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Theology/Seminary Notes/Seminary Chapbook

Big Questions

Possibly the most basic is Romans 4:9-11, “For we say that faith was reckoned to Abraham for righteousness. How was it then reckoned? when he was in circumcision, or in uncircumcision? Not in circumcision, but in uncircumcision. And he received the sign of circumcision, a seal of the righteousness of the faith which he had yet being uncircumcised: that he might be the father of all them that believe, though they be not circumcised; that righteousness might be imputed unto them also.” Here Paul speaks directly to our problem, for he is dealing with the institution of the sacrament of circumcision, the Old Testament sign and seal of the covenant of grace

I.	Introduction - Eucharist

II. Universal View of the Sacraments

A.	One Major Sacrament 1.one major sacrament 2.queen of sacraments 3.salvation army 4.rc and protestant 5.one major sacrament to divide or unite

a. individual sacrament to divide (use para)

b. Individual sacrament to unite (use para) B.	Unifying Force

1.	Unifying unifying a divisonality makes it able to be unique b builds community c unifying

2.	Identifying Identifying

identifies the people

builds community

3.	Creates a form of community

C.	Communal Meal 1.	OT View

2.	Like Thanksgiving Feast

III. Medieval Schism

A.	Trans-Substantiation B.	Lutheran View - In-with-under

C.	Symbol

1.	Wycliffe and Wray's View

2.	Zwingli

3.	Support by Old Testament View

IV. The Old Testament View of the Sacrament

V.	Wray's View

VI. Conclusion

Despite the divisions that arise and develop between churches and theologians, there remain certain unifying aspects of the sacraments.

The Christian Faith is unanimous in the opinion that there is one major sacrament.

This is the sacrament of the eucharist or the Lord's Supper.

The power of the eucharist to define and to unify a faith or sect is also agreed.

The form of the eucharist as a communal meal is also maintained and used to reinforce capacity to build a community.

These themes of the sacraments are universal and do not differ in the Christian Faith.

How these themes are presented, emphasized and interpreted within the many sects and individual understandings is what leads to religious division.

However, it can be Seen that one sacrament stands above the others. The Eucharist has retained prominence in the christian faith over the centuries. The practice of remembrance or re-enactment of the Lord's Supper is the most highly regarded of the sacraments. For the Roman Catholic "the Eucharist is queen amongst the the seven sister of grace, the Catholic sacraments." (BX2215 .v94, p65) Even the seemingly rigid sacramental belief of the Salvation Army is maleable to permit attendance to the eucharist or mass of other denominations and "The Salvation Army encourages the development of resources for fellowship meals, which will vary according to culture, without ritualizing particular words or actions." (http://www1.sal vationarmy.org/ind/www_ind.nsf/vwsublinks/80256E520050A2E280256C140045D031?openDocument) The dominance of the eucharist as the most important sacrament gives it the power to either divide or unite. Sadly, the unique ability of the Eucharist to cause division is one aspect that points to it's dominance in the life of a church. That the Eucharist was the main point of division during the sixteenth century. Particularly during the time of reform and change during the sixteenth century, the eucharist has achieved the role of wedge between brothers in Christ. In the reformed church, it is the degree and substance of the bread and the wine that divided and segregated the divergent sects because of the importance placed on this sacrament. Even the timing and the frequency of the eucharist becomes a point of disunity with in the Presbyterian Church. The dominant views will be discussed in detail later in the paper. that developed will be considered at a later time but Can be used to unite. Therefore, prominence of the eucharist can seen when compared to other sacraments but what makes the eucharist most important is the capacity as a unifying force. As a unifying force the sacrament of the Eucharist has no equal. The Eucharist is unique in it's power to divide and to unify. The other six sacraments do not have this power. There is something that gives the Eucharist this force. Can be used to unite.

Why the other sacraments don't do it.

One first needs to look at the evidence that the other sacraments are laking.

The other five don't do it.

There were five sacraments that were universally discarded by the Protestants and yet there was no solidarity.

If the other sacraments that existed before the reformation had a unifying force then history would have been different.

What the groups did with the eucharist made them distinct.

Even those that differed on the other major sacrament, baptism, had limited power to unite as a group.

The action of discarding five of the other sacraments really did not coalesce the defecting Protestants.

The other five don't do it.

Baptism didn't do it. Although, the anabaptists sacrificed their bodies for their belief in re-baptism, the core of the belief was how a person was sanctified or justified in faith.

The time of baptism was key for them not because of something peculiar to baptism.

The time of baptism required that the participant needed to be active in his or her faith.

With that distinction the manner of taking communion would not be unified.

The "substance" question is not answered by faith.

Sadly, the anabaptists would have been left to argue amongst themselves and not be able to unite.

As such it remains the single vital medium that unifies a group of people even so far as to define them.

ministries in the Community of Christ for both individual and community spiritual development.

They are viewed as essential to the mission, identity and message of the denomination, providing a common foundation for religious practice across the world.

Baptism didn't do it. divisonality makes it able to unite

identifies the people

builds community 2.	Identifying a. 	Lutheran View b.	RC view c.	Zwingli 3.	Creates a form of community a. 	for RC it provided a stage for priests b.	For Calvin it was part of the semi-secular government c.	as a public recurring event it reinforced community bond

C.	Communal Meal 1.	OT View a	the meal would bind strangers into a family b	the meal would bind family c	passover and other feasts identified the faith 2.	Like Thanksgiving Feast a	american feast is shared once a year b.	there is a common food that is acceptable to all c	the meal does not impinge on other faiths and is inclusive II. Medieval Schism

"Ye shall understand therefore that there is great dissension, and three opinions, about the words of Christ, where he saith, in pronouncing the testament over the bread, “This is my body;” and in pronouncing it over the wine, 'This is my blood.'"

A.	Trans-Substantiation

One part say that these words, “This is my body,” “This is my blood,” compel us to believe, under pain of damnation, that the bread and wine are changed into the very body and blood of Christ really: as the water at Cana Galilee was turned into very wine.

"Father Selvaggi even went so far as to translate the concept of substance into contemporary chemical terms. Roughly it boils down to this, that the protons, neutrons, atoms, molecules, ions, the molecular junction and micro-crystals are changed, but the extension, mass, electrical charges, the potential as well as actual magnetic, electrical, kinetic energies, and all optic phenomena remain unchanged." (BX2215.2 L71E, p135) B.	Lutheran View - In-with-under

The second part saith, ‘We be not bound to believe that bread and wine are changed; but only that his body and blood are there presently.’

With Nostra Aetate, Vatican II openly recognizes and to a certain extent embarrasses the doctrine and legitimacy of other religions. By boldly burying the hatchet the Catholic Church has made a step toward love and faith. Thus The Catholic Church has proclaimed "In her task of promoting unity and love among men, indeed among nations, she considers above all in this declaration what men have in common and what draws them to fellowship." http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_nostra-aetate_en.html

"The Army holds that the sacraments of Baptism and the Lord's Supper are not necessary since it is the spiritual meaning behind them and not the ceremony itself which is important." http://philtar.ucsm.ac.uk/encyclopedia/christ/esp/sallyarmy.html

C.	Symbol

The third say, ‘We be bound by these words only to believe that Christ’s body was broken, and his blood shed for the remission of our sins; and that there is no other satisfaction for sin than the death and passion of Christ.’ --tynedale

1.	Wycliffe and Wray's View

2.	Zwingli

3.	Support by Old Testament View

IV. The Old Testament View of the Sacrament

V.	Wray's View

We can now see that the eucharist is the single most important sacrament and that it has the power to divide or unite. We also must realize that it has over time worked more efficiently to divide that to draw saints together.

Open para The covenant or sacrament of the old testament was a symbol. It was a symbol of the coming true and better sacrament. The function of the lamb in the old times to be a symbol of the sacrifice that was to come to the persons of the old temple in the form of Christ. That the persons knew the lamb was a symbol is not known that the person laid up their sins on that symbol and believed is truly known and their faith is what saved them. Yet the lamb did not die for them alone. The lamb died for us as well that we might recognize that the lamb was a symbol of our Lord Jesus Christ. Close para

Open para The sacraments have always been action of symbolisms. In this light the action has always been one of symbol. Thus, a symbolic action was created by Jesus in the past as a sign for us in the future. This symbol was given to the apostles that they could comment on and given to us grow an unite in our to believe and faith.

The argument of substance is born from pagan thought and not scripture. Our faith is built on Hebrew texts, traditions and beliefs and yet we do not consider what the ancient Jew Rhetorically, would an ancient jew wonder where the substance of sin resides in the slaughtered creature? If the substance of Christ exists in the Eucharist then why would we not insist on the substance of sin, a spot or blemish that represents sin, in that sacrificed animal?

The creature is aught but forgotten.

Yet, in some way forgiveness resides in the dead animal.

However, we try to insert our most honored master in a morsel of cooked wheat.

Was not God displeased with the offering from earth and garden?

Why would Christ himself choose to abide in a sacrifice that was abominable to his father?

No, we must now that from the scripture and the manner that God presents to his people over the course of history that He is the author and finisher of our faith that he is the maker of covenant and marks to be remembered and adored.

We must know that the sacrament is a Holy Communion of a son or daughter of God with the Father that loves them.

There is one sacrament that is recognized in Islam, Judaism and Christianity.

There are two sacraments recognized by Judaism and Christianity.

There are seven unique to RCC.

Yet it may possibly be that there is only one that is recognized by the Father.

That one thing is exemplified by Abraham when he believed even when the evidence showed that his wife was far beyond years of bearing a son.

That one is Faith.

Faith is not a symbol.

Works are symbols of Faith as The Eucharist is a symbol of the death of Jesus Christ.

VI. Conclusion

A FRUITFUL AND GODLY TREATISE, Expressing the Right Institution and Usage of the Sacrament of Baptism, And the Sacrament of the Body and Blood of Our Savior Jesus Christ. To understand the pith of the sacraments, how they came up, and the very meaning of them, we must consider diligently the manners and fashions of the Hebrews, which were a people of great gravity and sadness, and earnest in all their doings, if any notable thing chanced among them; so that they not only wrote, but also set up pillars, and marks, and divers signs to testify the same unto their posterity, and named the places where the things were done with such names as could not but keep the deeds in memory. As Jacob called the place where he saw God face to face Pheniel, that is, God’s face.And the place where the Egyptians mourned for Jacob seven days, the people of the country called Abel Miram, that is, the lamentation of the Egyptians; to the intent that such names should keep the gests and stories in mind. And likewise in all their covenants they not only promised one to another and swore thereon, but also set up signs and tokens thereof, and gave the places names to keep the thing in mind. And they used thereto such circumstances, protestations, solemn fashions, and ceremonies, to confirm the covenants, and to testify that they were made with great. earnest advice and deliberation, to the intent that it should be too much shame and too much abomination, both before God and man, to break them ever after. As Abraham, when he made a covenant of peace with Abimelech king of the Philistines, after they had eaten and drunk together, and sworn, he put seven lambs by themselves, and Abimelech received them of his hand, to testify that he there had dug a certain well, and that the right thereof pertained to him. And he called the well Beersheba, the well of swearing, or the well of seven, because of the oath, and of the seven lambs; and by that title did Abraham his children challenge it many hundred years after. And when Jacob and Laban made a covenant together, Genesis 31: they cast up an heap of stones in witness, and called it Galeed, the heap of witness; and they bound each other, for them and their posterity, that neither part should pass the heap to the other’s countryward, to hurt or conquer their land: and Laban bound Jacob also, that he should take no other wives besides his daughters, to vex them. And of all that covenant they made that heap a witness, calling it the witness-heap; that their children should inquire the cause of the name, and their father should declare unto them the history. And such fashions as they used among themselves, did God also use to themward, in all his notable deeds, whether of mercy in delivering them, or of wrath in punishing their disobedience and transgression, in all his promises to them, and covenants made between them and him. As when after the general flood God made a covenant with Noah and all mankind, and also with all living creatures, that he would no more drown the world, he gave them the rainbow to be a sign of the promise, for to make it the better believed, and to keep it in mind for ever; and he said: “When I bring clouds upon the earth, I will put my bow in the clouds, and will look on it, and remember the everlasting covenant made between God and all living creatures.” And Abram (which signifieth an excellent father) he named Abraham, the father of a great multitude of people; because he had promised to make him even so, and that his seed should be as the stars and as the sand of the sea innumerable. And that name gave he him as a seal of the promise to confirm it, and to strengthen the faith of Abraham and his posterity, and to keep the promise in mind, that they might have wherewith to bind God and to conjure him, as Moses and the holy prophets ever do, holding him fast to his own promise, and binding him with his own words, and bringing forth the obligation and seal thereof, in all times of necessity and temptation. After that he made a covenant with Abraham, to be his God, and the God of his posterity, and their shield and defender; and Abraham promised for him and his seed to be his people, and to believe and trust in him, and to keep his commandments; which covenant God caused to be written in the flesh of Abraham, and in the males of all his posterity, commanding the males to be circumcised the eighth day, or to be slain: which circumcision was the seal and obligation of, the said covenant, to keep it in mind, and to testify that it was an earnest thing, whereby God challenged them to be his people, and required the keeping of his laws of them, and faith to trust in him only, and in no other thing, for help and succor, and all that can be needful and necessary for man; and whereby he condemned the disobedient and rebellious, and punished them; and whereby also the godly challenged him to be their God and Father, and to help and succor them at need, and to minister all things unto them according to all his promises. And though the seal of this covenant were not written in the flesh of the females, yet it served the womankind, and bound them to God, to trust in him, and to keep his laws, as well as it did the men children; and the womankind, not circumcised in the flesh, yet through the help of the sign written in the males loving God’s law, and trusting wholly in him, were truly circumcised in the heart and soul before God. And as the maid-children, believing and loving God, whereunto the outward circumcision bound them, were truly circumcised before God; even so the males, having the flesh circumcised, yet not believing nor loving God, whereunto the outward circumcision bound them, were uncircumcised before God, and God not bound to them, but had good right thereby to punish them: so that neither circumcision, or to be uncircumcised, is aught worth (as St Paul saith, Romans 2.) save for the keeping of the law; for if circumcision help not to keep the law, so serveth it for nought, but for to condemn. And as the woman kind uncircumcised were in as good case as the males that were circumcised; even so the infants of the maids, which died uncircumcised, were in as good case as the infants of males which died circumcised. And in as good case by the same rule were the men-children that died before the eighth day: or else let them tell why. The covenant, made between God and Abraham, saved the man-child as soon as it was born, yea, as soon as it had life in the mother’s womb: for the covenant, that God would be God of Abraham’s seed, went over the fruit as soon as it had life; and then there is no reason but that the covenant must needs pertain to the males as soon as to the females. Wherefore the covenant must needs save the males unto the eighth day; and then the covenant was, that the rulers should slay the males only, if their friends did not circumcise them; not that the circumcision saved them, but to testify the covenant only. And then it followeth, that the infants that die unbaptized, of us Christians, that would baptize them at due time and teach them to believe in Christ, are in as good case as these that die baptized: for as the covenant made to the faith of Abraham went over his seed as soon as it had life, and before the sign was put on them; even so must needs the covenant, made to all that believe in Christ’s blood, go over that seed as soon as it hath life in the mother’s womb, before the sign be put on it. For it is the covenant only, and not the sign, that saveth us; though the sign be commanded to be put on at due time, to stir up faith of the covenant that sayeth us. And instead of circumcision came our baptism; whereby we be received into the religion of Christ, and made partakers of his passion, and members of his church; and whereby we are bound to believe in Christ, and in the Father through him, for the remission of sins; and to keep the law of Christ, and to love each other, as he loved us; and whereby (if we thus believe and love) we calling God to be our Father, and to do his will, shall receive remission of our sins through the merits of Jesus Christ his Son, as he hath promised. So now by baptism we be bound to God, and God to us, and the bond and seal of the covenant is written in our flesh; by which seal or writing God challengeth faith and love, under pain of just damnation: and we (if we believe and love) challenge (as it is above rehearsed) all mercy, and whatsoever we need; or else God must be an untrue God. And God hath bound us christian men to receive this sign for our infirmities’ sake, to be a witness between him and us, and also to put this sign upon our children; not binding us to any appointed time, but as it shall seem to us most convenient, to bring them to the knowledge of God the Father, and of Christ, and of their duty to God and his law. And as the circumcised in the flesh, and not in the heart, have no part in God’s good promises; even so they that be baptized in the flesh, and not in heart, have no part in Christ’s blood. And as the circumcised in the heart, and not in the flesh, had part in God’s good promises; even so a Turk unbaptized (because he either knoweth not, that he ought to have it, or cannot for tyranny,) if he believe in Christ, and love as Christ did and taught, then hath he his part in Christ’s blood. And though the outward circumcision, by the which God challengeth them to do him service, yea, whether they would or not, and by the which they were taught to believe in God, and in the seed of Abraham that should come and bless all the world, and to love the law; and certified them also, on the other side, of the good-will of God, if they so did; though (I say) it was the chief and most principal sign, (for so are such ceremonies called in the Hebrew, because they yet signify other things than appeareth to the outward sense,) yet God gave them divers other signs, both to stir up faith in the promise made them, and also to keep the benefit of the mercy of God in mind. As in Exodus 13, all the first-born, both of man and beast, are sanctified and dedicated unto the Lord, for a remembrance that the Lord slew all the first-born of Egypt; this did God command to be observed, that their children should ask why: and he commanded their fathers to teach their children, when they should ask what was meant thereby. Also Exodus 20, the Sabbath is commanded to be observed, to be a sign, and to testify that God had sanctified and dedicated or chosen them, that they should be his people, to keep his laws, and that he would be their God, to keep them; and to testify also, that God hath created all things of nought in six days, and rested the seventh. Also Numbers 10, where Almighty God commanded the children of Israel to blow a trumpet, when they entered into battle against their enemies; and promised that they should be thought upon before the Lord their God, and saved from their enemies. And likewise in their solemn feasts God commanded them to blow trumpets over the sacrifice; to be a sign unto them, that God would think on them, according to the covenant made in the blood of the sacrifice. Lo, the trumpets were commanded to be blown; not that God delighted in the noise of the trumpets, but in the faith of his people.

sgdfsgfhgdsfgfdasfs DIFFERENT WAYS OF DOING IT: The New World Encyclopedia continues: ROMAN CATHOLIC CHURCH: The Roman Catholic Church, the Eucharist is one of the seven sacraments, but is also considered the "the source and summit of the Christian life" (Lumen Gentium 11). "The other sacraments...are bound up with the Eucharist and are orientated toward it" (Catechism of the Catholic Church 1324). According to the Roman Catholic Church, when the bread and wine are consecrated in the Eucharist, they cease to be bread and wine, and become instead the body and blood of Christ. This view has come to be known as transubstantiation.

EASTERN CHRISTIANITY: Like Roman Catholics, the Eastern Orthodox, Oriental Orthodox, Eastern Catholic Churches, and the Assyrian Church of the East believe that Christ is really, fully, uniquely present in the Eucharistic elements, and that, in the Divine Liturgy, the one sacrifice of Christ is made present. The exact means by which the bread and wine become the body and blood of Christ is a mystery. The Eastern tradition does not define any precise moment the change occurs. As in the Roman Catholic Church, any of the consecrated elements, or "holy gifts," that remain at the end of the Divine Liturgy are normally c onsumed by a priest or deacon.

ANGLICAN OR EPISCOPALIANS: is found in Thirty-Nine Articles of 1571 which state "the Bread which we break is a partaking of: the Anglican Communion is found in the the Body of Christ"; and likewise that "the Cup of Blessing is a partaking of the Blood of Christ." The Articles also state that adoration of the consecrated elements was not commanded by Christ and that those who receive unworthily do not actually receive Christ but rather their own condemnation. Anglicans generally and officially believe in the "Real Presence" of Christ in the Eucharist, but the specifics of that belief range from transubstantiation to something akin to a belief in a "pneumatic" presence.

LUTHERANS: Lutherans believe that the Body and Blood of Christ are "truly and substantially present" in the consecrated bread and wine, so that communicants eat and drink both the elements themselves and the true Body and Blood of Christ (Augsburg Confession, Article 10). The Lutheran doctrine of the Real Presence is often referred to as "consubstantiation" by some, but this term is rejected by Lutheran Churches and theologians as it creates confusion with an earlier doctrine of the same name.

METHODIST: The Methodist Church believes in the Real Presence of Jesus Christ in Holy Communion, but generally rejects the notion that the bread and wine are literally transformed into Jesus' body and blood. Most Methodist Churches use grape juice for "the Cup," and either leavened yeast bread or unleavened bread. The juice may be distributed in small cups, but the use of a common cup and the practice of communion by dipping the bread into the common cup is becoming more common. Methodists typically kneel at the altar to receive communion, but based on individual need or preference, may stand or be served in the pew. In 2004, the United Methodist Church reaffirmed its view of the sacrament and its belief in the Real Presence in an official document entitled This Holy Mystery. Methodists believe that Holy Communion may be offered by laypersons as well as the clergy. According to Article XIX of the Articles of Religion in the Book of Discipline of the Methodist Church, "The cup of the Lord is not to be denied to the lay people; for... the Lord's Supper, by Christ's ordinance and commandment, ought to be administered to all Christians alike.”

CALVINIST REFORMED: Many Reformed Christians hold that Christ's body and blood are not locally or literally present in the Eucharist, but to the faithful believer Christ is indeed present. "The flesh and blood of Christ are no less truly given to the unworthy than to God's elect believers," Calvin said; but those who partake by faith receive benefit from Christ, and the unbelieving are condemned by partaking. The faithful partaker beholds God incarnate in the Eucharist, and in the same sense touches him with hands, so that by eating and drinking of bread and wine Christ's actual presence penetrates to the heart of the believer more nearly than food swallowed with the mouth can enter in.

BAPTISTS AND ZWINGLIAN REFORMED: Some Protestant groups see the bread and wine as a symbolic meal, a memorial of the Last Supper and the Passion in which nothing miraculous occurs. This view is known as the Zwinglian view, after Huldrych Zwingli, a Church leader in Zurich, Switzerland during the Reformation. It is commonly associated with Baptists and the Disciples of Christ. As with the Reformed view, elements left over from the service may be discarded without any formal ceremony, or if feasible may be retained for use in future services. Some of the Reformed hold that Calvin actually held this view, and not the Spiritual feeding idea more commonly attributed to him; or that the two views are really the same.

LATTER DAY SAINTS (MORMONS): Like some other Restorationist sects of Christianity, the Latter Day Saints do not believe in any kind of literal presence, but view the bread and wine as symbolic of the body and blood of Christ. The Church of Jesus Christ of Latter-day Saints uses water instead of wine, following the Doctrine and Covenants where a believed revelation from the Lord says "it mattereth not what ye shall eat or what ye shall drink when ye partake of the sacrament..." To Latter Day Saints (or Mormons), the Eucharist (in LDS theology it is "The Sacrament") is viewed as a renewal of the covenant made at baptism. As such, it is considered efficacious only for baptized members in good standing. However, the unbaptized are not forbidden from communion, and it is traditional for children not yet baptized (baptism occurs only after the age of eight) to participate in communion in anticipation of baptism. According to the Sacrament prayers, a person eats and drinks in remembrance of the body and blood of Jesus, and promises always to remember him and keep his commandments. In return the prayer promises that the participant will always have the Spirit to be with them.


text:
PCP HIV AIDS Toolkit/HIV Transmission/Flip Chart

Flip Chart
Session Outline - HIV Transmission

 * 1) Introduction
 * 2) HIV Transmission
 * 3) Biological Risk Factors of HIV Transmission
 * 4) Prevention
 * 5) Characteristics of an HIV Epidemic
 * 6) Wrap Up

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


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout A: Biological Risk Factors

Presence of sexually transmitted infections (STIs)
Sexually transmitted infections (STIs) increase one’s chances of becoming infected with HIV, and can also indicate high-risk sexual behavior, which facilitates the transmission of HIV infection.
 * STIs that cause ulcerative genital sores (such as herpes, syphilis, and chancroid) create an easy entry for HIV to enter and infect the body.
 * Non-ulcerative STIs (such as gonorrhea and chlamydia) can cause microscopic breaks in tissue, which are associated with HIV transmission.
 * Lymphocytes (the types of blood cells most likely to become infected if exposed to HIV) have a tendency to concentrate in the genital tract of people with STIs. This makes someone with an STI both more likely to transmit HIV and more vulnerable to it.
 * In people infected with HIV, the additional presence of an STI can increase the amount of virus in their genital secretions, which can make it more likely that their sexual partners will become infected with HIV.

Anal Intercourse
Anal sex, the insertion of a male’s penis into a person’s anus (male or female), is one of the riskiest forms of sexual activity in terms of getting or giving an STI, including HIV. In general, the person receiving the se	men is at greater risk of getting HIV because the lining of the rectum is thin and easily lacerated, and may allow the virus to enter the body during anal sex. However, a person who inserts his penis into an infected partner is also at risk because HIV can enter through the urethra (the opening at the tip of the penis) or through small cuts, abrasions, or open sores on the penis.

Vaginal Intercourse
Vaginal intercourse, the insertion of a male’s penis into a female’s vagina, is a high-risk sexual activity for both the male and female. However, certain biological factors can put the female at particular risk of HIV infection:
 * There is greater exposed surface area in the female genital tract than the male’s.
 * There are higher concentrations of HIV in semen than in vaginal fluids.
 * A larger amount of semen is exchanged during intercourse than vaginal fluids.
 * Coercive or forced sex may lead to abrasions in the vagina that facilitate entry of the virus.
 * Young girls are at higher risk for rips and tears in vaginal lining and cervical wall during intercourse.

Oral sex
Numerous studies have demonstrated that oral sex, which involves giving or receiving oral stimulation (e.g., sucking or licking) to the penis, the vulva, and/or the anus, can result in the transmission of HIV and other STIs. However, the risk of HIV transmission through oral sex is smaller than the risk of HIV transmission from anal or vaginal sex. Several co-factors can increase the risk of HIV transmission through oral sex, including: oral ulcers, bleeding gums, genital sores, and the presence of other STIs. HIV can be transmitted through exposure of the mucous membranes of the mouth (especially if the tissue is cut or torn), to vaginal secretions, menstrual blood, and semen. The potential for transmission is greater during early and late-stage HIV infection, when the amount of virus in the blood is expected to be highest.

Male circumcision
Male circumcision is the surgical removal of some or all of the foreskin (or prepuce) from the penis. Results from recent studies in Africa have demonstrated that male circumcision significantly reduces the risk of men becoming infected with HIV. Biologically, the inner mucosa of the foreskin has a higher density of target cells for HIV infection, and has been shown to be more susceptible to HIV infection in laboratory studies compared to the dry external skin surface. The foreskin may also have greater susceptibility to tears during intercourse, providing a portal of entry for HIV.

Ecologic studies have also indicated a strong association between lack of male circumcision and HIV infection at the population level. Although links between circumcision, culture, religion, and risk behavior may account for some of the differences in HIV-infection prevalence, the countries in Africa and Asia with prevalence of male circumcision of less than 20 percent have an HIV-infection prevalence several times higher than countries in those regions where more than 80 percent of men are circumcised.

Male circumcision does not provide complete protection against HIV infection. Circumcised men can still become infected with the virus and, if HIV-positive, can infect their sexual partners. Male circumcision should never replace other known effective prevention methods.

Further studies are underway to assess the impact of male circumcision on the risk of HIV transmission to female partners.

For more information on male circumcision, please refer to:
 * NIH: Questions and Answers NIAID-Sponsored Adult Male Circumcision Trials in Kenya and Uganda, December 13, 2006: http://www3.niaid.nih.gov/news/QA/AMC12_QA.htm)
 * PEPFAR: Ambassador Mark Dybul's Statement on Findings of Adult Medical Male Circumcision Trials, December 13, 2006: http://www.pepfar.gov/press/77790.htm
 * CDC: Male Circumcision and Risk for HIV Transmission Factsheet, December 2006: http://www.cdc.gov/hiv/resources/factsheets/circumcision.htm


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout F: The ABC Approach

Defining the ABC Approach
The “ABC Approach” (Abstinence, Be Faithful, and correct and consistent Condom use) employs population-specific interventions that emphasize abstinence for youth and other unmarried persons, including delay of sexual debut; mutual faithfulness; partner reduction for sexually active adults; and correct and consistent use of condoms. It is important to note that ABC is not a program; it is an approach to infuse throughout prevention programs. The ABC approach is distinctive in its targeting of specific populations, the circumstances they face, and behaviors within those populations for change. This targeted approach results in a comprehensive and effective prevention strategy that helps individuals personalize risk and develop tools to avoid risky behaviors under their control.

Abstinence programs encourage unmarried individuals to abstain from sexual activity as the best and only certain way to protect themselves from exposure to HIV and other sexually transmitted infections. Abstinence until marriage programs are particularly important for young people, as approximately half of all new infections occur in the 15- to 24-year-old age group. Delaying the first sexual encounter can have a significant impact on the health and well-being of adolescents and on the progress of the epidemic in communities. Internationally, a number of programs have proven successful in increasing abstinence until marriage, delaying first sex, and achieving “secondary abstinence” (returning to abstinence) among sexually experienced youth. These programs promote the following:
 * Abstaining from sexual activity as the most effective and only certain way to avoid HIV infection.
 * The development of skills for practicing abstinence.
 * The importance of abstinence in eliminating the risk of HIV transmission among unmarried individuals.
 * The decision of unmarried individuals to delay sexual debut until marriage.
 * The adoption of social and community norms that support delaying sex until marriage and that denounce cross-generational sex, transactional sex and rape, incest, and other forced sexual activity.

Be faithful programs encourage individuals to practice fidelity in marriage and other sexual relationships as a critical way to reduce risk of exposure to HIV. Once a person begins to have sex, the fewer lifetime sexual partners he or she has, the lower the risk of contracting or spreading HIV or another sexually transmitted infection.

Be faithful programs promote the following:
 * The elimination of casual sexual partnerships.
 * The development of skills for sustaining marital fidelity.
 * The importance of mutual faithfulness with an uninfected partner in reducing the transmission of HIV among individuals in long-term sexual partnerships.
 * HIV counseling and testing with their partner for those couples that do not know their HIV status.
 * The endorsement of social and community norms supportive of refraining from sex outside of marriage, partner reduction, and marital fidelity, by using strategies that respect and respond to local cultural customs and norms.
 * The adoption of social and community norms that denounce cross-generational sex and transactional sex, and rape, incest, and other forced sexual activity.

Correct and consistent condom use programs support the provision of full and accurate information about correct and consistent condom use reducing, but not eliminating, the risk of HIV infection; and support access to condoms for those most at risk for transmitting or becoming infected with HIV.

Behaviors that increase risk for HIV transmission include: engaging in casual sexual encounters; engaging in sex in exchange for money or favors; having sex with an HIV-positive partner or one whose status is unknown; using drugs or abusing alcohol in the context of sexual interactions; and using intravenous drugs. Women, even if faithful themselves, can still be at risk of becoming infected by their spouse, regular male partner, or someone using force against them. Other high-risk persons or groups include men who have sex with men and workers who are employed away from home.

To achieve the protective effect of condoms, people must use them correctly and consistently, at every sexual encounter. Failure to do so diminishes the protective effect and increases the risk of acquiring a sexually transmitted infection (STI) because transmission can occur with even a single sexual encounter.

Condom-use programs promote the following:
 * The understanding that abstaining from sexual activity is the most effective and only certain way to avoid HIV infection.
 * The understanding of how different behaviors increase risk of HIV infections.
 * The importance of risk reduction and a consistent risk-reduction strategy when risk elimination is not practiced.
 * The importance of correctly and consistently using condoms during every sexual encounter with partners known to be HIV-positive (discordant couples), or partners whose status is unknown.
 * The critical role of HIV counseling and testing as a risk-reduction strategy.
 * The development of skills for obtaining and correctly and consistently using condoms, including skills for vulnerable persons.
 * The knowledge that condoms do not protect against all STIs.

Implementing the ABC Approach
Effective implementation of the ABC approach requires careful evaluation of risk behaviors that fuel local epidemics. Although prevention interventions are most successful when they are locally driven and responsive to local cultural values, epidemiological evidence can identify risky behaviors within populations and guide specific behavioral messages. For example, in some communities, as many as 20 percent of girls aged 15 to 19 are infected, compared to 5 percent of boys the same age. Coupled with high prevalence among older men, such data can point to transmission that is fueled by cross-generational sex. Prevention approaches must then address the risks of cross-generational and transactional sex through abstinence programs for youth and be faithful programs for men that foster collective social norms that emphasize avoiding risky sexual behavior.

Resources

 * The President’s Plan for Emergency AIDS Relief, Office of the U.S. Global AIDS Coordinator. “ABC Guidance #1 For United States Government In-Country Staff and Implementing Partners Applying the ABC Approach To Preventing Sexually-Transmitted HIV Infections Within The President’s Emergency Plan for AIDS Relief. http://www.state.gov/documents/organization/57241.pdf (accessed May 25, 2007).The United States President’s Emergency Plan for AIDS Relief. “ABC Guidance #1 (Abstinence, Be Faitful and correct and consistent Condom use).” http://www.pepfar.gov/guidance/c19545.htm (accessed May 25, 2007).


text: File:Iya logo.jpg

title: File:Iya logo.jpg


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout G: Universal Precautions

Handout G: Universal Precautions
Universal precautions is a term usually used by health-care professionals working in hospital and clinic settings. It means that people should always protect themselves “universally” from diseases that are transmitted via blood and body fluids (such as HIV and hepatitis). You should not decide to use barriers for protection from infectious bodily fluids based on how sick a person may look or how at risk they appear to be

When handling blood, semen, vaginal secretions, or breast milk, you must create a barrier between the fluid and the portals of entry. When dealing with any of the above fluids:

 * Use latex gloves. If you are allergic to latex, use vinyl gloves.
 * Clean up blood spills immediately: wear latex gloves and wipe up spills with a bleach and water solution; then dispose of soiled items in plastic bags.
 * Put used injection needles in puncture-proof “sharps” containers. Do not recap needles, as this is the most common way that health-care workers have infected themselves.
 * If a person you are with begins to bleed, hand him or her a cloth to stop the bleeding (if possible) until medical help arrives.
 * If working in a situation where blood could be splattered in your face, cover your eyes with glasses and your nose and mouth with a mask, if possible.
 * Wash your hands frequently.
 * At your school or worksite, keep a first-aid kit with gloves and bandages and antiseptic available.
 * If you do become exposed, contact a medical officer immediately for possible prophylactic treatment.

Proper disposal of the protective barrier, such as gloves, is also important, as is hand washing after the event. These precautions also protect you from hepatitis, which is much more infectious than HIV.


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout I: MTCT

Handout I: Mother-to-Child Transmission (MTCT)
Mother-to-child HIV transmission (MTCT) is responsible for the majority of new HIV infections in children worldwide. Without intervention, approximately one third of infants born to HIV-positive mothers will become infected with HIV.

There are three ways in which HIV can be transmitted from mother to child:
 * During pregnancy
 * During labor and delivery
 * Through breast-feeding

The risk of MTCT is affected by several factors, including the stage of infection of the mother, delivery method (e.g., cesarean section or vaginal), the breast-feeding pattern and duration, presence of oral or breast lesions, gastrointestinal illness of the child, and whether the mother and child were given antiretroviral (ARV) therapy during labor and after birth.

While it is impossible to completely prevent mother-to-child transmission of HIV, it is possible to greatly reduce the risk of HIV infection of the infant.

During pregnancy, labor, and delivery:
 * During pregnancy, HIV can cross over from the mother to the baby’s bloodstream.
 * During labor and delivery, HIV infection can occur when blood or other infected maternal fluids pass into the baby’s body.
 * Delivery by cesarean section, and distribution of ARV treatment late in pregnancy and/ or during labor and delivery reduces the risk of HIV transmission.

Through breast-feeding:
 * Several conditions can increase the risk of MTCT during breast-feeding, such as the mother’s HIV viral load, the duration of breast-feeding, oral thrush in the infant, and the presence of bleeding nipples, breast inflammation, and mastitis.
 * Mixed feeding (feeding both breast milk and other foods or liquids) may also increase the risk of HIV transmission. Supplemental foods and liquids can cause gastrointestinal illness in infants, which can increase the risk of HIV infection.
 * Women who become infected with HIV while they are breast-feeding are more likely to transmit HIV to their infants through breast-feeding because of the higher viral load associated with acute infection.

Infant feeding options for HIV-positive women:
 * Lack of breast-feeding has been shown to expose children to an increased risk of malnutrition and life-threatening infectious illnesses other than HIV, particularly in the first year of life. This is especially true in developing countries, where more than one-half of deaths under the age of five are associated with malnutrition.
 * The risks associated with not breast¬-feeding vary according to the mother’s economic status, and the availability of appropriate replacement food and clean wa¬ter.
 * When deciding on the best infant feeding option for an HIV-positive mother, the increased risks of infant morbidity and mortality associated with replacement feeding must be weighed against the risk of HIV transmission.

The most recent guidelines from organizations such as WHO, UNICEF, UNFPA, and UNAIDS on infant feeding for HIV-positive women state:
 * When replacement feeding is acceptable, feasible, affordable, sustainable, and safe, avoidance of all breast-feeding by HIV-infected mothers is recommended. Otherwise, exclusive breast-feeding (where an infant receives only breast milk and no other liquids or solids, not even water) is recommended for the first months of life and should be discontinued as soon as the above conditions are met. Exclusive breast-feeding may reduce the risk of HIV transmission because unclean food/water can cause gastrointestinal illness in the infant, which creates an environment where HIV infection is more likely.
 * To minimize the risk of HIV transmission, breast-feeding should be discontinued as soon as possible, taking into account local circumstances, such as the individual woman’s economic situation and the availability of replacement feeding.
 * When HIV-positive mothers choose not to breast-feed from birth or stop breast-feeding later, they should be provided with specific guidance and support for at least the first two years of the child’s life to ensure adequate replacement feeding.
 * All HIV-positive mothers should receive counseling, which includes provision of general information about the risks and benefits of various infant feeding options, and specific guidance in selecting the option most likely to be suitable for their situation.

HIV testing issues for infants born to HIV-positive mothers

 * Early diagnosis of HIV infection in young children is important because HIV progresses more rapidly in young children.
 * Infants automatically acquire their mother’s antibodies and may carry them for two years or more.
 * Diagnosis of HIV infection in young children (younger than 18 months of age) is difficult because standard HIV tests are not able to differentiate between maternal and infant HIV antibodies. Hence, an infant may test positive for HIV, even if they are not infected with the virus, because they are carrying their mother’s HIV antibodies.
 * More sensitive HIV tests able to detect HIV infection in children younger than 18 months exist, but are more expensive and not available in all settings.


text: PCP HIV AIDS Toolkit/HIV Transmission/Handout H: Measures of Disease Frequency


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout E: Persuading Your Partner to Use a Condom

Handout E: Persuading Your Partner to Use a Condom
As highlighted in the Peace Corps’ Life Skills Manual, negotiating condom use is an important skill to have and to practice. The following list of common excuses and possible responses can assist with negotiation skill-building. Facilitators/trainers can and should adapt these suggestions for use when discussing condom use for in-country use. Excuse


text:
PCP HIV AIDS Toolkit/HIV Transmission/Handout D: Instructions for Male Condom Use

Handout D: Instructions for Male Condom Use
Although many people assume that all men know how to correctly use condoms, incorrect use is common and is a major cause of condom failure.

Remember:
 * Do not use grease, oils, lotions, or petroleum jelly to make the condom slippery. These substances can make the condom break. Use only jelly or cream that does not have oil in it.
 * Use a new condom each time you have sex.
 * Use a condom once only.
 * Store condoms in a cool, dry place.

Do not use a condom if:
 * The package is broken.
 * The condom is brittle or dried out.
 * The color is uneven or has changed.
 * The condom is unusually sticky.
 * It is old or damaged.

Male Condom Instructions with Diagrams (pdf)


text: File:TraffickingInPersons.pdf

title: File:TraffickingInPersons.pdf


text: File:ANTI-TRAFFICKING IN PERSONS PROGRAM FOR THE LGU (Manual).pdf


text:
User:Foammgear31

นายรัฐวิสุทธิ์ กล่อมจิตต์ การศึกษา : วิศวกรรมศาสตรบัณฑิต สาขา : วิศวกรรมเครื่องกล สถาบันการศึกษา : มหาวิทยาลัยเชียงใหม่

title: User:Foammgear31


text:
Swedish Language/Computer Terminology

Example Sentences
1. Muspekaren ser vanligtvis ut som en pil. The mouse pointer normally looks like an arrow. 2. Om du vill nå mig kan du mejla mig. If you want to reach me you can write an email. 3. Min dator gick ner för batteriet är urladdat. My computer went down becuse the battery has discharched. 4. Om du dubbelklickar på programmets ikon så startar det. If you double click on the program's icon it will start. 5. Genom att högerklicka på ikonen får du upp en meny som du kan välja ifrån. By right-clicking on the icon you will get a menu to choose from.

Exercises
Translate into English 1. Jag har raderat dina onödiga filer. 2. Jag blev tvungen att formatera om hårddisken. 3. Ditt lösenord har gått ut. 4. Under menyn "redigera" hittar du "sök och ersätt". 5. Datorn måste startas om.

Translate into Swedish 6. My parents have a wireless LAN. 7. You mailbox have exceeded the limit. 8. I see that your keyboard is missing the Q-key. 9. The computer has hung so I will need to cut the power. 10. You are using to many different fonts in this report.br>

title: Swedish Language/Computer Terminology


text: Category:Assistant teacher program forum


text: Category:Assistant teacher program templates


text:
Category:Pages for transwiki

The template tw adds pages to this category.

title: Category:Pages for transwiki


text:
User talk:Ahsancorporation

 Hello Ahsancorporation, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 15:13, 17 January 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Ahsancorporation


text:
User talk:Abdul hadi 1000

 Hello Abdul hadi 1000, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 15:13, 17 January 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Abdul hadi 1000


text:
User:Helena H

Hi!

I´m Helena, and this is my 3rd quarter at the Art Insitute of Seattle. I´m studying in the Interior design program. My main stage is in Finland, but we decided to "check out" Seattle almost three years ago. I like the lifestyle here in Seattle. The weather is almost the same as in my home country so that isn´t so big deal.

What kinds of writing are important to you? I´m interested in everything about Interior design and architecture subjects, and books. Art is also next to my heart. My evening reading focuses purely on bed-time stories, which usually result in me falling asleep instead of my son.

Introduction of the group project Our qroup project subject is "Garden Gnome", which is totally new "world" for me. I will be really curious how it works out.

Introduction to Wikiversity Group work Retrieved from "http://en.wikiversity.org/wiki/User:Stevenarntson/English_Composition/Introductions"

title: User:Helena H


text:
User talk:Dark Obsidian/Archive/January (2009)

Contributions of Cib
Note that contribution of Cib doesnt fit in here if they are in Spanish and the might be copyvios so it is useless to add in some templates about uncategorised resources.--Juandev 22:52, 7 January 2009 (UTC)

 * Concern noted, I'll be careful next time. DarkObsidian  20:16, 8 January 2009 (UTC)


text:
Chinese finance

Welcome to the Wikiversity Center for Chinese Finance. This is a wiki center for Chinese finance and is intended to encourage discussion and research collaboration in this area. Please see User:Roadrunner (joequant@gmail.com) for comments and questions.

Research
http://www.ssrn.com/ - Social Center Research Network

Professional Societies
http://www.tcfaglobal.org/ - The Chinese Financial Association

Basic readings

 * - Report on Chinese Capital Markets Development
 * - Public Finance in China - World Bank

News
[] - China Securities Journal

E-Journals

 * Hong Kong Securities Journal
 * Paul Hastings China Matters
 * [] - Shenzhen stock market research

Websites
[] - Quantitative finance in China

Blogs
[] - Victor Shih [] - Michael Pettis

People
User:Roadrunner (Joseph Wang) - Interests: Quantitative finance and investment banking in China

title: Chinese finance


text:
User:MilesDompier

bio
Hi my name is Miles Dompier. I have a great deal I can tell you about myself, but I'm sure you will find it out in time. I have many plans for my future and unfortunately have decided on the ones I want to pursue the most. As for now I am going to get my Audio Production degree and see if I can find a job at a local pre-production studio. I write screenplays on the side as well as a little acting as well. I would like the combine all of my skills and passions into my career. Right now Im 20 years old and have a bit too much on my mind.

I dont like Dane Cook, Carlos Mencia, or any other mainstream comic that is portrayed to be funnier than they truly are. I love death metal and any other music that isnt afraid to express itself. Mr. Bungle, Faith No More, Suicide Silence, Hunab Ku, Trigger the Bloodshed, and Impending Doom are just a few of the bands a listen to; I could go on for days. I also in a local death metal band named A City Screams in Terror. Check us out and make sure you support local music. Right now there is a sad amount of support for the local music scene.

If you wanna talk music or movies heres my email: milesondeth@hotmail.com

reflective assessment
Overall I thought that this was a very engaging class. I had heard from people in the past that this class can be a little boring, but I felt that most of the topics and ideas we discussed were pretty engaging. To be honest though I was very pre occupied with my portfolio class and getting ready to graduate so I could have been more involved in the class. Even now as I type this I am frantcally getting everything together for my final review. I just want to quickly say that the Wiki page was a really cool idea. It would have worked out a lot better if more people took it seriously though. I think if you set up more guidlines throughout the class people might stay a little bit more focused. Anyway Steve, thanks and take care.

title: User:MilesDompier


text:
User talk:MilesDompier

 Hello MilesDompier, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 18:50, 17 January 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:MilesDompier


text:
User talk:Jermis~enwikiversity

 Hello Jermis, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 18:51, 17 January 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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 Jermis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jermis~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 23:34, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jermis~enwikiversity


text:
User talk:Helena H

 Hello Helena H, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 18:52, 17 January 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Helena H


text:
User talk:Prodan1234

 Hello Prodan1234, 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. To get started, you may

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

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 18:53, 17 January 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Prodan1234


text: Portal:Government/box-footer

title: Portal:Government/box-footer


text: Portal:Government/box-header

title: Portal:Government/box-header


text:
Portal:Government/WikiProjects

Wikiversity is new and depends on volunteer editors. In the politics department we have content development projects for: Law, Criminal justice, Security, surveillance and law enforcement

title: Portal:Government/WikiProjects


text: Portal:Government/Things you can do

title: Portal:Government/Things you can do


text: User:P price

title: User:P price


text:
Wikiversity:Student union/Things you can do

Wikiversity is devoted to the joy and adventure of active learning. Explore what is of most interest to you. Ask for help. Create and join Learning Projects. Have fun.
 * 1) Participate
 * 2) Ask questions
 * 3) Browse Wikiversity content.
 * 4) Make yourself at home. Register a user name. Describe your learning goals on your user page.
 * 5) Wiki 101 - if you are new to wiki
 * 6) Maintaining Wikiversity
 * 7) Community projects
 * 8) Be bold.

See Also:

 * List of Wikiversity participants
 * Services
 * A case study of censure: is it deletionism, or removing unwelcome content?


text: Portal:Law/box-footer

title: Portal:Law/box-footer


text: Portal:Law/box-header

title: Portal:Law/box-header


text:
Portal:Law/Related

Government · History

title: Portal:Law/Related


text:
Dr. Gerald M. Edelman

 Dr. Gerald M. Edelman

BOOKS by this Author

 * Auditory Function: Neurobiological Bases of Hearing
 * The Brain
 * Bright Air, Brilliant Fire: On the Matter of the Mind
 * The Cell in Contact: Adhesions and Junctions as Morphogenetic Determinants
 * Cellular Selection and Regulation in the Immune Response
 * Consciousness: How matter becomes Imagination
 * Dyamic Aspects of Neocortical Function
 * How we Know
 * Mindful Brain
 * Cortical Organization and the Group-Selective Theory of Higher Brain Function
 * Molecular Bases of Neural Development
 * Molecular Determinants of Animal Form
 * Molecular Machinery of the Membrane
 * Morphoregulatory Molecules
 * Neural Darwinism
 * The Remembered Present
 * Scientific Quests and Political Customs
 * Second Nature: Brain Science and Human Knowledge
 * Synaptic Function
 * Topobiology: An Introduction to Molecular Embryology
 * A Universe of Consciousness: How matter becomes Imagination
 * Wider than the Sky: The Phenomenal Gift of Consciousness

title: Dr. Gerald M. Edelman


text:
Portal:Law/WikiProjects

In the School of Law there are a number of learning projects including:

 * Australian Law
 * Canadian Law
 * European Union Law
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title: Portal:Law/WikiProjects


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Portal:Law/Introduction

Welcome to the Portal of the School of Law. This is a guide to learning resources about Law in general. Please help create and organize resources under the learning projects.

title: Portal:Law/Introduction


text: Portal:Law/Things you can do

title: Portal:Law/Things you can do


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Functional Consciousness/A Cognitive Theory of Consciousness

 A Cognitive Theory of Consciousness

Author Bernard J. Baars

Published by Cambridge University Press in 1988

This book explores Consciousness from the point of view of the Functional school of Consciousness Studies. It lays out a number of models of Consciousness, and then goes into the functions that Cognitive Science has defined as being important to consciousness.


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President of the United States/Worksheets/Worksheet 4

The Timeline
When creating a list of the US Presidents for the first time, we are confronted with a blank sheet of paper, a few general rules, and a few memorable bits of trivia. To solve the blank page problem, let's make a space for each of the 44 Presidents. To be successful, we'll also want to fill in the years they were elected, their term in office, and any related info that might be useful.

Our general rules regarding leap years will be useful later, so let's take a closer look at some trivia. To show that there are different ways to start, let's look at three different sets of information:

 * Beginning, Middle, & End
 * Succession
 * Wars


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President of the United States/Worksheets/Worksheet 4.A

Beginning
We create the beginning of the list be remembering that the 1st President is, of course, George Washington. That he was first elected in 1789 and served two terms.

As we've previously discussed, and will examine with more detail in Unit 1, the first five Presidents were all Founding Fathers of the United States. And they all served two terms, except John Adams, the 2nd President. The names should be fairly easy to remember: And the dates can be identified by remembering the elections on leap years and the number of terms. Using this information, let's fill in the beginning of the list. Also, let's add in the 6th President, John Quincy Adams, the first President who was the son of a President, and like his father, he served only one term.
 * George Washington
 * John Adams
 * Thomas Jefferson
 * James Madison
 * James Monroe

Middle
Filling in the middle of the list is a little more difficult, but our task is greatly simplified by identifying Abraham Lincoln as the 16th President. His predecessor, James Buchanan the 15th President, was paralyzed by his own contradictory beliefs that secession was illegal, but that going to war to stop it was also illegal. Lincoln was elected the year preceding the Civil War and assassinated the year the war ended, only a month into his second term. Now, we must recall that the Civil War began in 1861 and ended in 1865.

To the surprise and disappointment of many, Andrew Johnson survived threats of impeachment to complete the term as the 17th President. In the next election, the Union's victrious General Ulysses S. Grant became the 18th President and served two terms.

You may have noticed that with 44 Presidents, the 16th is more like a third of the way along the list and leaves a big gap to the end. Again, our task is simplified by identifying another memorable President, Franklin D. Roosevelt, the 32nd President, which is luckily twice 16, so easier to remember.

The main thing to remember about FDR is that he's the only President to be elected four times. With the Black Tuesday stock market crash of October 29, 1929, the Great Depression had begun, so it is no surprise that the Economy was the primary national issue during the election of 1932, when Franklin D. Roosevelt defeated the encumbant 31st President, Herbert Hoover. The Economy was again the hot topic in the 1936 election, but by 1940 it had been replaced by World War II, which was drawing to a close by the election of 1944.

Serving as President from 1939 to 1945, FDR died on the afternoon of April 12th, almost three months after his fourth inaugeration, and less then a month before the Allied victory in Europe, May 8th, V-E Day. As the 33rd President, Harry S. Truman had the grim responsibility for deciding to drop two atomic bombs on Japan, to officially end World War II on September 2nd, V-J Day. Completing his second term in 1953, Harry S. Truman was followed by the 34th President, Dwight D. Eisenhower, the commanding General of Allied Forces in Europe during World War II.

It is worthwhile listing some similarities between the lists of Presidents surrounding the Civil War and World War II. James Buchanan and Herbert Hoover, the predesessors of Abraham Lincoln and Franklin D. Roosevelt, each only served one term. While Lincoln was elected to two terms and FDR to four terms, each of them died in the last year of the war. Their successors served half as many terms, that is Andrew Johnson served one term and Harry S. Truman served two terms. Afterwards, the commanding General of the war (Ulysses S. Grant and Dwight D. Eisenhower) became President and served two terms. Also, for dates, the Civil War was 1861-1865 and World War II was 1941-1945.

End
The most recent name on the list should be the easiest to remember, Barack Obama, elected in 2008 as the 44th President and inaugurated in 2009. We could begin to work our way backwards: George W. Bush, Bill Clinton, etc, but for consistency let's pick Jimmy Carter as a starting point and list the latest Presidents from there.

As the 39th President elected in 1976, the year of the US Bicentennial, Jimmy Carter is particularly memorable because he was previously the Governor of Georgia and represented a break from the US tendency to elect Washington insiders. Near the end of his one term, economic woes combined with trouble in the Middle East to send the 1980 election to Ronald Reagan the 40th President who served two terms and helped orchestrate the fall of the Berlin Wall.

George H. W. Bush the 41st President, who had served as Vice President for both terms with Ronald Reagan, won the Presidency in his own right in 1988, but served only one term himself. Winning the election of 1992, Bill Clinton the 42nd President began his two terms in 1993, and he was followed by George W. Bush the 43rd President, who served two terms beginning in 2001, which brings us up to Barack Obama, the 44th President.

John F. Kennedy, (May 29, 1917 – November 22, 1963), often referred to by his initials JFK, was the 35th President of the United States, serving from 1961 until his assassination in 1963. Selected his younger brother, Robert to serve as U.S. Attorney General. Robert was instrumental in the decisions President Kennedy made during the Cuba Missile Crisis (Bay of Pigs). John Kennedy is the only Catholic elected to the United States Presidency.

Timeline
Having explored the beginning, middle, and end of the List of US Presidents, let's take a look at our timeline. There are four groups of 4 or 6 Presidents, for a total of 20, and there's a lot of white space in between, which means we still have a lot more work to do. On the other hand, with only a bit of mental exercise, we have listed almost half of the US Presidents, including when they were elected, the years they held office, and some major events.

This list is among the easiest to remember because it combines four familiar names: 1st George Washington, 16th Abraham Lincoln, 32nd Franklin D. Roosevelt, & 39th Jimmy Carter; with four major historical events: the 1st President, the Civil War, World War II, & the Bicentennial. With the four dates: 1789, 1861, 1941, & 1976 and a blank sheet of paper, we began our list. After that, we needed to recall the names of the the predecessor and successor Presidents and how many terms they served.

Surprisingly enough, remembering the names, dates, and events is fairly simple for this list. The harder part is remembering the adjacent Presidents. Yet, this too is made easier by remembering the major historical trend for each group.

The next list we want to examine is the TBD.


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Threaded discussions with NavFrames/Simple demonstration

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Threaded discussions with NavFrames/preload

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Threaded discussions with NavFrames/20090118022806

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third reply: I am fine, thanks

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Threaded discussions with NavFrames/20090118022816

reply to the first reply!

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User:Wwheaton

I am a physicist and and astronomer at Caltech, registered under the same name on Wikipedia. My user page there contains more information. Wwheaton 02:32, 18 January 2009 (UTC)

title: User:Wwheaton


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Theology as Seen in Prophets and Psalms/Source One

In ancient Israelite religion and culture, Urim and Thummim (Hebrew: האורים והתומים, Standard haʾUrim vəhaTummim Tiberian hāʾÛrîm wəhatTummîm) is a phrase from the Hebrew Bible associated with the Hoshen (High Priest's breastplate), divination in general, and cleromancy in particular. Most scholars suspect that the phrase refers to specific objects involved in the divination.תּוּמִים (Thummim) is widely considered to be derived from the consonantal root תּמִם (t-m-m), meaning faultless, while אוּרִים (Urim) has traditionally been taken to derive from a root meaning lights; these derivations are reflected in the Neqqudot of the masoretic text. In consequence, Urim and Thummim has traditionally been translated as lights and perfections (by Theodotion, for example), or, by taking the phrase allegorically, as meaning revelation and truth, or doctrine and truth (it appears in this form in the Vulgate, in the writing of Jerome, and in the Hexapla). It should be understood that there does not exist a "Th" sound in Hebrew, so "Thummim" is really pronounced "2-meem."However, although at face value the words are plural, the context suggests they are pluralis intensivus - singular words which are pluralised to enhance their apparent majesty. The singular forms - ur and tumm - have been connected by some early scholars with the Babylonian terms urtu and tamitu, meaning oracle and command, respectivel. Many scholars now believe that אוּרִים (Urim) simply derives from the Hebrew term אּרּרִים (Arrim), meaning curses, and thus that Urim and Thummim essentially means cursed or faultless, in reference to the deity's view of an accused - in other words Urim and Thummim were used to answer the question innocent or guilty. Form and Function - A passage - 1 Samuel 14:41 - in the Books of Samuel is regarded by biblical scholars as key to understanding the Urim and Thummim; the passage describes an attempt to identify a sinner via divination, by repeatedly splitting the people into two groups and identifying which group contains the sinner. In the version of this passage in the masoretic text, it merely describes Saul and Jonathan being separated from the rest of the people, and lots being cast between them; the Septuagint version, however, states that Urim would indicate Saul and Jonathan, while Thummim would indicate the people. In the Septuagint, a previous verse uses a phrase which is usually translated as inquired of God, which is significant as the grammatical form of the Hebrew implies that the inquiry was performed by objects being manipulated; scholars view it as evident from these verses and versions that cleromancy was involved, and that Urim and Thummim were the names of the objects being cast.The first biblical reference to Urim and Thummim is the description in the Book of Exodus concerning the high priest's vestments; the chronologically earliest passage mentioning them, according to textual scholars, is in the Book of Hosea, where it is implied, by reference to the Ephod, that the Urim and Thummim were fundamental elements in the popular form of the Israelite religion, in the mid 8th century BC. Consulting the Urim and Thummim was said to be permitted for determining territorial boundaries, and was said to be required, in addition to permission from the king or a prophet, if there was an intention to expand Jerusalem or the Temple in Jerusalem; however, these rabbinical sources did question, or at least tried to justify, why Urim and Thummim would be required when a prophet was also present. The classical rabbinical writers argued that the Urim and Thummim were only permitted to be consulted by very prominent figures such as army generals, the most senior of court figures, and kings, and the only questions which could be raised were those which were asked for the benefit of the people as a whole.


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Theology as Seen in Prophets and Psalms/Source Two

The sacred lot by means of which the ancient Hebrews were wont to seek manifestations of the Divine will. Two other channels of Divine communication were recognized, viz. dreams and prophetical utterance, as we learn from numerous passages of the Old Testament. The three forms are mentioned together in 1 Samuel 28:6. "And he (Saul) consulted the Lord, and he answered him not, neither by dreams, nor by priests (Hebrew, Urim, LXX delois), not by the prophets." There can be no doubt that in this instance the Douay translation of "priests" is wrong, based on the mistaken rendering "sacerdotes" of the Latin Vulgate. The etymological signification of the words, at least as indicated by the Masoretic punctuation, is sufficiently plain. Urim is derived from the Hebrew for "light", or "to give light", and Thummim from "completeness", "perfection", or "innocence". In view of these derivations it is surmised by some scholars that the sacred lot may have had a twofold purpose in trial ordeals, viz. Urim served to bring to light the guilt of the accused person, and Thummim to establish his innocence. Be that as it may, the relatively few mentions of Urim and Thummim in the Old Testament leave the precise nature and use of the lot a matter more or less plausible conjecture, nor is much light derived from the ancient versions in which the term is subject to uncertain and divergent renderings.

http://www.newadvent.org/cathen/15224a.htm


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Theology as Seen in Prophets and Psalms/The nature and purpose of prophecy in the ancient near east

 use this page to discuss Nature/purpose

""The purpose of prophecy is to cause change".

It isn't simply a prediction of the future (that's a very small element of biblical prophecy) but rather is God rebuking and challenging his people (usually the King) and warning of what will happen unless they change their ways...

Now I'd agree with this and also with the (probably stronger) statement that "all prophecy is contingent" but what do others make of this? I mean, if all prophecy is contingent because it is intended to cause people to change their ways and if they do respond appropriately things will not come to pass then don't all eschatological scenarios based upon prophecy become rather fuzzy? And doesn't trying to 'disprove Scripture' on the basis of unfulfilled prophecy become impossible...

From a less biblical and more philosophical POV simply the act of telling somebody the future changes the future, right? (Unless you believe in a very strict determinism and well, let's avoid all talk of paradoxes here)... Now for those of you who will demand I furnish you with Scriptures to support my view (rather than just refer you to a couple of academic papers where the view is fully explained) I'd suggest that Jeremiah 18:7-10 seems to suggest that prophecy isn't fixed in stone either." James Peter

Source http://www.theologyweb.com/campus/showthread.php?p=1352287

The Bible condemns divination Deut 18:10-15 but followers of God should desire to hear the prophets that God will send. So I would agree with this essay. The issue is what is the difference between a prophet or priest that tells the future and an evil truth-teller?


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User talk:Wwheaton

Welcome
Hello Wwheaton, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 05:25, 18 January 2009 (UTC)

WV:NOT
Hi Wwheaton. I hope I'm understanding you correctly in that your main objection to WV:NOT is the advocacy clause. Would you feel comfortable supporting the policy with that clause removed? See Wikiversity_talk:What_Wikiversity_is_not for details. --SB_Johnny talk 12:26, 13 February 2009 (UTC)

title: User talk:Wwheaton


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Theology as Seen in Prophets and Psalms/The criteria for "true" prophecy in Israel

use this page to dicuss criteria

Scriptural insight

Scriptural insight into how one determines if a Prophet/Prophecy is true is limited to "If is comes true is is from God". The source and determination of the people of the time must not have been so limited. Falsity in a prophet or prophecy was determined by tone. With Scripture as the standard, a look is taken at truth spoken by prophets. How to avoid following a false prophet or yield to false advice was determined by those people before the test of time was allowed. To increase a prophet's effectiveness in ministry something must have spoken to the people of authority. This also set the parameters of the prophet's authority, especially in the prophetic realm. Yet, a scriptural examination of the source of authority, the authority of the message and it's messenger and the levels and realms of authority are hard to explain.

please discuss expand


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Theology as Seen in Prophets and Psalms/The Eighth century historical situation and how the prophets addressed it

The Eighth century historical situation and how the prophets addressed it. use this page to

Good Theology and Good Politics

In the late eighth century B.C.E., God's people in the promised land had become divided into a northern kingdom, Israel, and a southern kingdom, Judah. Assyria was the dominant power in the region. Israel and another liege state, Syria, were planning to rebel against Assyria. Their kings pressured Judah's king Ahaz to join them. When he refused, they began to plot to overthrow him. Ahaz decided to appeal to Assyria for help against Israel and Syria. Enter the prophet Isaiah. He is confident that God will protect Judah and King Ahaz, because he is a descendant of David. Isaiah also knows that only mischief can come from getting cozy with the Assyrians. He tells Ahaz to be have faith and not ally himself with Assyria. But Ahaz won't hear of it; he's going ahead with his alliance. Isaiah tells him the Lord wants him to ask Isaiah for a sign of the truth of what he's saying. Ahaz doesn't want to be dissuaded from his plan, so he piously demurs, "I will not ask." In frustration, Isaiah announces a sign anyway, the birth of a son, whose very name reminds everyone that God is with these people.

source http://www.lectorprep.org/advent_04_yrA.html

It is more than just knowing the political danger of allances.


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Theology as Seen in Prophets and Psalms/The theological message of the book of Hosea

The theological message of the book of Hosea or The nature and importance of Isreal's unfaithfulness and how that is described/depicted.

 use this page to discuss unfaithfulness in Hosea's eyes

Hosea as a Love Story

God’s love as seen in marriage. A man's love for his bride no matter how far away, how deeply cut, how unfaithful she may become or how "irreconcilable" the marriage there is an orphic need that is inscribed on his being. That to lose that love would cause such pain and anguish to God that we as fallen people can take some hope. That we can know that pain by reading about Hosea's gives us a glimpse. That so many in our society undergo this trial is a shame. The love between two people joined in marriage oughtn't be ground under the wheels of sin. In this way we see the depths of God's Love for his wife of whoredom.

Orpheus http://www.yourdictionary.com/orpheus

Orpheus Definition Or•pheus Name GR. MYTH. a poet-musician with magic musical powers who descends to the underworld and tries to lead his wife, Eurydice, back from the dead but fails because he breaks the injunction not to look back at her until they reach the upper world.

Please reply/comment... wray


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Theology as Seen in Prophets and Psalms/The logic of Amos' vision

 use this page to discuss Logic/Vision

Treated as a Drama

Taken as a unit, the five visions form a structured whole operating on several formal levels. The basic dramatic activity of the first four visions sets up a rhythmic pattern essential to the act-scheme of forgiveness and judgment. Twice Amos is able to persuade the LORD God not to destroy God's own people. Twice the LORD God pronounces judgment predicated by Amos' observations. All finally brought to climax when only God stands on the stage of Amos' vision and pronounces a final judgment.

This climactic pattern has the symmetrical balance, dialogic exchange, and the formality of a concluding event still present in much of the drama of our own century. Reading the visions as a drama places emphasis on the human experience of Amos and the people of Israel. Their vulnerability to the LORD God is staged in Amos' visions, along with their dramatic role as the people of Israel. The act-scheme of forgiveness and judgment is predicated on an emerging character (the people of Israel) in relation to a source of action (the LORD God). Visions one and two establish the possibility of tragedy, of death and destruction brought about by a force transcendent of the human being.

source http://puffin.creighton.edu/human/JRS/2000/2000-2.html

From Class Notes & Discussion

 * form of Visions - Vision 1    Vision 2     Vision 3     Narrative     Vision 4

•	Visions 1 and 2 are meant to be sequential… •	A possible future avoided by the prophets plea

•	Visions 3 & 4 are an opportunity for God to proclaim judgment and the end of Israel

Word play in the 3rd and 4th Visions •	Visions 4 – summer fruits (qayíts) and “the end” (qets) sound similar – the end/harvest •	Plumb line is an inaccurate translation (no one thought of plumb line until 1220A.D.) •	See handout page 2 •	Making the word play work in vision 3 - If ‘anak (tin/wall of tin) becomes saménak (you), then God is putting Amos in the midst of the people. The flow of visions becomes intersession twice, placing of the prophet, then God’s declaration of judgment, after rejection of the prophetic word – similar to Jeremiah’s experience w’ Judah.

‘anak translates as tin/wall of tin not plumbline --Mark McTrustry ~ "It must be Thursday, I never could get the hang of Thursdays" said Arthur 16:40, 20 January 2009 (UTC)


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User:Shaina~enwikiversity

My name is Shaina Jessup. I just moved to Tasmania, Australia from Maryland, USA to marry the man of my dreams, Jason. I have been here for a few months now. Unforunately, I can't work yet because of visa complications. So at the moment, to pass the time, I am attempting to teach myself architecture/interior design. I have always been interested in self-education and never thought I would actually have the discipline to do it. But it is working out really well so far. Im learning a whole lot already. I dont want my brain to become a dried up raisin so I'm keeping it active. Good Luck me!

title: User:Shaina~enwikiversity


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Theory Design Lab

—Richard Feynman

Theory Design Lab
—On education (Über Pädagogik), Immanuel Kant

The Theory Design Lab is an interdisciplinary facility for the development of virtual theories and resulting simulations and edutainment. Interesting topics for virtual theories include astronomy, exobiology, astrosociobiology, terraforming projects and, of course, Dragon Genetics.

—Democracy and Education, John Dewey

Subject "Theory"
Theories from the Theory Design Lab can be used in regular subjects or in a subject "Theory". Theory can have the special property that the teacher presents interdisciplinary topics, possibly following the stated interests and requests of the audience, but that every lesson contains alternative theories, mistakes or describes theories that merely happen to disagree with reality; the audience has to consider the propositions and has to decide which parts they believe in. In theory the audience should vote at the end of each lesson which theories or parts of theories they believe and which parts they don't believe. Theory can have the advantage of edutainment: Some theories may get funny enough to have real entertainment value for a larger audience.

Theories
—Albert Einstein

Forum
$Predestination$ — the public forum of the Theory Design Lab

title: Theory Design Lab


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Tourism/Stages

This is a new learning resource.

Butler Model
The Butler Model is a model of tourism that represents tourism as the life cycle of a resort. It depicts tourism as exploitation of a resource.

There are 7 stages, including the final stage the area either declines or rejuvenates and succeeds. A good case study is Blackpool.

•	Exploration – Small number of visitors attracted

•	Involvement – Locals see tourism opportunity and develop services

•	Development – Large companies build hotels and leisure complexes and package holidays, jobs come – advantages and disadvantages

•	Consolidation – Tourism is now a major part of economy, visitors steady making jobs secure. Some older hotels become cheaper, less upmarket attracted, rowdiness becomes a problem.

•	Stagnation – The resort becomes unfashionable and numbers of visitors start to decline businesses change hands and often fail.

•	Decline - Visitors prefer other resorts, day trips/weekens main income source.

•	Rejuvenation – attempts made to modernise the resort and attract new people.

title: Tourism/Stages


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Intermediate Swedish 1/Answers

Answers to Swedish buying and selling
1. Har du en hundralapp? 2. Papperskassar är större än plastpåsar. 3. Använd inte magnetremsan i den här kortläsaren. Använd chippet! 4. Tryck på OK-knappen! 5. Du måste packa varorna själv. 6. We sell some expensive fashion clothes to rich celebrities. 7. That pair of trousers suits you perfectly! 8. I think we need to go visiting the super market. 9. Your account does not cover this. 10. Can I pay in Euro at this place?

Answers to Swedish prepositions
1. I have been to the summit of Kebnekaise! 2. Behind the sofa I foun a letter. 3. She met me during lunch time. 4. They were talking for two hours. 5. Before the meeting you should have decided what you want. 6. Vi är i huset. 7. De andra är utanför affären. 8. Utan vänner kommer du inte att klara av det. 9. Jag skrev ett brev till min faster. 10. Fåglarna flyger högt över taket.

Answers to Swedish particles
1. What have you done to her? She is very angry with you. 2. The girls have entered the play house. 3. I have put fifteen crown into the machine. 4. She underlined the most important while reading. 5. Can you watch my things while I go swimming? 6. Kan du komma hit? 7. Hon snyggar till sig. 8. Vi gick runt en sjö. 9. Huset brändes ned. 10. Du bör knyta upp knutarna före du tar av dig skorna.

Answers to Swedish aspects
1. She removed the garbage from the basement. 2. He collected all the essays. 3. They put in the boat to the bridge. 4. It's not OK that she eats my food. 5. It's ok that you eat some of my food. 6. Jag har inga pengar nu. Kan du lägga ut för mig? 7. Norrmän har köpt upp alla husen i området. 8. Tugga ur munnen innan du försöker prata! 9. Företaget har öppnat upp en ny marknad. 10. Jag tycker inte om att hon lägger sig i när jag försöker göra mina läxor.

Answers to Swedish declensions
1. I haven't slept for two nights. 2. The brothers have bought a sailingboat for the summer. 3. Have you seen any traces of mice here? 4. The owners of the company did not agree. 5. The museum closes at five. 6. Vilka länder har du varit till i Europa? 7. Barnet hade öppnat ögonen och började röra sig. 8. Den här stan är inte stor nog för oss. 9. Nötterna som är kvar i skålen är omöjliga att knäcka. 10. Många personer har bidragit till den här wikin.

title: Intermediate Swedish 1/Answers


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User talk:D.h

 Hello D.h, 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. To get started, you may

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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mercy 16:20, 18 January 2009 (UTC)

title: User talk:D.h