their independence on September 18, 1810. Chile struggled with many regimes, civil wars, and dictatorship to become the quality of country that it is today. During the early 1970's it experienced the first stages of dictatorship. The Roman Catholic church became concerned with the human rights violations that were being made, and became a sanctuary for those who fought against the government. In 1977 Pinochet became President, and declared himself Chief Executive of the State and Commander in Chief of the Military, starting many years of Chilean struggles. Due to the economic collapse in 1982, demonstrations against Pinochet, different political parties rising up, all lead to Pinochet's demise. He ruled until 1990. Today, Chile is a very fruitful country with total democracy.

Economic Development, Health, and Education
Chile's GDP for last year was $260 billion. The GDP per capita was approximately $15,500. Its labor force consists of 7.58 million people, and their occupation breaks down as 13.2% agriculture, 23% industry, and 63.9% services. The current unemployment rate is 8.7%. Chile exports about $64.28 billion a year, some of those products include copper, fruit, fish products, paper and pulp, chemicals, and wine. As for imports they spend about $54.23 billion a year. Some of those products are petroleum and petroleum products, chemicals, electrical and telecommunications equipment, industrial machinery, vechicles, and natural gas. The life expectancy of the total population is about 77.53yrs, for males it's about 74.26yrs and 80.96yrs for females. The birth rate is 14.46 births per 1,000 population. The death rate is 5.9 deaths per 1,000 population. The infant mortality rates is a total of 7.52 deaths per 1,000 live births. Males make up 8.29 deaths per 1,000 live births and females make up 6.71 deaths per 1,000 live births. From the age 15 and over Chileans can read and write. That breaks down to Males about 95.8% and females are about 95.6%.

Crime Rates
Chile is a country that has very low crime rates, due to the fact that it is one of the most stable countries in Latin America. The following data is from the United Nation's website. They retrieve their data from "police recorded offenses and identified victims." "Statistics on the response of the criminal justice system are divided according to policy, prosecutions, court and prison statistics." The Homicide rate (which only the years from 2003 to 2008 are available) is 8.1 per 100,000 population. The Theft rate, last recorded in 2006 is 105.0 per 100,000 population. The Sexual assault rate also last recored in 2006 is 76.3 per 100,000 population. The rate for Trafficking in persons was recorded in 2008 and it is .1 per 100,000 population. The family of law that Chile exhibits is like most of the countries in South America, civil law. I believe that the public opinion of crime in Chile is that it's very low, not many outrageous crimes come out of there. Compared to the other countries in Latin America, Chile is a safe and stable place to live at. Due to the fact that in recent years Chile has been able to provide for its citizens, and has had strong leadership, these factors help keep crime rates down.

Governance
Chile is a Democratic Republic. Their Constitution was enacted on October 21, 1980. The President is elected by an absolute majority vote through a two round system. In order to run for the Presidency you must, be born in Chile, be at least 40 years old, and are only eligible to run for two terms (8 years). Congress is split between two houses, the Chamber of Deputies and the Senate. The Chamber of Deputies has 120 members and they're renewed every four years. Candidates for this must be at least 21 years old and have completed high school. The Senate candidates must be at least 40 years old and must be a Chilean citizen. Chile was under the dictatorship of Pinochet until 1990. The fact that a new Constitution was established in the early 80's allowed for the dictatorship of Pinochet to come to an end.

Elections
Only citizens of Chile are allowed to vote, it's voluntary and they must be at least 18 years old. The President is elected by direct ballot, with an absolute majority of votes validly cast. These elections are held 90 days before the end of the current President's term. If there's two candidates, none obtaining more than half of the votes, a new election is held. The election held is limited to the two candidates with the highest majority. "In the senate, 38 members are elected through a closed party list majority, and 10 members are selected (8 years term)." "Deputies are elected through a closed party list majority system (4 years term).

Judicial Review
Chile does have judicial review. Their criminal law system went from Inquisitorial to adversarial between 2000-2005. Their Supreme court is made up of seven members. 3 justices of the Supreme Court elected by the court by an absolute majority. A lawyer appointed by the President, a lawyer elected by the senate, and 2 selected by the National Security Council. Laws in Chile "may originate in the Chamber of Deputies or in the senate through a document from the President of the republic, or through a motion of any of their members". "The President holds the exclusive initiative for proposal of laws related to changes of the political of administrative division of the country, or the financial or budgetary administration of the state." Chile's Supreme Court is "entrusted with the executive, correctional and economic supervision of all courts in the nation." A bill becomes a law once both chambers approves it and the President signs it.

Law Enforcement
I would place Chile under the Centralized multiple uncoordinated police structure, due to the fact that the country is very organized and has low crime rates. Chile has two main national enforcement forces, the Carabineros and the Investigations police. The Carabineros are national uniformed police, and their main areas of work are public safety and border patrols. A branch of the Carabineros called the Intelligence Directorate is in charge of fighting terrorism. The second police force is known as the Investigations Police, they wear civilian plain clothes to blend in. They investigate crimes like fraud, theft, and murders, and they maintain airport security. The Internal Security Advisory Council and the Strategic Political Advisory Council handle issues of national security, intelligence, and defense. Citizens of Chile, journalists, and legislators have charged both the Carabineros and the Investigations Police of human rights abuses, such as arrests, prolonged detainment, torture, and abuses of power. The executive branch of Chile has the authority over the nation's military, intelligence, and police agencies. The President however, must appeal to the National Security Council to remove and replace heads of these departments. In order to become an officer in Chile, you have to be a citizens of Chile, single, with no children, and maintain this status throughout the training (which lasts about 5 years). You have to be between 17-23, meet the minimum height requirement, completed high school, be in good health, and complete a five year program. You must also learn English, physical and defense training. Chile has about 30,090 police men/women. About 204 prisoners per capita per 100,000 people. Being part of the military became voluntary as of 2005. The military has about 502,500 reported guns, and the police has about 41,521 firearms. In total Chile ranks 40th in civilian gun ownership, out of 179 countries. They have participated in UN peacekeeping missions such as in the Middle East, Haiti, India, and Pakistan. Many tribunals in Chile have jurisdiction over the military forces. There is no jury trial, and their constitution provides right to counsel. As for corruption, Chile ranks at 7.2 out of 10 (10 being very clean).

Courts and Criminal Law
The Judicial Branch of Chile, like in the U.S is in charge of applying the law. It hears the civil and criminal trials, and the highest body is the Supreme Court. The Courts of Appeals serves as courts of second review for courts in their jurisdiction. This is conducted by more than 350 judges specialized in juvenile, labor, criminal, and civil law. The Courts of Constitutional Rights protect the fundamental rights of victims and defendants, and Oral Criminal Trial Courts determine the guilt or innocence of defendants. I could not find anything telling me that the accused had to speak in a trial. Lawyers in Chile must have a law degree, which takes five years and a six months apprenticeship in order to practice. "Supreme Court judges are appointed by the President and ratified by the senate" in Chile. The Public Ministry defends the interests of the society, it is responsible for initiating criminal proceedings before the Criminal Trial Courts. The judges in Chile are expected to know about the law, as well as criminology and psychology. The Ministry of Justice studies the constitutional standards and "cilvil, criminal, commercial, and procedural legislation." Also, it advises the President on the "appointment of judges, judicial officers, and other employees of the Judicial Branch". The Ministry protects the rights of children and youth who have broken the law. There are no jury trials in Chile, therefore the judges decide the innocence or guilt of the individual. The prisoners sentenced anywhere from 61 days to five years have to work, and they are eligible for the benefits of social insurance. They have the option to work for the State, on contract, or on a lease and a portion is taken to pay for their keep. All of the defendants in Chile have the presumption of innocence until proven guilty.

Punishment
In 2001 Chile abolished Capital punishments for ordinary crimes. Corporal punishment is lawful at home and in schools, but it is forbidden in penal institutions. They have financial sanctions on issues like landfill and proper disposal of waste. The typical punishment for rape is a prison sentence of 5 to 15 years. There are about 36,636 prisoners in Chile, about 6.3% are females. Chile has more prisoners per capita than any other country in South America, this led for the country to open six new prisons in 2009. Even though they continue to build new prisons there is still over crowding, in some occasions at twice more than the capacity, with inhumane conditions for the prisoners. Currently Chile is working on having a rehabilitation system that will rehabilitate delinquent minors and tries to integrate them back into society. Court fees in Chile usually reach up to 10.4% of the debt value. The disparities in punishment and abuse can been seen more with the minorities of Chile, the indigenous Mapuche.

Family Law
When a couple gets married in Chile, they enter into a contract where their assets are merged and the husband takes on full financial control. As of 2007 this law has not been changed, although there have been legislations proposed to change it. In order to adopt a child in Chile, the perspective parents have to go through SENAME (the clearing house for adoptions). The parent of the child have lost all rights to the child, but blood relatives, or non related Chileans have priority over people from other countries. Then the match is made, they see if the match works, a judge decides if the adoption will be allowed (usually 6-12 months). Only married couples between the ages of 25 and 60 are able to adopt, and both adoptive parents must be at least 20 years older than the child. The people of Chile are allowed to marry whomever they choose (but, homosexuality is illegal in Chile). Most people have small weddings, and due to their deep religious believes Chileans usually get married in churches. There wasn't any divorce law in Chile as of 2004, but now a couple can divorce after a year of being separated. The way that inheritance is divided in Chile, is that at the time of death of the father "half of his state goes to his wife, the other half is divided among the children, plus two parts for the mother." The age or gender of the beneficiaries does not affect anything. But until 2000 illegitimate children had little to no right to the inheritance, this law has since been abolished. 79% of the households in Chile are run by men, usually the middle to upper class. They make decisions about their children's education, and financial matters. The households led by women are mainly seen in the lower class. Chile has struggled in the past to have equal rights for many years, currently in most areas women have the same rights as men. They even elected a female President in 2006. The elderly and children have laws to protect them against violence. In Chile juveniles have a regulation that protects their "human rights, development, dignity, social integration, to be informed of their rights and responsibilities, to petition the authorities, to counsel, to practice the worship of their choice, and their to participate in recreational activities, periodic visits, and access to educational services." The regulation also offers especial health services for women, and pregnancy and delivery concerns. As well as especial section for all juveniles that are 18 and over and have over six months left on their sentence.

Human Rights
The following are the fundamental human rights under The Universal Declaration of Human Rights, International Pact for Civil and Political Rights, the American Convention of Human Rights and the Convention on the Rights of the Child: "1. NO ONE SHALL BE SUBJECTED TO TORTURE OR TO CRUEL, INHUMANE OR DEGRADING TREATMENT OR PUNISHMENT 2. ALL ARE EQUAL BEFORE THE LAW AND ENTITLED TO EQUAL PROTECTION UNDER THE LAW WITHOUT DISCRIMINATION 3. NO ONE SHALL BE SUBJECTED TO ARBITRARY ARREST, DETENTION OR EXILE 4. NO ONE SHALL BE SUBJECTED TO ARBITRARY INTERFERENCE WITH HIS PRIVACY 5. THE RIGHT TO FREEDOM OF THOUGHT, CONSCIENCE AND RELIGION 6. THE RIGHT TO FREEDOM OF OPINION AND EXPRESSION 7. THE RIGHT TO TAKE PART IN THE GOVERNMENT OF HIS COUNTRY, DIRECTLY OR THROUGH FREELY CHOSEN REPRESENTATIVES 8. THE RIGHT TO WORK, TO FREE CHOICE OF EMPLOYMENT, TO JUST AND FAVORABLE CONDITIONS OF WORK AND TO PROTECTION AGAINST UNEMPLOYMENT 9. THE RIGHT TO JUST AND FAVORABLE REMUNERATION 10. THE RIGHT TO FORM AND TO JOIN TRADE UNIONS 11. THE RIGHT TO REST AND LEISURE, INCLUDING REASONABLE LIMITATION TO WORKING HOURS AND PERIODIC HOLIDAYS WITH PAY 12. THE RIGHT TO A STANDARD OF LIVING ADEQUATE FOR THE HEALTH AND WELL-BEING OF HIMSELF AND OF HIS FAMILY 13. THE RIGHT TO SOCIAL SECURITY 14. ALL CHILDREN, WHETHER BORN IN OR OUT OF WEDLOCK, SHALL ENJOY THE SAME PROTECTION 15. THE RIGHT TO EDUCATION 16. THE RIGHT OF THE CHILD TO BE PROTECTED FROM ECONOMIC EXPLOITATION AND FROM PERFORMING ANY WORK THAT IS LIKELY TO ... INTERFERE WITH THE CHILD'S EDUCATION, OR TO BE HARMFUL TO THE CHILD'S HEALTH OR PHYSICAL, MENTAL, SPIRITUAL, MORAL OR SOCIAL DEVELOPMENT 17. MEMBERS OF MINORITY GROUPS SHALL NOT BE DENIED THE RIGHT TO THEIR OWN CULTURAL LIFE, AND PROFESS AND PRACTICE THEIR OWN RELIGION AND LANGUAGE" In Chile, even though for several years under Pinochet's dictatorship reign, everyone had to struggle for their basic human rights. Today, it is the Indigenous people of Chile that are continuously discriminated against, especially when it comes to land ownership. The indigenous people are also discriminated by the majority when it comes to social and economic affairs. By reading several online websites, I think that the discrimination of the Indigenous people should be something that is widely discussed. I never would have guessed that a progressive country like Chile would be having inequality problems this day in age. Just because the Indigenous people are the minority in Chile and are less educated does not mean that they should lose their lands that were handed down for generations. I think it's a very sad ordeal. I also think that they just haven't learned how to treat each other as equals since they are no longer under a dictatorship. It might be written in law that everyone is to be treated equal, but with the discrimination of Indigenous people, and homosexuality being illegal, equality is not being exercised in Chile.

title: Comparative law and justice/Chile


text:
Paideia High School/Gettysburg Address

Gettysburg Address is a Paideia Unit Plan.

Exordium
Memorial version

Text
THE GETTYSBURG ADDRESS

Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the /proposition/ that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle- field of that war. We have come to /dedicate/ a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether /fitting/ and proper that we should do this. But, in a larger sense, we cannot dedicate…we cannot /consecrate/…we cannot /hallow/…this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or /detract/. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us…that from these honored dead we take increased /devotion/ to that cause for which they gave the last /full measure/ of devotion; that we here highly /resolve/ that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not /perish/ from the earth.

November 19, 1863

Watch and Listen
Video rendition of Lincoln's Gettysburg Address

Interpretation
Interpretation

Analysis of the first two sentences: (Fourscore and seven years ago) our fathers brought forth (on this continent) a new nation, conceived (in liberty), and dedicated (to the proposition) that all men are created equal. Now we are engaged (in a great civil war), testing whether that nation, or any nation (so conceived) and (so dedicated), can long endure.

Parallel Structures in the ending: It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.

It is rather for us to be here dedicated to the great task remaining before us… that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth.

Erudition
The Gettysburg Address, Abraham Lincoln's most famous speech and one of the most quoted political speeches in United States history, was delivered at the dedication of the Soldiers' National Cemetery in Gettysburg, Pennsylvania on November 19, 1863, during the American Civil War, four and a half months after the Battle of Gettysburg.

There are several sources of the speech, five known manuscript copies of the Gettysburg Address are each named for the associated person who received it from Lincoln. All versions differ in their wording, punctuation, and structure.
 * — Excerpted from Gettysburg Address on Wikipedia, The Free Encyclopedia.

Nicolay Draft
Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that "all men are created equal" Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, in all propriety do. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow, this ground—The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; while it can never forget what they did here. It is rather for us, the living, to stand here, we here be dedicated to the great task remaining before us—that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of devotion—that we here highly resolve these dead shall not have died in vain; that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish from the earth.

Hay Draft
Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived, and so dedicated, can long endure. We are met here on a great battle field of that war. We are now have come to dedicate a portion of it as the a final resting place of for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense we can not dedicate—we can not consecrate—we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our ^poor power to add or detract. The world will little note, nor long remember, what we say here, but can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished ^work which they have, thus far, so nobly carried on. It is rather for us to be here dedicated to the great task remaining before ^us—that from these honored dead we take increased devotion to the that cause for which they here gave gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain; that this nation shall have a new birth of freedom; and that this government of the people, by the people, for the people, shall not perish from the earth.

Everrett Copy
Four score and seven years ago our fathers brought forth upon this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives, that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here, have, thus far, so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that, government of the people, by the people, for the people, shall not perish from the earth.

Bancroft Copy
Four score and seven years ago our fathers brought forth, on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting-place for those who here gave their lives, that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

Bliss Copy
Address delivered at the dedication of the cemetery at Gettysburg Four score and seven years ago our fathers brought forth, on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.
 * Abraham Lincoln.

November 19, 1863

Four Score and Seven Years Ago (1776)
Events of 1776

Musical Perspectives and The Gettysburg Address
Songs of the Confederacy and Union

Battle Hymn of the Republic

God Save the South

The Martyr of Liberty

We Conquer or Die

Yellow Rose of Texas

Spirituals

Don't be weary, traveler: motet on a negro folk song motif : for six-part unaccompanied chorus of mixed voices

Free At Last

Gettysburg Address in Latin
The Gettysburg Address in Latin.

Column Two
Vocabulary Activities 1.	Define the following words, as they are used in the Gettysburg Address:

Fourscore:

Proposition:

Engaged:

Dedicate:

Fitting:

Consecrate:

Hallow:

Detract:

Devotion:

Resolve:

Perish:

2.	How long is “fourscore and seven years”?

3.	Do the math—what year was “fourscore and seven” years before Lincoln gave this speech?

4.	List the three active verbs used in the first sentence:

5.	Contrast the imagery of those three verbs and their usage in the first sentence with the images in the last sentence:

Analysis Activities

1.	What focus does Lincoln provide for his speech in the introductory sentence?

2.	List the segments of speech that parallel each other in structure in the first sentence of paragraph three:

3.	Copy sentences four and five (up to the second use of the word “devotion”) of paragraph three:

4.	What is parallel in between these two sentences?

5.	How does the parallel structure between those two sentences vary?

6.	Where does Lincoln directly quote the Declaration of Independence?

Comprehension Questions 1.	What idea does he say the civil war is testing?

2.	What are the people there that day to do?

3.	Who has hallowed that ground, and how did they do it?

4.	What job is left for “us the living”?

5.	If “the living” fail in their job, what will be the result?

6.	If “the living” succeed in their job, what will be the result?

Great Ideas Addressed in this Work
The term "great ideas" refers to the list of 102 ideas prominent in Great Books of the Western World. and the 4000+ ideas listed in the "Index of Terms" in the same work

Great Ideas Addressed in the Gettysburg Address

For each entry below, see Great Books of the Western World's Syntopicon at the volume and page numbers indicated. This information is quoted from Gateway to the Great Books.

COURAGE, Vol. 2, pp. 252-267, especially
 * Topic 7c: Courage in war

DEMOCRACY, Vol 2, pp. 303-322, especially
 * Topic 4b: The deocratic realization of popular sovereignty: the safeguarding of natural rights

LIBERTY, Vol. 2, pp. 991-1012, especially
 * Topic 1f: The freedom of equals under government: the equality of citizenship

WAR AND PEACE, Vol. 3, pp 1010-1037, especially
 * Topic 2a: Civil war and war between states or international war

Sample Seminar Questions
The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Gettysburg Address.

Sample High School Seminar
GETTYSBURG ADDRESS SEMINAR 25 March, 2011 Presentation Notes: 1.	Queue up the No Casino Gettysburg - "The Gettysburg Address" video for viewing. 2.	Queue up quotes by section. Introduction to the Seminar and Group Goals Seminars are “conversations, conducted in an orderly manner by the teacher who acts as leader or moderator of the discussion.” The purpose of seminars is for participants to deepen their understanding of the great ideas that shape us as human persons and citizens. In this seminar, let us set the goals of: 1.	Speaking one at a time, and 2.	Asking if the previous speaker is finished before voicing our own thoughts. These two goals enhance the “orderly manner” in which a good seminar unfolds. Introduction to the Work Welcome to today's seminar on the Gettysburg Address. Lincoln’s carefully crafted speech, delivered on the afternoon of Thursday, November 19th, 1863, has become one of the best-known in American history. In just two minutes, Lincoln kindled the ideals of courage, democracy, liberty, war, and peace in his listeners and all of us. He anchored us to our founding principles in the Declaration of Independence, which had been adopted exactly four score and seven years ago prior to the Battle of Gettysburg fought on July 1st through 3rd in 1863. He pointed us to our future, one in which democracy was an absurdity if it could not long endure and another in which that government of the people, by the people, for the people, shall not perish from the earth. Opening Questions—Breaking Open the Large Ideas In preparation for our seminar and our first question, let’s watch a modern video portrayal: No Casino Gettysburg - "The Gettysburg Address". As you watch, I want you to consider this question: Lincoln did not give his speech a title—it has simply become known as The Gettysburg Address; what is the most important idea in the speech? Would this idea serve well as a title? Analytical Questions—Breaking Open the Details of the Text Sentence One: Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Why does Lincoln invoke the Declaration of Independence in this sentence? [Students may need coaching to see that the first and last five words make this reference.] Why does Lincoln couch these opening words in birth imagery? [Students may need coaching to see that the words “fathers,” “brought forth,” and “conceived” provide this imagery.] Sentence Two: Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. What parallelism between the first and second sentences do you see. Why does Lincoln do it? Is his rhetoric successful? [Students may need coaching to see parallelism between references to war (the revolutionary war and this great civil war, repetition of the idea of the nation being conceived, and the addition of the idea of mortality in the words can long endure to complete the life/death imagery begun in sentence one.] Why does Lincoln introduce death imagery here? [Students may need coaching to see that the question of whether or not the nation “can long endure” provides this notion.] Sentences Three through Five: We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.	Building on the discussion thus far, what rhetorical elements do you see in these lines? Sentences Six through Nine: But, in a larger sense, we cannot dedicate…we cannot consecrate…we cannot hallow…this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. How does the rhetoric of life and death continued in this passage add to the power of the speech? The word “great” is used three times in the speech in a way that shows forethought; why did Lincoln do this? What was he saying? What is the rhetorical effect? Sentence Ten: It is rather for us to be here dedicated to the great task remaining before us…that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. How does Lincoln continue the life and death imagery? How does it tie into the first two lines? Why is this rhetoric so effective? There is a cadence to this speech, a meter, a rhythm. Note Lincoln’s use of the word “that” in these final lines to build to a final crescendo. Why is this important? Evaluative Questions—Evaluating the Presence of Truth The Battle of Gettysburg claimed 51,112 American lives. Yet, Lincoln called for continued fighting; he indicated that we were fighting for “a new birth of freedom,” for our “government of the people, by the people, for the people.” Yet, the claim “war is not the answer” appears from headlines in major papers to bumper stickers. Was Lincoln right? Was war the answer? Closing Questions—Reflecting on the Significance You boys are from one to four years from registering for the draft. You girls may be called upon to sacrifice those you love to war or even to enter battle yourselves if you choose to pursue military service. For what are you willing to give the last full measure of devotion? For what ideals or causes are you willing to give your life or the life of one you love? THE GETTYSBURG ADDRESS

Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate…we cannot consecrate…we cannot hallow…this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us…that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth.

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

title: Paideia High School/Gettysburg Address


text:
Talk:Comparative law and justice/Cameroon

Should this be Cameroon? Leutha 21:55, 7 February 2011 (UTC)


text:
Category:Glossary, Paideia High School

This is the Paideia HS Glossary

title: Category:Glossary, Paideia High School


text:
Paideia High School/Gettysburg Address/proposition

A proposition is a sentence expressing something true or false.

Example
Gödel's Proposition: This sentence cannot be proven to be true.


text:
User talk:Tmanion25

 Hello Tmanion25, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Tmanion25


text:
User talk:Ichionid

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 22:54, 7 February 2011 (UTC)

title: User talk:Ichionid


text:
User talk:Loren Gilson

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 22:54, 7 February 2011 (UTC)

Your page Perish -- project organization
It seems you are creating a glossary for a Paideia high school class. Great idea. However, creating it by putting a pile of definitions into mainspace is probably not the best way to do it, we aren't a dictionary. I don't know about Paideia courses, what would be special or different about them?

Since you are using a category to link all these pages together, Category: Glossary, Paideia High School, it seems that these pages would be "owned" by the High School project, would they be part of a Paideia English class, or would a general-purpose English class be linked from the Paideia curriculum? If the former, we might have these pages:
 * Paideia High School
 * Paideia English
 * Paideia English/Glossary,
 * and the pages Paideia English/Glossary/Perish, etc., though why one would want separate pages for each word in a glossary I don't understand. How about one glossary page, or a series of subpages for initial letters? Or just a list of links to Wiktionary? Could you explain what you want?

I noticed Paideia High School Curriculum Plan, which needs some help with the wikitext, I'll see if I can look at it tomorrow. --Abd 02:55, 8 February 2011 (UTC)

title: User talk:Loren Gilson


text:
User talk:Phourahan 2352

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 22:54, 7 February 2011 (UTC)

title: User talk:Phourahan 2352


text:
Paideia High School/Gettysburg Address/score

Score: Twenty, 20 (number). Fourscore is then four x twenty years, which is equal to eighty years! Fourscore and seven years ago... then refers to a time period eighty-seven years prior to Lincoln's Gettysberg address, or the year 1776.


text:
Paideia High School/Gettysburg Address/conceive

conceive: 1.(transitive) To develop an idea. 2.(transitive) To understand someone


text:
Musical Perspectives and the Gettysburg Address

Songs of the Confederacy and Union

Battle Hymn of the Republic

God Save the South

The Martyr of Liberty

We Conquer or Die

Yellow Rose of Texas

Spirituals

Don't be weary, traveler: motet on a negro folk song motif : for six-part unaccompanied chorus of mixed voices

Free At Last


text:
Paideia High School/Gettysburg Address/engage

engage: 1.(transitive) To engross or hold the attention of (someone); to keep busy or occupied. 2.(transitive) To draw into conversation. 3.(transitive) To attract, to please; (archaic) to fascinate or win over (someone). 4.(transitive) To enter into conflict with (an enemy). 5.(intransitive) To enter into battle.


text:
Paideia High School/Gettysburg Address/dedicate

dedicate: 1.(transitive) To set apart for a deity or for religious purposes; consecrate. 2.(transitive) To set apart for a special use


text:
Paideia High School/Gettysburg Address/fitting

fitting: 1.appropriate, or in keeping

[[Category: Glossary: Paideia High School


text:
Paideia High School/Gettysburg Address/perish

perish:1.To pass away; to come to naught; to waste away; to decay and disappear. 2.(intransitive) To die; to cease to live.


text:
Paideia High School/Gettysburg Address/consecrate

consecrate: 1. To declare, or otherwise make something holy.


text:
Paideia High School/Gettysburg Address/hallow

hallow: (transitive) To make holy, to sanctify.


text:
Paideia High School/Gettysburg Address/detract

detract:

1.(transitive) To take away; to withdraw or remove. 2.(transitive) To take credit or reputation from; to defame or decry.


text:
Paideia High School/Gettysburg Address/devotion

devotion: 1.The act or state of devoting or being devoted 2.Feelings of strong or fervent affection; dedication


text:
Paideia High School/Gettysburg Address/resolve

resolve:

1. (intransitive) To make a firm decision to do something.


text:
Paideia High School/Gettysburg Address/full measure

full measure:

1. complete, total, entire. With everything included. 'It was a complete shock when he turned up on my doorstep.' 2.Finished; ended; concluded; completed; as, the edifice is complete.


text:
User talk:Jtneill/Teaching/Online Quizzes and Exams with Moodle

I really appreciate the effort to record and share the implementation online quizzes for both formative and summative assessment.

I don't often make Wiki amendments, and aren't sure how to make suggestions without actually implementing them as edits.

So I'm using this space to query the last point in the section where you discuss possible improvements (contex lost right now, sorry!): "allow students to review their quiz responses and responses"

I guess something else was intended, rather than repeating "responses".

--Davidpowell 00:16, 8 February 2011 (UTC)


text:
Mobile learning/Cases/Maths

 * The Math4Mobile project examines the opportunities of ubiquitous and personal technologies for educational purposes, specifically of using the mobile phone for teaching and learning mathematics. http://www.math4mobile.com/

Readings
Daher, W. (2010), 'Building mathematical knowledge in an authentic mobile phone environment', Australasian Journal of Educational Technology 26 (1), 85-104. http://www.ascilite.org.au/ajet/ajet26/daher.html Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge building phases developed by Gunawardena, Lowe and Anderson 1997 and the six themes model of knowledge building characteristics developed by Scadamalia and Bereiter 2006. The findings show that the middle school students participating in this research went through all the knowledge building phases suggested by Gunawardena, Lowe and Anderson 1997. They further experienced other knowledge building phases that fit the authentic context in which they learned. Participants advanced their knowledge of ideas as a community, collaborating to carry out authentic activities using mobile phones. They demonstrated constructive and critical use of information in general and of authoritative information in particular. Participants worked as mathematicians, especially during the second part of the experiment, when they suggested real world phenomena to explore using the mobile phone. My conclusion suggests learning mathematics by carrying out authentic activities using mobile phones, to encourage and enrich the mathematics knowledge building of students in K-12.

Botzer, G. & Yerushalmy, M. (2007), Mobile application for mobile learning, in 'International Conference on Cognition and Exploratory Learning in Digital Age'. http://www.math4mobile.com/wp-content/uploads/2010/08/Mobile-Application-For-Mobile-Learning.pdf The paper presents a pilot case study intended to examine how socio-cultural and situated learning aspects are reflected in learning experiences within a novel mobile learning environment, Math4Mobile, a cellular application for mathematics learning. The case study focused on four students in a mathematics methods course who were engaged in a mathematics project based on the cellular applications. We found that use of the cellular environment enhanced the participants’ engagement in the modeling of real life scenarios and contributed to collaboration between participants. These effects can be attributed to the mobility, flexibility, and availability of cellular tools, and they point to a possible contribution of mobile tools to mathematics education.

title: Mobile learning/Cases/Maths


text:
User talk:Davidpowell~enwikiversity

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 00:17, 8 February 2011 (UTC)

User:Jtneill/Teaching/Online Quizzes and Exams with Moodle
Thanks for your edits and feedback, David - much appreciated. -- Jtneill - Talk - c 07:33, 8 February 2011 (UTC)

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Unfortunately, your account clashes with another account also called Davidpowell. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Davidpowell~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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title: User talk:Davidpowell~enwikiversity


text:
User:Eml5526.s11.team4/HW3

= Problem 3.1 - Residue Projection for Polynominals with shift=

Problem Statement
Consider Data Set 2 with the following parameters: $$ \begin{align} \Omega=]0,1[ \end{align} $$

$$ \begin{align} a_{2}=0 \end{align} $$

$$ \begin{align} f = 3 \end{align} $$

With boundary conditions given by: $$ \begin{align} \Gamma_{h}=\left\{x=0\right\}, h=4 \end{align} $$

$$ \begin{align} \Gamma_{g}=\left\{x=1\right\}, g=0 \end{align} $$

1.)Let n = 2, where the number of degrees of freedom is equal to n + 1 (ndof = 2 + 1 = 3)

2.) Find two equations that enforce the boundary conditions for: $$ \begin{align} u^h(x) = \sum_{j=0}^n{d_jb_j(x)} \end{align} $$

3.) Find an additional equation by projecting the residue on the basis function prescribed as: $$ \begin{align} \left\{b_{j}(x);j=0,1,...,n\right\}=\left\{(x+k)^{j}\right\} \end{align} $$ Where $$k=1$$ in order to serve as a shift to avoid a trivial solution ($$b_{j}'(x=0)=0$$)- UPDATE- See Problem 3.7.

4.)Display the equations in matrix form and observe the symmetry of the stiffness matrix $$\textbf{K}$$. $$ \begin{align} \textbf{Kd=F} \end{align} $$

5.)Solve for $$\textbf{d}$$.

6.)Construct $$u^h(x)$$ and plot $$u^h(x)$$ versus $$u(x)$$

7.)Repeat this problem for n = 4 and n = 6.

Exact Solution
After applying boundary conditions

For the case where $$ n = 2 $$
with

{| style="width:100%" border="0" $$ \begin{align} u^h(x) = & \sum_{j=0}^n d_jb_j(x)\\ &=d_0+d_1 (x+1)+ d_2 (x+1)^2 \end{align} $$
 * style="width:95%" |
 * style="width:95%" |

Boundary Conditions
Applying the boundary conditions produces two of the three necessary equations:

Additional Equation
The final equation is formed by projecting the residue onto the basis function as follows:

Since this is a steady state problem,

Which results in:

Matrix Form
There are now three equations for three unknowns which can be expressed in matrix form:

$$ \mathbf{K} $$ is not symmetric.

Solving the system produces the result:

For the case where $$ n = 4 $$
with

{| style="width:100%" border="0" $$ \begin{align} u^h(x) = & \sum_{j=0}^n d_jb_j(x)\\ &=d_0+d_1 (x+1)+ d_2 (x+1)^2+d_3(x+1)^3+d_4(x+1)^4 \end{align} $$
 * style="width:95%" |
 * style="width:95%" |

Boundary Conditions
Applying the boundary conditions produces two of the five necessary equations:

Additional Equations
The final three equations are formed by projecting the residue onto the basis function as follows (repeating 3 times):

Since this is a steady state problem,

Which results in:

Matrix Form
There are now five equations for five unknowns which can be expressed in matrix form:

$$ \mathbf{K} $$ is not symmetric.

Solving the system produces the result:

For the case where $$ n = 6 $$
with

{| style="width:100%" border="0" $$ \begin{align} u^h(x) = & \sum_{j=0}^n d_jb_j(x)\\ &=d_0+d_1 (x+1)+ d_2 (x+1)^2+d_3(x+1)^3+d_4(x+1)^4+d_5(x+1)^5+d_6(x+1)^6 \end{align} $$
 * style="width:95%" |
 * style="width:95%" |

Boundary Conditions
Applying the boundary conditions produces two of the seven necessary equations:

Additional Equations
The final five equations are formed by projecting the residue onto the basis function as follows (repeating 5 times):

Since this is a steady state problem,

Which results in:

Matrix Form
There are now seven equations for seven unknowns which can be expressed in matrix form:

$$ \mathbf{K} $$ is not symmetric.

Solving the system produces the result:

Assembling Equations
Now we apply our two boundary conditions, but before we do so we need to work in in a modified form. To do so we re-express

We will obtain $$n$$ equations using boundary conditions and projection, so that we will obtain a system of equations

Where $$\textbf{K}$$ is the direct assembly of $$\textbf{b}$$ vectors for each equation in the system. The right hand side is the vector $$\mathbf{r}$$ which consists of the right hand side constants, that is not containing a $$d_j$$ term. To find the vector $$\mathbf{d}$$ the system is then simply solved.

Boundary Conditions
We now add to our script the equations resulting from evaluating the boundary conditions on $$u^h$$

Additional Equations
The boundary conditions have added two equations to our system, but we need to have $$n$$ equations in our system. Thus we create $$n-1$$ equations by looking at the projection, note $$n$$ is base zero.

Our additional equations are found by projecting bases terms by the system operated on $$u^h$$, or:

We thus add our equations to the system based on the definition above

Solving
The last step is to simply solve for the coefficients and plot

$$n=2$$
Running the developed MATLAB script for $$n=2$$

$$n=4$$
Running the developed MATLAB script for $$n=4$$

$$n=6$$
Running the developed MATLAB script for $$n=6$$

Order of Convergence
The $$L^2$$ norm of the error is taken over the domain for $$n=2,3,4,5, \text{ and } 6$$ using the continuous definition of the norm.

Performing the integration for each approximation and plotting in log-log results in the plot below.

title: User:Eml5526.s11.team4/HW3


text:
User talk:CD~enwikiversity

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 02:04, 8 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called CD. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name CD~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:CD~enwikiversity


text:
User talk:Pearwa i

My name is Pearwa I. ID 5280498 im a tim student. Nice to meeet you

Computer Spec
CPU : Intel Core2Duo E2200 2.20 Ghz Mainborad : Gigabyte G33M S2L Memory : 1024/667 KINGSTON Harddisk : Maxtor 160 G SATA2 Serial ATA2 VGA : GigaByte GF7200GS Rom : Lite-On DVD+-R/RW 20x

Homework#4:Mobil Specs

We have chose to compare Iphone4, Blackberry torch 9800, and iPad as they are common  in term of touch screen. After comparing the spec of the three, we have decided that iPhone 4 is the best out of all. iPhone seems to be the best because it got the most appropriate size; meaning that, the size is not too big as iPad, and its is larger than blackberry torch and at the same time, has lower weight. The second reason that we chose iPhone 4 is because the battery; which is is a necessary aspect of a smart phone. The battery usage of iPhone4  last longer than the other two; for example, talk time on iPhone for 2G is 14 hours but for blackberry is only 5h 40. Even though the battery time of iPhone is similar to iPad, we did not choose iPad because it’s unable to use as a telephone to communicate. However, there are few other aspects that blackberry torch 9800 and iPad are better than iPhone, such as camera, memory, resolution, etc., but we chose iPhone because it is better in the necessary term.

Group members:

weerisa suksuratchai 5280475

pearwa iamsa-ard 5280498

chuanpit singthotong 5280889

File:Pear.jpg
Hi! I noticed that you uploaded the file File:Tarnny.jpg, and that you're using it on your userpage. It's a nice photo, and it works well. However, when you uploaded it you didn't include a license. I was wondering if you still wished to use the image, in which case you'll need to add a license to the image's description page. Information on licensing is available from License tags. - Bilby 03:11, 7 October 2011 (UTC)

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title: User talk:Pearwa i


text:
User:Kblott/Sam Vaknin and Wikipedia

Sam Vaknin is arguably one of the world’s leading authorities on malignant narcissism. Dr Vaknin is a cult survivor and a former editor for Wikipedia. Vaknin believes that Wikipedia is a cult.

Malignant narcissism is a common form of secondary psychophathy. Secondary psychopathy can be understood as a persistent form of posttraumatic stress disorder that occurs in individuals who carry some alleles associated with psychopathy. Most people carry some alleles associated with malignant narcissism and child abuse is very common. So, it is not surprising that malignant narcissism is also common. According to Vaknin, cults are run by psychopaths. If Vaknin’s claims are true and if a psychopathic individual happens to become a Wikiversity custodian then Wikiversity is also likely to become a cult. It is only a matter of time before a psychopathic individual gains custodian privileges. Since psychopathy is such a common disorder, this may happen sooner rather than later.

Vaknin has written a number of essays critical of Wikipedia. His fifth essay was titled “The Six Sins of the Wikipedia”. It appeared in the July 2, 2006 issue of the American Chronicle.

title: User:Kblott/Sam Vaknin and Wikipedia


text:
User:KBlott/Sam Vaknin's Six Sins of Wikipedia

In the July 2, 2006 issue of the American Chronicle, Dr Vaknin outlined what he claims are the six sins of Wikipedia. According to Vaknin, those sins are:
 * 1)
 * 2)
 * 3)
 * 4)
 * 5), and
 * 6).

Vaknin believes it is a question of time before the Wikipedia self-destructs and implodes. Any sufficiently motivated individual can edit any number of its articles. It poses low barriers to entry and attracts masses of teenagers and psychopaths.

Wikipedia dissembles about what it is and how it operates. It claims that anyone can edit it. However, its administrators regularly block users who write material that conflicts with their own version of reality. This flat out lying, drives away morally sane editors. Psychopaths, however, tend not to be deterred by a simple block. Motivated individuals can easily circumvent these barriers to editing and can subtly distort the content on any page. If blocked again, one can simply create a new screen name an try again until they become experts at gaming the system. Over time, psychopaths become administrators and check users with extraordinary power block writers they do not like.

Frustrated by being bullied, former Wikipedia editors tend to write about what they have experienced. Links to Wikipedia on other web sites, tend to raise the rank of Wikipedia on search engines. This attention tends to attract more editors who are initially unaware that Wikipedia’s high rank on search engines is a reflection of the distain that many people feel for it. These new editors eventually write something that inflicts narcissistic injury on a psychopathic administrator. That administrator then bullies the editor and accuses him or her of causing a disruption. The victim is then blocked and the cycle is repeated.

There is only a finite number of potential Wikipedia editors. Volunteers are leaving Wikipedia at a phenomenal rate. Eventually, Wikipedia’s administrators will have no one left to bully but each other. In time, its funding will begin to dry up. Since Wikiversity obtains its funding from the same source as Wikipedia, this financial crisis with affect Wikiversity as well as Wikipedia.

Wikipedia is opaque and encourages recklessness
The overwhelming majority of contributors to Wikipedia remain anonymous throughout the process. Thus, no one is forced to take responsibility for what he or she adds or subtracts from it. This amounts to an impenetrable smokescreen: identities can rarely be established and evading the legal consequences of one's actions or omissions is easy.

Everything in the Wikipedia can be and frequently is edited, re-written and erased and this includes the history pages. In other words, one cannot gain an impartial view of the editorial process by sifting through the talk and history pages of articles. According to Vaknin articles are typically monopolized by fiercely territorial editors. Vaknin compares Wikipedia to authoritarian regimes which constantly re-jiggle history to serve the interests of the elite.

Wikipedia is anarchic, not democratic
Wikipedia is not an experiment in online democracy, but a form of pernicious anarchy. Wikipedia is a negative filter. Facts inflict narcissistic injury on psychopaths. Unable to handle their narcissistic rage in a mature, responsible manner, psychopathic administrators lash out at dumbfounded users who have the audacity of exposing them to facts. These users are banned from the “community” and are thus prevented from having any say in the removal of psychopathic leaders.

According to Vaknin, this exposes two misconceptions about Wikipedia
 * 1) That chaos can and does lead to the generation of artifacts with lasting value and
 * 2) That knowledge is an emergent, mass phenomenon.

Because of the interference of psychopathic leaders, Wikipedia is not conducive to the unfettered exchange of information and opinion that is a prerequisite to both (1) and (2). It is a war zone where many fear to tread. In true democracies, morally sane people vote out psychopathic leaders. On Wikipedia, psychopathic leaders ban morally sane users.

The Might is Right Editorial Principle
Wikipedia rewards quantity over quality. The more one posts and interacts with others, the higher one's status, both informal and official. On Wikipedia, authority is a function of the number of edits, no matter how frivolous. A user with an encyclopaedic knowledge of computer games can easily become a check user and use his “authority” to block scientists from editing subjects that the check user knows nothing about—except for the “knowledge” that he gains from reading Wikipedia. The more aggressive (even violent) a member is; the more prone to flame, bully, and harass; the more inclined to form coalitions with like-minded trolls; the less of a life he or she has outside the Wikipedia, the more they are likely to end up being administrators.

The result is erratic editing. According to Vaknin, the initial contributions are at times far deeper and more comprehensive than later, "edited", editions of same. Wikipedia is misrepresented as an open source endeavor. Open source efforts, such as Linux, involve a group of last-instance decision-makers that coordinate, vet, and cull the flow of suggestions, improvements, criticism, and offers from the public. Open source communities are hierarchical, not stochastic. In addition, it is far easier to evaluate the quality of a given snippet of software code than it is to judge the truth-content of an edit to an article, especially if it deals with "soft" and "fuzzy" topics, which involve the weighing of opinions and the well-informed exercise of value judgments.

Wikipedia is against real knowledge
Wikipedia's ethos is malignantly anti-elitist. Experts are scorned and rebuffed, attacked, and abused with official sanction and blessing. Since everyone is assumed to be equally qualified to edit and contribute, no one is entitled to a privileged position by virtue of scholarship, academic credentials, or even life experience.

According to Vaknin, Wikipedia is the epitome and the reification of an ominous trend: Internet surfing came to replace research, online eclecticism supplanted scholarship, and trivia passes for erudition. Everyone's an instant scholar. If you know how to use a search engine, you are an authority.

On “a discussion list dedicated to books with a largely academic membership, I pointed out an error in one of the Wikipedia's articles” wrote Vaknin. “The responses I received were chilling. … Two members attempted to disproved my assertion … by pointing to a haphazard selection of links to a variety of Internet sources. Not one of them referred to a reputable authority on the subject, yet, based largely on the Wikipedia and a sporadic trip in cyberspace, they felt sufficiently confident to challenge my observation (which is supported by virtually all the leading luminaries in the field).”

Wikipedia is not an encyclopedia
Truth in advertising is not the Wikipedia's strong suit. It presents itself as an encyclopedia. Yet, at best it is a community of users who exchange eclectic "information" on a regular and semi-structured basis. This deliberate misrepresentation snags most occasional visitors who are not acquainted with the arcane ways of the Wikipedia and trust it implicitly and explicitly to deliver facts and well-founded opinions. That Wikipedia chooses to propagate the deception is telling and renders it the equivalent of an intellectual scam, a colossal act of con-artistry.

Wikipedia is rife with libel and violations of copyrights
Wikipedia is a hotbed of slander and libel. It is regularly manipulated by interns, political staffers, public relations consultants, marketing personnel, special interest groups, political parties, business firms, brand managers, and others with an axe to grind. It serves as a platform for settling personal accounts, defaming, distorting the truth, and re-writing history.

Less known is the fact that the Wikipedia is the greatest single repository of copyright infringements. "Books - from the Diagnostic and Statistical Manual down to my own," writes Vaknin, "are regularly ripped off and posted in various articles, with and without attribution."

The Wikipedia does not provide any effective mechanism to redress wrongs, address problems, and remedy libel and copyright infringements. Editing the offending articles is useless as these are often "reverted" (restored) by the offenders themselves. Correspondence with and complaints to Wikimedia and to Jimmy Wales go unanswered.

Wikipedia strikes back
Psychopathic individuals often exhibit narcissistic rage in response to criticism. Vaknin’s criticism of Wikipedia has generated a vehement counterattack. Initially this attack was on Wikipedia itself, until Vaknin threatened Wikipedia with a law suit. This counterattack has since been moved to enpsychopedia.org. Enpsychopedia.org provides its readers with “the most accurate and up-to-date information about … those who claim to have the right to determine what is or is not normal” and “pathological individuals who use the internet in a predatory way”. According to Enpsychopedia.org, Dr Vaknin admits to disliking women. (His mother suffered from psychopathy.) Enpsychopedia.org also reports that Vaknin obtained his doctorate from “a diploma mill”. This distinguishes Vaknin from the majority of Wikipedia editors who did not obtain their PhDs from diploma mills. Also according to Enpsychopedia.org, malignant narcissists are not psychopaths.

Vaknin has been banned from Wikipedia for “socking”. “Socking”, according to Vaknin, is the practice of editing Wikipedia without first logging in. According to Wikipedia policy, editors are permitted to do this but may be banned indefinitely for doing so. While anyone may edit Wikipedia, editing Wikipedia while blocked constitutes “block evasion” which is also grounds for blocking. Vaknin claims that Wikipedia has removed his name from many of its articles on narcissism. Such a practice would be analogous to discussing the theory of relativity without mentioning Albert Einstein.


text:
User talk:Sajidur89/Web Science

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:15, 8 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sajid. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sajid~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

title: User talk:Sajidur89/Web Science


text:
User talk:Jaysh

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

To get started, you may

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 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:15, 8 February 2011 (UTC)

title: User talk:Jaysh


text:
User talk:S sritharan

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:15, 8 February 2011 (UTC)

title: User talk:S sritharan


text:
User talk:Reubenmasoga

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:16, 8 February 2011 (UTC)

title: User talk:Reubenmasoga


text:
User talk:Mathebbr

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

To get started, you may

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:16, 8 February 2011 (UTC)

title: User talk:Mathebbr


text:
User talk:Gila100

 Hello Gila100, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:16, 8 February 2011 (UTC)

title: User talk:Gila100


text:
User talk:Baba dii

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:17, 8 February 2011 (UTC)

title: User talk:Baba dii


text:
User talk:Seza~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:17, 8 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Seza. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Seza~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:57, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Seza~enwikiversity


text:
User talk:Philoski

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:18, 8 February 2011 (UTC)

title: User talk:Philoski


text:
User talk:Minduza

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

To get started, you may

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 * Explore Wikiversity with the links to your left.

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:18, 8 February 2011 (UTC)

title: User talk:Minduza


text:
User talk:Kanny Musa

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

To get started, you may

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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:18, 8 February 2011 (UTC)

title: User talk:Kanny Musa


text:
User talk:Jayprakash shrimali

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:19, 8 February 2011 (UTC)

title: User talk:Jayprakash shrimali