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Economic Issues

This page is an experiment in student generated answers to homework questions. In BEE3028 Economic Issues, we covered a diverse number of topics. The lecturer will pose a question and the students will provide the answer. Feel free to improve on other students' answers and pose new questions. Feel free to clarify the questions as well.

Question 1
The (New York) Bank of the United States had a bank run Dec. 10, 1930. (It is a private bank with a catchy name.) The New York Federal Reserve Banking did not arrange financing to keep it open and it closed its doors forever on Dec. 11. Ultimately it was able to pay depositors upwards of 80 cents on the dollar. This indicates that the bank was solvent at the time. Friedman claims that the demise of this bank was one of the downward turning points towards the Great Depression (and also claims that the depression's cause was a credit crunch that was caused by the FED's inaction). Explain how there could be a bank run if the bank was indeed solvent. Also explain how it could have been solvent if it paid "only" 80 cents on the dollar.

Answer 1
If the Bank is solvent, then a bank run may still occur due to public panic. There maybe no financial reason for the run. The bank can be solvent as long as not too many depositors try to withdraw today. EXPAND THIS EITHER USING THE FULL DIAMOND-DYBVIG MODEL OR THE 2X2 GAME(TK)

Question 2
A reason for not bailing out banks such as the Bank of the United States (or Northern Rock) is moral hazard. Please explain why this is the case. Explain how deposit insurance may also create a moral hazard problem for banks.

Answer 2
If the bank is bailed out there maybe be a problem of moral hazard as the bank will continue to take risks, safe in the knowledge that they can be bailed out of trouble, and will encourage all banks to be less prudent. Thus reducing stability and profitability in the banking sector, and its effectiveness as a whole in the economy.

Risky behaviour will continue with deposit insurance, as a default on any investments will not result in a loss. There would not be risky strategies being undertaken if they could be seen.

THIS SHOULD BE IMPROVED (TK)

Question 3
Take the Diamond Dybvig model with $$L=.5 $$ and $$R=2 $$. Let us say that deposits are insured up to fraction $$f $$. For what values of $$ f $$ is there only one equilibrium and what values are there two equilibria? (Early withdrawers are guaranteed to get $$1*f$$ and late get $$2*f$$.)

Answer 3
The bank expects the two impatient depositors to withdraw today and the two patient depositors to withdraw tomorrow. Hence, yesterday, the bank sets aside $2000 for today and invests $2000 for tomorrow. Now today, the depositors must decide whether to withdraw today or tomorrow. We assume that the impatient depositors withdraw today. Now We can examine this as a game between the two patient depositors. Each has to decide whether or not to withdraw today. When $$ f=0 $$ the payoffs as discussed in class.

For a general $$f $$, we must calculate again each of the payoffs. If both withdraw today, the bank can pay the first 3 depositors the $1000. The last depositor will receive $$f $$. Thus, the expected payoff is $$ 750+(f/4)*1000 $$. If one withdraws today and the other withdraws tomorrow, the bank will be able to pay all three today, and the depositor withdrawing tomorrow receives $$ 2000*f$$. Rewriting the game yields.

We see that if one patient depositor withdraws today, the second patient depositor only has incentive to withdraw today if $$ 750+1000*(f/4)>=2000*f $$. Hence, only if $$f<=3/7 $$, then there is a possibility of two equilibria.

Question 4
How would you modify our classroom experiment to test different deposit insurance schemes? Under what parameters do you think we will get a bank run.

Question 5
Take the Diamond-Dybvig model described in class with 2 impatient depositors and 2 patient depositors. Each depositor invested 1000 in the bank and was offered a contract: withdrawing today pays 1000,withdrawing tomorrow pays 2000 ( R=2). The bank had two possible meansof investing its money: a long-term investment and a short-terminvestment. The long-term investment pays R=2 times the amount invested tomorrow. Early liquidation of the investment today pays L=0.5 times the original amount invested. The short term investment pays the original amount if it is withdrawn today or tomorrow.

(i) Assuming that the patient depositors wait until tomorrow to withdraw and the impatient depositors withdraw today, how should the bank divide its assets between the short-term and long-term investment to match demands?

(ii) Assuming that all the impatient depositors withdraw their money today, represent the decisions of the patient depositors as 2x2 game (draw it).

(iii) Indicate any pure-strategy Nash equilibrium of the game.

(iv) For what values of L (0<L<1) are there the same equilibria as in part (iii)?

(v) Can the Diamond-Dybvig model explain the run on Northern Rock? Why or why not?

Answer 5
All but part (iv) was discussed in class. (iv) Remember to give the patient depositor 1000 today, the bank must liquidate an amount x where 1000=L*X. Note when L=.5, X must be 2000. Solving gives us X=1000/L. The remaining amount is (2000-1000/L). This amount is 0 when L<=.5 since it can't be negative. The amount the remaining patient depositor would receive is then R(2000-1000/L). There are the two equilibria in (iii) if this amount is LESS than the amount the patient depositor would get if all withdrew today. That amount is (2000+2000*L)/4. Thus, there are two equilibria if

$$2(2000-\frac{1000}{L})\leq\frac{2000+2000 \cdot L}{4}$$

Simplifying we have that there are two equilibria if $$ L^2-7L+4 \geq 0 $$ or L<0.63. For example, take L=.8. If both patient depositors withdraw today, then they would get on average 900. If one decides to wait until tomorrow and the other withdraws today, the one withdrawing tomorrow gets 2(2000-1000/.8)=1500. Thus, both withdrawing today can't be an equilibrium. Alternatively, if L=.6, both withdrawing today yields 800. One waiting for tomorrow would receive 2(2000-1000/.6)=666. Intuitively, if L is higher, there is less early liquidation costs. So the bank would have more money left over to pay the patient depositors what they are owed.

A student's attempt

(i) the bank should take half (2000) and keep it as reserves and take the other half (2000) and put it in the long term investment

(ii) dep. 2                   today        tomorrow today     500, 500      1000  ,  0 dep. 1         tomorrow    0 , 1000     2000  ,  2000

//// should this be 750 in the today today box //////

YES! THERE ARE 4 DEPOSITORS WITHDRAWING TODAY. 2 IMPATIENT AND 2 PATIENT. THE BANK HAS 2000 FROM THE SHORT-TERM INVESTMENT AND 2000*.5=1000 FROM THE LONG-TERM INVESTMENT. SO 3000/4=750.

(iii) there two nash equilibria, whether withdrawing both the money today or do it tomorrow, but always both have to take the same decision. SHOULD MAYBE SAY WHY NEITHER PATIENT DEPOSITORY WOULD HAVE AN INCENTIVE TO DEVIATE IN THE EQUILIBRIA (TK).

(iv) ?????

(v) yes.

Another student's questions.

iii) for this question I couldn't find a pure strategy Nash equilibrium for this one, I thought that this was when there were dominant strategies, but my understanding may be incorrect. Tom, tom is a pareto-Nash equilibrium and, today today is a suboptimal Nash. Is this what the question was asking?

A NASH EQUILIBRIUM IS SET OF STRATEGIES WHERE GIVEN THE OTHER PLAYER(S) STRATEGY A PLAYER HAS NO INCENTIVE TO DEVIATE FROM HIS STRATEGY. THE NASH EQUILIBRIUM DOES NOT HAVE TO CONSIST OF DOMINANT STRATEGIES. (TK)

iv) I think that I have done this question wrong. I found that this same equilibrium holds, when L is in the range of 1/3<L<0.714. To find the upper boundary I calculated when the pay-off in 0* was equal to (tod, tod) payoff(500+500L) . so R(2000L-1000)=(500+500L) and it came out at 0.714. So any value above this, the equilibrium will no longer hold. The lower boundary was when (2000L)<(500+500L)

GOOD TRY. YOUR PAYOFFS ARE NOT CORRECT, BUT AT LEAST THE LOGIC IS GOING IN THE RIGHT DIRECTION. THE (TODAY,TODAY) CAN'T BE AN EQUILIBRIUM IF YOUR PAYOFF GOES UP BY WAITING UNTIL TOMORROW. (TK)

QUESTION. With regard to the payoff matrix, each depositor recieves 2000 if they are patient and wait until tomorrow. Is this correct? 2000 is invested in an illiquid asset and 2000 is kept in the vault. You state that money in the vault returns the same amount, i.e is not subject to R. Therefore is the payoff not 1500 each, as the 2000 invested long term returns 4000, but the 2000 in the vault is still worth 2000 tomorrow, leaving 6000 to pay all 4 depositors...6000/4 = 1500.

THE (TOMORROW, TOMORROW) PAYOFF REFERS TO THE CASE WHERE BOTH PATIENT DEPOSITORS WITHDRAW TOMORROW AND BOTH IMPATIENT WITHDRAW TODAY.

ANOTHER QUESTION In the equation R(2000-1000/L) I understand the 1000/L, but to double check, is the 2000 from the maximum the player can get from waiting, ie 1000 * R which is 2000?

NO, THE 2000 IS FROM THE INVESTMENT IN THE LONG-TERM INVESTMENT.

Question 1
Examine the second treatment of the Beer-Quiche game where there is a 2/3 chance of the proposer being strong.

Payoffs: Proposer, Responder

Can there be a pooling equilibrium where both proposers choose Quiche and the responder flees? Does this seem reasonable to you?

Answer 1
All in all there can be such a pooling equilibrium. It can happen if the responder thinks that people drink beer are weak and fights them. Because of this, everyone continues to eat quiche and the responder flees.

However, this is not a reasonable equilibrium because if someone switches to drinking beer then he intuitively should be strong since there is no benefit to a weak person from trying to deviate from the pooling equilibrium (for a weak person, the payoff from drinking beer and the responder fleeing is lower than the payoff from eating quiche and the responder fleeing). There is an incentive for the strong person to try to get the responder to flee while he drinks beer. (This is actually known as the Cho-Kreps intuition criteria.)

Notice that the 2/3 chance of being strong is important since it causes the responder to flee. If the chance of being strong is p then the responder (who learns nothing about the strength of the proposer) then the responder for fighting would get p*.75 +(1-p)*1.25. For fleeing, he would get p*1.25+(1-p)*.75. We see that p*1.25+(1-p)*.75=>p*.75 +(1-p)*1.25 if and only if p=>.5. If p=.4, then it can't be an equilibrium since the responder will start fighting and then the strong proposer will start drinking beer.

A Student's thoughts.

I think initially the proposer would choose beer if strong and quiche if weak, expected payoff would be 2/3 * 1.4 + 1/3 * 0.6 = 1  2/15 presuming the responder would flee beer and fight quiche.

However the proposer would have an incentive to signal beer even if weak, increasing expected payoff to 1  4/15.

I get slightly confused here because i think that the responder would realise this strategy and start fighting against the proposer even when he says beer. expected payoff if he flees 100% of the time, 1  1/12. If he fights every time the expected pay off would decrease to 11/12.

However the proposers expected payoff would reduce to just 7/15. Which is worse than the initial 1  2/15.

Todd's response You need to look at a payoff for the proposer when he is weak or strong rather than together. In that case, you are correct in that you should see if the proposer has an incentive to deviate if weak. In that case, the proposer can increase his payoff from .60 to $1 by drinking beer rather than eating quiche.

The rest of your comments I believe are just showing what can't be an equilibrium. There is one important thing to remember which may be confusing you. The proposer cannot COMMIT to a strategy. He may know that in the long run it may hurt him to drink beer when weak, but he cannot help himself if in the short run it will increase his payoff. Just think that each time the proposer and responder are different matches (like in the experiment).

Question 2
Some gazelles can be seen initially running slowly and jumping high when threatened by a predator such as a lion or cheetah. Can you explain this behavior?

Answer 2
If gazelles run slowly and jump they are effectively standing and fighting their corner, it may be enough to warn off certain weak lions and cheetahs. If they had run for their lives they might have tired themselves out, and the weaker lions may have prevailed. THINK SIGNALLING (TK)

Question 3
In the KR search model of gift giving, we showed that when the (c,v,p,α)=(1,8,2,.3), the receiver buying the good for himself gives higher social surplus than the giver buying the good for the receiver. Let us now say that the receiver can return the good to the store for a full refund, but it still costs the receiver 1 to travel to the store. Which strategy yields higher welfare now?

Other questions from other students
1) In the first lecture, slide 9 of 11. There are a couple of questions i was just wondering if my notes were correct on the answers: -How much should the bank sell?- the bank needs another 2000, so must sell L x 2000 to sell illiquid assets to fund todays withdrawals. (in this case i assume we don't know L, so is this just a general case?)

YES -Those withdrawing tomorrow would receive R X 1000 each..... Surely the bank will possibly not have enough money to pay these customers having sold 2000Ls worth yesterday, so what happens?

THEY GET WHAT IS LEFT OVER.

-On average, how much does those withdrawing today receive?--- would this not be 1000R as well as this is what they were guaranteed in the contract agreement. Or is it 10000-(5000+2000L)divided by the remaining 3 customers?

NOT SURE WHAT YOU MEAN HERE.

-At what value of L is the bank unable to meet demands today for those 7 depositors?-Would this be at a value of 3/2?

WELL, THE BANK HAS 5000 IN SHORT-TERM INVESTMENTS AND NEEDS TO RAISE ANOTHER 2000. A BANK WOULD NEED TO LIQUIDATE 2000/L OF THE LONG-TERM ASSET. WHEN THIS IS LARGER THAN THE 5000 IN THE LONG-TERM ASSET, THE BANK CAN'T EVEN MEET SHORT-TERM DEMAND.

2) In the same lecture and the next slide, the nash equilibrium. How are the payoffs determined. Are the payoffs in terms on interest recieved on their deposits or absoluet vaules in relation to utility from some fucntiopn i did not write down? How is it determined that 2 individuals withdrawing today gets 3/4? Or why does depositor 2 get nothing if he withdaraws tomorrow and the other guy get 1? Does this mean he gets 1 * initial deposit? This box is for two patient depositors withdrawing today.... what would a table look like if they were withdrawing tomorrow?

PAYOFFS ARE JUST THE EXPECTED PAYOFF RECEIVED. THEY TAKE INTO ACCOUNT THE IMPATIENT DEPOSITORS. FOR INSTANCE, IF ALL 4 DEPOSITORS WITHDRAW TODAY, THEN THE BANK MUST LIQUIDATE ALL OF ITS LONG-TERM ASSETS. THE BANK WOULD THEN HAVE 3 TO GIVE TO 4 DEPOSITORS. ON AVERAGE, A DEPOSITOR WOULD RECEIVE 3/4.

3) Lecture 2, slide 11 One suggested solution to bank runs is to make R less risky. R is the interest payed to the customer who withdraws tomorrow. How would one make this less risky? By making it smaller so their is a greater chance that the bank can pay it or .....?

THE R HERE WAS MEANT TO BE THE INTEREST ON THE LONG-TERM ASSET. A LESS RISKY R WOULD BE LESS RISKY LOANS. -- Paying early withdrawals less than 1 and late withdrawals less than R to increase reserves. It says that is not the best contract. Is this referring to the best contract in efficiency terms or fairness to the depositor?

EFFICIENCY.

Would keeping more in reserves merely enable the bank to bail itself out of problems if more depositors withdraw early?

IT WOULD HELP.

4) Credit coordination in relation to Long Term Capital managemnet. is this referring to the bailout organized by the NY Fed consisting of the 14 or so banks in return for a share in the fund and the promise of a supervisory board?

YES, I AM SURE IF YOU GOOGLE "LONG TERM CAPITAL" YOU WOULD SEE A DESCRIPTION OR READ THE BOOK "WHEN GENUIS FAILED" BY ROGER LOWENSTEIN.

5)Is it possible that one question may be "explain the advantages and disadvantages of preventative measures and solutions to bank runs." in which case we should extend reading on these, or is this not the sort of question we will be asked?

NO HINTS.

6) Next slide, "better contracts." You suggest that banks can afford to pay early withdrawals more, thus ensuring customers against the need to do so. I am not sure that i get how this is feasible, since if they pay interest on what the bank themselves have not yet had time to invest and make a profit on how would the bank be able to afford to pay the customer the extra money? with R=1.5, in both periods would the full insurance contract not just be 1000*R in both periods., Rather than (2000-X)*R=X, where does the 2000 come from? and what does the X stand for? Moreover where do the potential payoffs of 1000 or 1200, or 1200 for sure come from. I understand why the risk averse would go for the certainty option but i am not sure where the figurers came from even with R=1.5 if we have no value for X?

PAYING 1000*R IN BOTH PERIODS WOULD BE GREAT, BUT NOT FEASIBLE. SINCE THERE IS ONE IMPATIENT DEPOSITOR FOR EACH PATIENT DEPOSITOR. 2000 COMES FROM THE TWO DEPOSITORS: ONE PATIENT, ONE IMPATIENT. NOTE THAT SIMPLY SOLVING THAT EQUATION FOR X, WE GET X=(2000*R)/(1+R).

7) The investor wants R where R*P(x)=1. - is R the return? so he wants a return of his investment guaranteed to be at least £1. But considering that P(X)=(3-x)/2 and he has chosen 1, P(X) = 2. and thus for R*P(x) then to equal one then R would have to equal 0.5?? As you can see i am a wee bit confused! I am just not sure what R*P(x) represents. I assume P(X)=(3-x)/2 gives you the probability of achieving your desired payoff so where does this fit together?

Then without insurance, the bank maximizes......P(X)*(X-R) where R=1/P(x) With insurance, Todd only needs R=1. So the bank maximizes P(X)*(X-R) where R=1 as there is no probability because the insurance deposit will cover it 100 % so really R= 1/100% ....... Why does the bank max at P(X)*(X-R)? What is X? Is X the initial deposit? The initial deposit minus the desired return multiplied by the probability of the event occurring?

8) Lecture 3 slide 10, How would evolution stop present giving? Would this be because people realize they never appreciated the full value of the gift and therefore accepted it was not "worth while" giving in the future? slide 12, how is a wedding or hinter gather gift a from of insurance?

THE EVOLUTION ARGUMENTS COME FROM THE FIELD OF EVOLUTIONARY PSYCHOLOGY WHICH BASICALLY SAYS THAT OUR EMOTIONS AND CUSTOMS ARE FORMED BY EVOLUTION. IF SOMETHING IS INEFFICIENT THAN EVOLUTION WILL GET RID OF IT IN THE SAME WAY IT WOULD GET RID OF AN UNNECESSARY 3RD EYE.

THE WEDDING GIFTS ARE A FORM OF INSURANCE IS WHEN ONE HAS A LARGE COST OF A WEDDING THEN THE NUMBER OF GIFTS INCREASES. IN SOME PLACES SUCH AS ISRAEL, MONEY IS GIVEN AND THIS IS EXACTLY LIKE INSURANCE SINCE THE AMOUNT USUALLY PAYS FOR THE WEDDING AND SOMETIMES THERE IS LEFTOVER TO HELP THE COUPLE GET STARTED. HUNTER/GATHERERS SHARE THEIR FOOD WITH GROUPS THAT DON'T MAKE A KILL. THIS AGAIN IS INSURANCE.

9) with the gift giving equation, is v the value the receiver puts on the gift. So for a granny (alpha) would be low as there is a low chance of granny getting a gift correct, in which case there is a high chance of p> V.

V IS THE VALUE THAT THE RECEIVER PUTS ON A GIFT THAT THEY WANT. THE EXPECTED VALUE OF A GIFT IS ALPHA*V. SINCE GRANNY HAS A LOW ALPHA, WE HAVE P>ALPHA*V.

10) This is copied from the lecture notes: slide 32 lecture 3 "We get a separating equilibria if Vs-Cs>0 and Vw-Cw<0. We get a pooling equilibria if Vs-Cs<0 and Vw-Cw<0 (no one signals)" If weak don't signal would it not be Vw- Cw > 0 as there are no signaling costs? or is the 0 relating to fleeing, i,e Vweak - costs of signaling would be smaller than the payoff from fleeing, and hence the individual does not flee. ?

11) why in question 3 of wikiversity the payoffs of tod, tod are 750$. it should be 1000*L=1000*0.5=500. why is 750$?

BASICALLY YOU NEED TO TAKE INTO ACCOUNT THE TWO IMPATIENT DEPOSITORS AS WELL. SEE ABOVE.

12)  Would it be possible to have a model answer to explain question 1 of the gift giving section. With reference to how the chance of being strong affects the answer?

DONE, SEE ABOVE.

13) can there still be a pooling equilibrium if one of the players has an incentive to deviate?

NO, IT WOULDN'T BE AN EQUILIBRIUM THEN.

14) answer 5 where you say, " the remaining amount is (2000 - (1000/x) " should this nor be 2000 - x,    i.e. 2000 - ( 1000/L)

YUP! THANKS FOR POINTING OUT THE TYPO.

15) i understand by paying depositors withdrawing early more than 1, the risk averse will take this ensuring that if they take the gamble of investing long they are unlikely to withdraw early. But where will the money come from

THE BANK LOOKS AT WHAT IS THE BEST CONTRACT GIVEN THAT IT WILL HAVE 2 WITHDRAWING TODAY AND 2 WITHDRAWING TOMORROW. THE BANK THEN DOESN'T SPLIT THE INVESTMENT INTO 2000 AND 2000 AS BEFORE. FOR FULL INSURANCE AND R=1.5 IT WOULD INSTEAD SPLIT IT INTO 2400 FOR THE SHORT-TERM AND 1600 FOR THE LONG TERM. IT CAN THEN PAY OUT 1200 TO BOTH WITHDRAWERS TODAY AND 1200 TO BOTH WITHDRAWING TOMORROW (SINCE IT WOULD HAVE 1600*1.5=2400).

16) I'm wondering if I could ask for your help in clearing up an issue about Deposit Insurance. I think I might be getting confused (or then again I might have the right idea!) as I'm wondering whether there is a difference between deposit insurance and the central bank acting as the "lender of last resort". Doesn't the deposit insurance come from the central bank and fully (sometimes partially) protects your deposits? Or is it the Financial Services Compensation Scheme (FSCS) - in the UK at least - that is in charge of the deposit insurance?  If you could clear this issue up then I'd very much appreciate it.

THIS VARIES FROM COUNTRY TO COUNTRY, BUT OFTEN THE DEPOSIT INSURANCE COMES FROM A DIFFERENT GOVERNMENT AGENCY THAN THE CENTRAL BANK. DEPOSIT INSURANCE ONLY IS PAID OUT WHEN THE BANK GOES BUST. THE LENDER OF LAST RESORTS IS A PRELIMINARY STAGE WHERE THE CENTRAL BANK LENDS MONEY AT A HIGHER INTEREST RATE AND IN RARE OCCASIONS TAKING RISKY ASSETS AS COLLATERAL. IN OUR MODEL THIS IS IN SOME SENSE HELPS INCREASE L. OTHER NOTES, THE DEPOSITS AREN'T ALWAYS FULLY GUARANTEED. IT ALSO ISN'T CLEAR WHETHER THE CENTRAL BANK WILL LEND MONEY TO THE LOCAL BANK AND TAKE RISKY ASSETS AS COLLATERAL (AS THEY DID NOW).

title: Economic Issues


text:
Portal:Social entrepreneurship/Profiles/Previous Profiles

 * /Zeroth Profile/

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


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Portal:Social entrepreneurship/Profiles/Previous Profiles/Zeroth Profile

The entire article of the 0th profiled social entrepreneur.

This one is just to indicate how to add a profile.

Instead of /Zeroth Profile/ on the ../../Previous Profiles/ page, one would normally add an entry like /Name of Profiled Entrepreneur/ for example: /Jane Bloggs/.


text: File:Sowens-fear.ogg

title: File:Sowens-fear.ogg


text:
Asperger's Syndrome: A guide for learning support assistants

Asperger's Syndrome is a neurological condition that affects people in many different ways. Asperger's Syndrome is part of the Autistic Spectrum. Some common features are:

 * National Autistic Society


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User:Bazis

Welcome to my Page!
I'm just a studenT.......

--bazis 14:07, 8 November 2007 (UTC)

title: User:Bazis


text:
Portal talk:Social Entrepreneurship Network

One idea for the portal page is that we cluster the categories more. I started to do this a bit. For instance, there could be a section on "Creating a Course" -- where we would put course modules, case studies, and the content development sections.

There could be another section on "Developing the Network" where we can list the network partners -- Ive fitted this into the related portal category.

We then might consider a section on projects and project ideas where students could go to get ideas on community projects.

Perhaps we can discuss this front end framework a bit at the November meetings.

Robert hawkins 15:03, 7 November 2007 (UTC)


text:
User talk:Doug3322

I would like to learn some programming code e.g. Java, HMTL,C+, SQL. Can any one assist in helping me get started?
 * Hi, did you already have a look at this ? Topic:Computer programming - there you can read more about each language and also write some users. Erkan Yilmaz ( talk ?, wiki blog ) 16:45, 7 November 2007 (UTC)

title: User talk:Doug3322


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User:Doug3322

I am currently finishing up an A.A.S degree and need the programming skills for job search.

title: User:Doug3322


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User:Elemental~enwikiversity

Elemental 14:09, 16 November 2007 (UTC)

title: User:Elemental~enwikiversity


text:
User talk:Robert hawkins

Welcome
Hello Robert hawkins, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 17:39, 7 November 2007 (UTC)

Shall we move Teacher Resources to be under Curriculum? Kim 16:36, 7 December 2007 (UTC)

title: User talk:Robert hawkins


text:
User talk:Melnichuck

Welcome
Hello Melnichuck, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 17:40, 7 November 2007 (UTC)

title: User talk:Melnichuck


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Welsh

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto"
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Y Ddraig Goch - The Red Dragon

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Adran yr Iaith Gymraeg The Welsh Language Department

Croeso i 'Adran yr Iaith Gymraeg' yn Wikiversity Rhan o Ganolfan Dysgu Ieithoedd Tramor yr Ysgol Iaith a Llenyddiaeth

Welcome to the Welsh Language Department at Wikiversity Part of the Center for Foreign Language Learning of the School of Language and Literature

Yr Iaith Gymraeg The Welsh Language
Iaith Brythonaidd yw'r Gymraeg. Mae hi'n perthyn i gangen yr iaith Geltaidd a oedd yn cael ei siarad dros y rhan fwyaf o Brydain o gynhanes hyd oresgyniadau'r Sacsoniaid (tua 450-700 OC). Mae hi'n agos iawn i Lydaweg (Llydaw:Breizh) a Chernyweg (Cernyw:Kernow) a hefyd yn perthyn i'r ieithoedd Celtaidd eraill, Gaeleg yr Alban, Gwyddeleg a Manaweg (yr Alban, Iwerddon ac Ynys Manaw) (Y grŵp Goidelig).

''Welsh is a Brythonic language belonging to the branch of Celtic spoken over most of Britain from prehistoric times until the Saxon invasions (c450-700 CE). It is closely related to Breton]] (Brittany:Breizh) and Cornish (Cornwall:Kernow) and more distantly to the other surviving Celtic languages, Scottish Gaelic, Irish Gaelic and Manx Gaelic (Scotland, Ireland, Isle of Man) (The Goidelic group).''

Hanes yr Iaith Gymraeg History of the Welsh Language
Mae'r Gymraeg yn cael ei siarad fel iaith gyntaf yng Nghymru, gan rai yn Lloegr ar y ffin ac yn y Wladfa yn Nyffryn Chubut ym Mhatagonia yr Ariannin a Chile.

Welsh is spoken natively in Wales (Cymru), in England by some along the Welsh border and in the Welsh immigrant colony in the Chubut Valley in Argentine and Chilean Patagonia.

Mae siaradwyr Cymraeg dros bedwar ban y byd hefyd, yn bennaf yng ngweddill Prydain, Unol Daleithiau America, Awstralia a Seland Newydd.

There are also speakers of Welsh throughout the world, most notably in the rest of Great Britain, the United States, Canada, Australia and New Zealand.

Oherwydd cynnydd yr iaith Saesneg yng Nghymru, roedd nifer y siaradwyr Cymraeg yn gostwng ers degawdau. Er hynny, yn sgil llwyddiant sawl mesur, gan gynnwys cyflwyno Deddf yr Iaith Gymraeg ym 1993, mae'r Gymraeg wedi cael adfywiad cryf yn fwy diweddar. Erbyn hyn mae ganddi statws cyfartal â'r Saesneg yn y sector cyhoeddus yng Nghymru. Naill ai hi neu'r iaith Lydaweg yw'r iaith Geltaidd â'r nifer mwyaf o siaradwyr. Mae 62% o'r 611,000 sy'n siarad Cymraeg yn dweud eu bod nhw'n defnyddio'r iaith bob dydd, ac 88% o'r siaradwyr rhugl sy'n ei defnyddio bob dydd.

''Due to the increasing use of the English language the numbers of Welsh speakers had been declining for decades. However, following a number of measures, including the introduction of the Welsh Language Act 1993, Welsh has enjoyed a strong revival in recent years and has an equal status with English in the public sector in Wales. It competes with Breton (a close relative spoken in France) as the most-spoken Celtic language. 62% of the 611,000 Welsh speakers in Wales claim to use Welsh daily, and 88% of the ones fluent in the language use it daily.''

[From Wikipedia]

Dysgu - Learning
To show your intrest in learning the Welsh Langauge, please sign up at the Welsh stream.

Addysgu - Teaching
If you want to teach, please sign up at the Welsh stream and contact the Head of Welsh

Brythonic Staff
Here is the List of Staff members in the Brythonic Celtic Languages Division

PLEASE DO NOT MAKE LESSONS OR NEW PAGES WITHOUT READING THIS. THIS IS TO CONTROL THE CREATION OF LESSONS WHEN OTHERS ARE PLANNED AND THE ENSURENCE THAT THE LESSONS YOU ARE TAUGHT ARE IN PROPER WELSH

Cyrsiau - Courses
Mae Cymraeg 1 yn cael ei wneud nawr. Os hoffech chi helpu, cysylltwch â Phennaeth y Gymraeg

''Cymraeg 1 is in the making. If you wish to contribute, please contact Head of Welsh''

Ar y gweill - Planned
Cymraeg 2

Adrannau Eraill - Other Departmanets
Cornish Brythonic Celtic Languages Division

Tasgau - Tasks
Cymraeg 1 needs a home page.

Newyddion yr Adran - Department News
8 Tachwedd 2007 - Sefydlwyd Adran yr Iaith Gymraeg 8th November 2007 - The Welsh Department is founded
 * }

title: Welsh


text:
User talk:Katewhite8

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User talk:Fuhghettaboutit

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User talk:BigkittieL

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User talk:Rahimi~enwikiversity

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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.

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Your account will be renamed
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User talk:Sushobhanbera

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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.

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Atoms, Molecules, and Ions

Atoms
The atom is a basic unit of matter consisting of a dense, central nucleus surrounded by a cloud of negatively charged electrons. An atom is the smallest unit of an element that could part in a chemical reaction. The atomic nucleus contains a mix of positively charged protons and electrically neutral neutrons (except in the case of Hydrogen-1, which is the only stable isotope with zero neutrons). The electrons of an atom are bound to the nucleus by the electromagnetic force. Likewise, a group of atoms can remain bound to each other, forming a molecule. An atom containing an equal number of protons and electrons is electrically neutral, otherwise it has a positive or negative charge and is an ion. An atom is classified according to the number of protons and neutrons in its nucleus: the number of protons determines the chemical element, and the number of neutrons determine the isotope of the element.

The Concept of Atom first came when an Indian Thinker Maharish Kanad said that if we go on dividing all the materials present around us then a stage will come when it cannot be divided further. He named the material found at this stage as Parmanu, which is what atom is called in hindi. Later Greek philosopher Democritus coined the name Atom which in Greek means indivisible. Later French Chemist Antoine L. Lavosier (Father of Chemistry) discovered Two laws of Chemical Combination - Law of conservation of mass and Law of constant proportion, which raised the question, "What comprises the elements?" To answer this question came another British Scientist Dalton who again introduced the theory that there exists a stage where the material can no more be divided and named that stage as Atom. He also stated that Atom can neither be created nor destroyed. The principles of quantum mechanics were used to successfully model the atom.

Relative to everyday experience, atoms are minuscule objects with proportionately tiny masses. Atoms can only be observed individually using special instruments such as the scanning tunneling microscope. Over 99.9% of an atom's mass is concentrated in the nucleus, with protons and neutrons having roughly equal mass. Each element has at least one isotope with unstable nuclei that can undergo radioactive decay. This can result in a transmutation that changes the number of protons or neutrons in a nucleus. Electrons that are bound to atoms possess a set of stable energy levels, or orbitals, and can undergo transitions between them by absorbing or emitting photons that match the energy differences between the levels. The electrons determine the chemical properties of an element, and strongly influence an atom's magnetic properties.

Everything, from the computer you are on, to the fingers you are typing with, is made of atoms. These tiny particles combine, transform, and bond to create the world around us. Atoms, in turn, are made of electrons, protons and neutrons, in various combinations. The basic Bohr's Model shows their relationship.

Electrons
Electrons are tiny, subatomic particles that are 'negatively' charged. Their mass is insignificant compared to that of protons and neutrons, so, for most purposes, it is ignored.

Protons
Protons are small, subatomic particles that are 'positively' charged. Their mass is not ignored in calculations of atomic mass (also known as atomic weight), but is given a value of 1 Atomic Mass Unit, or amu (also known as a dalton). The atomic number of an element is the number of protons in one atom of an element.

Neutrons
A neutron is a particle that has no charge. Their mass is included in calculations of atomic mass (also known as atomic weight), and, like protons, is given a value of 1 Atomic Mass Unit, or amu (also known as a dalton).

Ions
An ion is an atom possessing an electric charge. Atom(s) which contain more electrons than protons are said to be negatively charged ions or anions, while atoms possessing more protons that electrons are said to be positively charged ions or cations. Sometimes, group of atoms possessing an electric charge which react as a single unit is called a radical.

原子,分子,イオン

title: Atoms, Molecules, and Ions


text:
User:Indie3

Me
I'm a student at a small-town highschool, currently using wikiversity and wikipedia for school research, and for entertainment on my own time.

Subjects
I'm currently very interested in Psychology and Astronomy.

Contact
annacopeland_2010@hotmail.com or myspace.com/ihavebiologywithyou.

title: User:Indie3


text:
User talk:Indie3

Welcome
Hello Indie3, 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; for 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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Template:Answerbox

 * Question:

title: Template:Answerbox


text:
Theology/Seminary Notes/Historical Christian Theology

../Seminary Chapbook/

World History Timeline

../Timeline from Reformation Handout/

../Theology weened on Greek Philosophy/

Theology as Seen in Prophets and Psalms

../Economy of Creation/

Key Terms:

A: *The Renaissance The medieval synthisis is discarded by scholars, priests and nobels. Furthermore, a new class of persons emerge who are none of these yet achieve great power. This time is an opening of a wedge that seperates or even creates what could be considered the secular world. Before this time you were either pious or not. Religious was assumed and your religion was based on the government around you. In 1275, Aquinas' view was that we were all people of God. The essay "Dignity of Man" put forth the idea that man was a value in his own right. Statuary, writings, painting, heroic epics, philosophy and theology of the greeks supported this view. The Holy Scriptures do not deny this but the empasis makes a change. The renaissanse is a rise of both Pagan and Apostalic Antiquity. Driving the view that the Papacy and course of The Holy Roman Church since 500 +/- has lost it's way. Interesting to note that The Prophet Muhommed held this similar view in 616. Partee would say that the Modern world began with Decarte. Economic, Social, Political, Geographic and Intellectual change. Also significan change to Art, War and Literature.

B: Political Figures *Charles V For many reasons Charles V could be viewed as the central figure of this period. Charles V essentially purchased the office of Emperor and maintained this office throughout the period studied in this course. Emperor of Rome. Called Councils. Sought to maintain The Church and synthesize The Protestants into that church. Political meneuvering. Sacked Rome. Fought the Turks. Waged war during a time of dynamic change in weapons, tactics, human resources and fortifications. Holy Roman Emperor (1519-56). Son of Philip of Burgundy and Joanna of Castile, he inherited vast possessions, which led to rivalry from Francis I of France, whose alliance with the Ottoman Empire brought Vienna under siege in 1529 and 1532. Charles was also in conflict with the Protestants in Germany until the Treaty of Passau of 1552, which allowed the Lutherans religious liberty.

*Ottoman Empire Suleiman the Magnificent

Suleiman I (Ottoman Turkish Ruler) was the tenth and longest-reigning Sultan of the Ottoman Empire, from 1520 to his death in 1566. AKA: Suleiman the Magnificent. Had admiration for Alexander the Great shared Alexander's vision of building a world empire that would encompass the east and the west. His great rival was Charles V. This is interesting in that Suliman controlled the Eastern Remnants of the Roman Empire and Charles V the West. Formed alliances with Francis I of France when the two powers resisted Charles V. Suleiman's efforts against Charles V were coastal and naval in the Med and against the Kingdom of Hungary. The Serbs, Bulgarians and Byzantines all feel to Suleiman the Magnificent.

*Henry VIII --A classic romantic figure. (1491-1547) King of England from 1509, when he succeeded his father Henry VII and married Catherine of Aragón, the widow of his brother. During the period 1513-29 Henry pursued an active foreign policy, largely under the guidance of his lord chancellor, Cardinal Wolsey, who shared Henry's desire to make England stronger. Wolsey was replaced by Thomas More in 1529 after failing to persuade the pope to grant Henry a divorce. After 1532 Henry broke with papal authority, proclaimed himself head of the church in England, dissolved the monasteries, and divorced Catherine. His subsequent wives were Anne Boleyn, Jane Seymour, Anne of Cleves, Catherine Howard, and Catherine Parr. He was succeeded by his son Edward VI.

*Edward VI --Tragic figure Edward VI (1537-1553) The boy-king was a brilliant scholar, deeply interested in theological speculation, and during his short reign the Protestant Reformation in England advanced significantly. King of England from 1547, only son of Henry VIII and his third wife, Jane Seymour. The government was entrusted to his uncle, Edward Seymour, 1st Duke of Somerset (who fell from power in 1549), and then to the Earl of Warwick, John Dudley, later created Duke of Northumberland.

Edward became a staunch Protestant, and during his reign the Reformation progressed in England under Archbishop Thomas Cranmer. Edward died of tuberculosis, and his will, probably prepared by Northumberland, set aside that of his father so as to exclude his half-sisters, Mary and Elizabeth, from the succession. He nominated Lady Jane Grey, a granddaughter of Henry VII, who had recently married Northumberland's son. Technically Jane reigned for nine days and she was deposed by Mary I.

Mary Tudor (aka Mary I) (1516-1558) Queen of England from 1553. She was the eldest daughter of Henry VIII and Catherine of Aragón. When Edward VI died, Mary secured the crown without difficulty in spite of the conspiracy to substitute Lady Jane Grey. In 1554 Mary married Philip II of Spain, and as a devout Roman Catholic obtained the restoration of papal supremacy and sanctioned the persecution of Protestants. She was succeeded by her half-sister Elizabeth I. http://tudorhistory.org/mary/

*Mary Queen of Scots: Queen of Scotland (1542-67). Also known as Mary Stuart, she was the daughter of James V. Mary's connection with the English royal line from Henry VII made her a threat to Elizabeth I's hold on the English throne, especially as she represented a champion of the Catholic cause. She was married three times. After her forced abdication she was imprisoned but escaped in 1568 to England. Elizabeth I held her prisoner, while the Roman Catholics, who regarded Mary as rightful queen of England, formed many conspiracies to place her on the throne, and for complicity in one of these she was executed.

Mary's mother was the French Mary of Guise. Born in Linlithgow (now in Lothian region, Scotland), Mary was sent to France, where she married the dauphin, later Francis II. After his death she returned to Scotland in 1561, which, during her absence, had become Protestant. She married her cousin, the Earl of Darnley in 1565, but they soon quarrelled, and Darnley took part in the murder of Mary's secretary, Rizzio. In 1567 Darnley, staying alone in Kirk o'Field House in Edinburgh, was killed in an explosion, the result of a conspiracy formed by the Earl of Bothwell, possibly with Mary's connivance. Shortly after this Bothwell married Mary and the Scots rebelled. Defeated at Carberry Hill, Mary abdicated and was imprisoned. She escaped in 1568, raised an army, and was defeated at Langside. She then fled to England and was imprisoned again. The discovery by Francis Walsingham of a plot against Elizabeth I, devised by Anthony Babington, led to her trial and execution at Fotheringay Castle in 1587.

Mary of Guise 1515-1560 French-born second wife of James V of Scotland from 1538, and 1554-59 regent of Scotland for her daughter Mary Queen of Scots. A Catholic, she moved from reconciliation with Scottish Protestants to repression, and died during a Protestant rebellion in Edinburgh.

Daughter of Claude, Duke of Guise, she was first married in 1534 to the Duke of Lorraine, who died in 1537. After James V died in 1542 she played a leading role in Scottish politics, seeking a close union with France, but she was unpopular, and was deposed as regent in 1559.

*Fredrick the Wise

*Catherine de Medici(1519-1589) French queen consort of Henry II, whom she married in 1533; daughter of Lorenzo de' Medici, Duke of Urbino; and mother of Francis II, Charles IX, and Henry III. At first outshone by Henry's mistress Diane de Poitiers (1490-1566), she became regent for Charles IX (1560-63) and remained in power until his death in 1574.

During the religious wars of 1562-69, she first supported the Protestant Huguenots against the Roman Catholic Guises to ensure her own position as ruler; she later opposed them, and has been traditionally implicated in the Massacre of St Bartholomew of 1572.

*Philip II

Philip II (May 21, 1527- Sept 13, 1598) was King of Spain from 1556 until 1598, King of Naples from 1554 until 1598, King consort of England, as husband of Mary I, from 1554 to 1558, Lord of the Seventeen Provinces from 1556 until 1581; and King of Portugal and the Algarves as Philip I from 1580. He also ruled a vast empire in the Americas, including New Spain and Peru.

Philip was the eldest son of Charles V, Holy Roman Emperor. A ficticious quote summarizes Phillip II "If you people would just die or be Catholic then I could rule the world and everything would be great. Why don't you people get it?"

A Man of Anarcy and lavish bigotry who was consistant in these traits through Domestic policy, Economy, Foreign policy, Ottoman-Habsburg Conflict, Revolt in the Netherlands, King of Portugal, War with England, War with France, The Inquisition and Morisco Revolt. If it was the Golden age of Spain then it was gold bought with blood, ignorance, intolerance, cruelty, war and every word that even hints at being negative. Phillip II was given the keys to total global domination but did not like "those people".

*Elizabeth I Queen of England from 1558; the daughter of Henry VIII and Anne Boleyn. Through her Religious Settlement of 1559 she enforced the Protestant religion by law. She had Mary Queen of Scots executed in 1587. Her conflict with Roman Catholic Spain led to the defeat of the Spanish Armada in 1588. The Elizabethan age was expansionist in commerce and geographical exploration, and arts and literature flourished. The rulers of many European states made unsuccessful bids to marry Elizabeth, and she manipulated her suitors to strengthen England's position in Europe. She was succeeded by James I.

C: Theological Figures * Erasmus, Desiderius (c. 1469-1536) Dutch scholar and leading humanist of the Renaissance era, who taught and studied all over Europe and was a prolific writer. His pioneer translation of the Greek New Testament (with parallel Latin text, 1516) exposed the Vulgate as a second-hand document. Although opposed to dogmatism and abuse of church power, he remained impartial during Martin Luther's conflict with the pope.

Erasmus was born in Rotterdam, and as a youth he was a monk in an Augustinian monastery near Gouda. After becoming a priest, he went to study in Paris in 1495. He paid the first of a number of visits to England in 1499, where he met the physician Thomas Linacre, the politician Thomas More, and the Bible interpreter John Colet, and for a time was professor of divinity and Greek at Cambridge University. He also edited the writings of St Jerome and the early Christian authorities, and published Encomium Moriae/The Praise of Folly (1511, a satire on church and society that quickly became an international best-seller) and Colloquia (1519, dialogues on contemporary subjects). In 1521 he went to Basel, Switzerland, where he edited the writings of the early Christian leaders.

*Luther, Martin (1483-1546) German Christian church reformer, a founder of Protestantism. While he was a priest at the University of Wittenberg, he wrote an attack on the sale of indulgences (remissions of punishment for sin). The Holy Roman Emperor Charles V summoned him to the Diet (meeting of dignitaries of the Holy Roman Empire) of Worms in Germany, in 1521, where he refused to retract his objections. Originally intending reform, his protest led to schism, with the emergence, following the Confession of Augsburg in 1530 (a statement of the Protestant faith), of a new Protestant Church. Luther is regarded as the instigator of the Protestant revolution, and Lutheranism is now the predominant religion of many northern European countries, including Germany, Sweden, and Denmark. See also the Reformation: Lutheranism.

Luther was born in Eisleben, the son of a miner; he studied at the University of Erfurt, spent three years as a monk in the Augustinian convent there, and in 1507 was ordained priest. Shortly afterwards he attracted attention as a teacher and preacher at the University of Wittenberg.

On a trip to Rome in 1511, Luther had been horrified by the wealth and luxury of the Roman Catholic Church, compared to the poverty of the people in Germany. Further, his study of the Bible, particularly the books of the Psalms, Romans, Galatians, and Hebrews, convinced him that good works and confession could not earn salvation, but that justification was by faith alone and was the gift of God. He came to believe that the church's teaching - that pilgrimages, relics, and penances could earn salvation - was wrong. When, 1516-17, the Dominican friar Johann Tetzel (c. 1465-1519) was sent round Germany selling indulgences (payments to secure remissions of punishment for sin) to raise funds for the rebuilding of St Peter's Basilica in Rome, Luther was horrified that the church seemed to be trying to sell salvation to raise money for itself. On 31 October 1517 Luther nailed on the church door in Wittenberg a statement of ‘Ninety-five Theses’ attacking these practices and suggesting that religion was an inward relationship with God, and the following year he was summoned to Rome to defend his action. His reply was to attack the papal system even more strongly, and in 1520 he published his three greatest works. In the first, Address to the German Nobility, he attacked the authority of the pope and called on Germans to unite against papal exploitation and to reform the church. In the second, On Christian Liberty, he expounded the nature of Christian faith and argued that ‘the soul...is justified by faith alone, and not by any works’ - the doctrine that became the founding principle of Reformation theology. In the third, On the Babylonish Captivity of the Church, he rejected five of the seven contemporary sacraments and the doctrine of transubstantiation (the transformation of bread and water into the body and blood of Jesus during the Eucharist). When a papal bull (edict) was published against him, he publicly burned it.

At the Diet of Worms in 1521 the Holy Roman Emperor Charles V demanded that he retract his objections - Luther's reply: ‘Here I stand’, marked the start of the Reformation. On his way home from Worms he was taken into ‘protective custody’ by the elector of Saxony in the castle of Wartburg. Originally intending reform, his protest led to a split in the church, the Augsburg Confession (1530) leading to the foundation of a new Protestant Church. Later Luther became estranged from the Dutch theologian Erasmus, who had formerly supported him in his attacks on papal authority, and engaged in violent controversies with political and religious opponents. After the Augsburg Confession, Luther gradually retired from the Protestant leadership. His translation of the scriptures is generally regarded as the beginning of modern German literature.

*Zwingli, Ulrich (1484-1531) Swiss Protestant reformer. He was ordained a Roman Catholic priest in 1506, but by 1519 was a Reformer and led the Reformation in Switzerland with his insistence on the sole authority of the Scriptures. As a chaplin, he was killed in a skirmish at Kappel during a war against the cantons that had not accepted the Reformation. *Melanchthon Philipp Melanchthon (born Philipp Schwartzerd) (February 16, 1497 – April 19, 1560) was a German professor and theologian, a significant character in the Protestant Reformation, a key leader of the Lutheran Reformation, and a friend and associate of Martin Luther.

When, having completed his philosophical course, he had taken the degree of master in 1516, he began to study theology. Under the influence of men like Reuchlin and Erasmus he became convinced that true Christianity was something quite different from scholastic theology as it was taught at the university. But at that time he had not yet formed fixed opinions on theology, since later he often called Luther his spiritual father. He became conventor (repetent) in the contubernium and had to instruct younger scholars. He also lectured on oratory, on Virgil and Livy.

*The Radicals  http://www.imdb.com/title/tt0189038/

http://vlib.iue.it/carrie/texts/carrie_books/gilbert/15.html

These terms refer to those individuals and groups who rejected both the Roman Catholic tradition and the Protestant alternatives to it, in the name of what they considered true or apostolic Christianity. As a result, they were persecuted by Catholics and Protestants alike and their ideas and lives were bitterly attacked, often without a genuine knowledge of what they stood for. The attacks of their opponents were given wide currency, while their own statements about themselves were ignored or suppressed, so that for centuries little accurate knowledge was available. Only in recent decades has the balance been rectified by the work of scholars who have uncovered the basic documents and subjected these documents to objective scrutiny. It is now clear that the importance of the radicals was great and that the Reformation cannot be understood without them.One characteristic of this group was their belief in complete independence from the state.Common classification of this left wing reformation is divided into three main groups:the Anabaptists,the Spiritualists,and the Evangelical Rationalists. Conrad Grebel, called "the first Anabaptist."

Thomas Müntzer

Has been much studied in recent years by western scholars and Communists alike. Müntzer's career reached its climax and ended in the Peasants' Revolt. He built up a following among the Thuringian peasants, whom he urged to hasten the triumph of the saints through renewed violence. In April 1525 he took part in a raid that destroyed convents and monasteries. In the same month he wrote a bloodthirsty letter to his followers in Allstedt: "At them, at them, while the fire is hot! Don't let your sword get cold!" At Frankenhausen there was an army of eight thousand peasants who asked Müntzer to lead them. He did so, confident that the wrath of the Almighty would destroy the enemy. The peasants lacked training, proper equipment, and skilled military leadership. They faced an army of the princes, led by Philip of Hesse, which was well trained, well equipped, and skillfully led. The peasants were offered the chance to depart unharmed if they would turn Müntzer over, but Müntzer promised them that God would give them protection and victory. The princes, receiving no answer to the offer, attacked. The peasants were dispersed and cut down. This was the battle of Frankenhausen (May 15, 1525). Müntzer did not long survive it; he was found hiding in a cellar, and after being tortured was beheaded on May 27. Before his death he recanted and took communion according to the Catholic rite.

*St Ignatius Loyola (1491-1556) Spanish noble who founded the Jesuit order in 1534, also called the Society of Jesus.

His deep interest in the religious life began in 1521, when reading the life of Jesus while recuperating from a war wound.

He visited the Holy Land in 1523, studied in Spain and Paris, where he took vows with St Francis Xavier, and was ordained in 1537. He then moved to Rome and with the approval of Pope Paul III began the Society of Jesus, sending missionaries to Brazil, India, and Japan, and founding Jesuit schools. Canonized in 1622. Feast day is 31 July.

*Calvin Calvin (or Cauvin or Chauvin), John (1509-1564)

The Protestant theologian and reformer John Calvin. Calvin was born in France, and trained in theology and law before becoming a preacher in Paris. He then went to Geneva, Switzerland, where he became a prominent figure in the Reformation. French-born Swiss Protestant church reformer and theologian. He was a leader of the Reformation in Geneva and set up a strict religious community there. His theological system is known as Calvinism, and his church government as Presbyterianism. Calvin wrote (in Latin) Institutes of the Christian Religion (1536) and commentaries on the New Testament and much of the Old Testament.

Calvin, born in Noyon, Picardie, studied theology and then law, and in 1533 became prominent in Paris as an evangelical preacher. In 1534 he was obliged to leave Paris and retired to Basel, where he studied Hebrew. In 1536 he accepted an invitation to go to Geneva, Switzerland, and assist in the Reformation, but was expelled in 1538 because of public resentment against the numerous and too drastic changes he introduced. He returned to Geneva in 1541 and, in the face of strong opposition, established a rigorous theocracy (government by priests). In 1553 he had the Spanish theologian Servetus burned for heresy. He supported the Huguenots in their struggle in France and the English Protestants persecuted by Queen Mary I.

Huguenot French Protestant in the 16th century; the term referred mainly to Calvinists. Persecuted under Francis I and Henry II, the Huguenots survived both an attempt to exterminate them (the Massacre of St Bartholomew on 24 August 1572) and the religious wars of the next 30 years. In 1598 Henry IV (himself formerly a Huguenot) granted them toleration under the Edict of Nantes. Louis XIV revoked the edict in 1685, attempting their forcible conversion, and 400,000 emigrated.

D: Confessions *Augsburg Industrial city in Bavaria, Germany, at the confluence of the Wertach and Lech rivers, 52 km northwest of Munich. It is named after the Roman emperor Augustus, who founded it in 15 BC.

In the Middle Ages Augsburg was a centre of commerce on the route to Italy. It was the home of two great medieval merchant families, the Fuggers and the Welsers; the birthplace of painter Hans Holbein;

*Trent December 13, 1545 --> December 4, 1563. Council fathers met first in Trent (1545-1547), then in Bologna (1547) and then again in Trent (1551-1563).

The council issued condemnations on what it defined as Protestant heresies and defined Church teachings in the areas of Scripture and Tradition, Original Sin, Justification, Sacraments, the Eucharist in Holy Mass and the veneration of saints. It issued numerous reform decrees. By specifying Catholic doctrine on salvation, the sacraments, and the Biblical canon, the Council was answering Protestant disputes.

*Formula of Concord http://www.youtube.com/watch?v=Wgxk8AgsKc4&NR=1 Pat needs to expand on this.

*42 and 39 Articles The Church of England under Edward and then Elizabeth sought to cature the whole of christianity under one creed. Thereby, establishing the Church of England as peaceful and acceptable for all Christians. The Augsburg Confession served as a guide. In fact, because England lacked a prominent theologian the Augsburg Confession was essentially cut and pasted into these Articles.

*Dordt Responce to Armenian Remonstrance. Five points. T.U.L.I.P.

*Westminster

*Calvin's Institutes

E: Nominations for Ten Most Important Events in 16th Century

Wray__The Evangelical Catholic Reformation (Date) During this period the Roman Catholic Church moved toward change. This was not as aggressive a change to The Church as was called for and resulted from the protestant reformers. However, it was a call for change from the way things were being done in The Church at that time. It was an affront to the good-o-boys way and the view had risks. Erastimus of the Netherlands introduced this view. He never left the Roman Catholic Church but his view was referred to as "Erastmian Catholicism". This was the first impetus toward change. However slight in comparison to Luther's proposed reforms the views of Erastimus could be considered the "egg" that Luther hatched. I would rather say that Erastimus proposed changes that needed to be made, the fact that he was not crushed or excommunicated was enough to embolden others to call for more change.

Wray__Revolutionary act of Martin Luther of posting 95 thoughts http://www.luther.de/en/95thesen.html on the Wittenberg Church Door on October 31, 1517 was the spark of defiance that stirred change.

Wray__The Huguenot experience. Developement, identity, persecution, rise to vie for power over France, years of civil war, short lived victory when the Huguenot sovereign became King Henri IV and ultimately dispersal throughout europe, australia and the americas.

Wray__Politics of Persecution. Francis enjoyed the expanse of knowledge and learning gleaned from the protestent in France. This was also due to in large measure to his opposition of Charles V. Through most of the 1530s Francis was allied with the German Protestant princes, and he therefore could not persecute Protestants in France. Only once in this period did he turn sharply against the Protestants. On the night of Oct. 17-18, 1534, placards attacking the Mass were put up all over France, even upon the door to the King's bedchamber. This provocation led to a brief persecution of suspected Lutherans.

But when Francis changed his foreign policy and tried in 1538 to reach an accord with Charles V, persecution of Protestantism in France began in earnest. The Edict of Fontainebleau (1540) brought the full machinery of royal government into action against suspected heretics. A second reversal in his foreign policy that reopened the alliance with the German Protestant princes in the early 1540s slowed the persecutions, but they began again after the accord with the Emperor reached in the Peace of Crépy (1544).

F: Commentary on Art, Literature, Geography or other


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Clinical cases/Case 2

<< Back to: Topic:Clinical cases

Case presentation
A primigravida visits the antenatal clinic at 39 weeks gestation to discuss her mode of delivery. She is 31 years old, had conceived soon after stopping combined oral contraceptive pills, had a routine ultrasound scan in the first trimester with no findings, and has reassuring medical, surgical and family histories.

Her pregnancy has been uneventful, with one minor exception. Between 34 and 39 weeks, her midwife repeatedly found the baby to have an unstable transverse lie, with the head palpable in various locations of the abdomen. Ultrasound scans by an obstetric ultrasonographer had not revealed a cause.

On abdominal examination, the baby's head can be moved easily, and the option of external cephalic version with artificial rupture of membranes is discussed with the woman. To see whether this woman already has a ripe cervix, a vaginal examination is performed.

On vaginal examination, the patient is found to have a large, soft pelvic mass. A targeted transabdominal ultrasound scan reveals a heterogenous transparent intrapelvic mass of 9 x 10 centimeters, posteriolateral to the right of the cervix, with an inlying cystic structure and no associated ascites. Doppler flow analysis shows no feeding vessels.

Case discussion
Review questions
 * What are the possible differential diagnoses of ovarian cysts?
 * What is the appropriate management of ovarian cysts in pregnancy?

Suggested activities
Now that you're done, why don't you:
 * Suggest improvements to this learning activity, or edit it yourself.
 * Read and improve Ovarian cyst on Wikipedia.

title: Clinical cases/Case 2


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Practical Christian Theology

Practical Christian Theology
This department is here to develop Christian theology learning resources through practical means. Many good and above average learning resources and Bible study tools have been created at Wikiversity. Our focus is two-fold: Content and community.

 * North Central University: Topics in Biblical Justice

Content development
Like Wikipedia:WikiProject Christianity our job is to find, list, link, prioritize, categorize, and organize existing Wikiversity content.

Categories within scope: Christianity, Biblical studies, ...

Main articles (main namespace): Christianity, Bible, Jesus, ...

Learning community development
As practical Christians, we know the importance of working together as a functioning team "forsaking not the assembly". We're not suggesting anything like the "Church of Wikiversity" but we would like to organize content developing groups (School:Theology, Portal:Christianity, etc.) into a communicationally integrated whole, thus practicing the core Christian principle of Koinonia. We should also work to establish a context of scholarly ethics, excellence and civility within Culture as a community of practice.

Content development groups (School namespace): School:Theology, ...,

Content development groups (Topic namespace):
 * Portal:Christianity
 * Portal:New Testament Greek
 * Portal:Systematic Christian Theology

Participation
The core Christian principle of Koinonia involves participation.

Active participation
Please sign up here:
 * CQ 16:26, 7 July 2009 (UTC)
 * DErnestWachter, email:[mailto:dewnada@icloud.com dewnada@icloud.com]

Merit system
Certain editors have made vital contributions but are too humble to take credit. The histories of articles tell the truth and it's OK to institute a Practical Barnstars or Kudos merit system.

Kudos:
 * κῦδος for the bibleverse template and for starting this department.

Bible Tools
bibleverse

Learning resources
Bible, English, King James, According to the documentary hypothesis

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Topic talk:Ethics

It might be useful to design some Lessons surrounding papers that are available online, such as the following classics:

 * A Defense of Abortion
 * Famine, Affluence, and Morality
 * Does Moral Philosophy Rest on a Mistake?
 * Modern Moral Philosophy

-70.133.77.17 01:14, 8 November 2007 (UTC)

 * Sounds good. See Topic:Reading clubs and Portal:Reading clubs. --JWSchmidt 01:31, 8 November 2007 (UTC)

---I don't know much of the first, second, or last one, but I can certainly help with the "Does Moral Philosophy rest on a mistake" part. If anyone needs a contributor to that, feel free to contact me. --LogicalFallacy

Medical Ethics
I want to alert the ethics department that I have developed a lesson on Medical Ethics that you may or may not want to incorporate into your teaching. Go raibh mile maith agaibh 20:19, 21 June 2008 (UTC)

Ethical Management of the English Language Wikipedia
I just created Ethical Management of the English Language Wikipedia. WAS 4.250 16:21, 9 July 2008 (UTC)

 * I like this idea, but, instead of it being focussed on one aspect (biographies) of one project (wikipedia), should the community come together with a set of wikimedia ethical principles on which editors can rely and disputes can be argued? Donek (talk) - Go raibh mile maith agaibh 00:44, 10 July 2008 (UTC)

 * If you want to create that larger project, go for it. As for myself, the English language Wikipedia is quite enough of a challenge. It is not just about WP:BLP. It is also about how contributors treat each other. WAS 4.250 05:04, 10 July 2008 (UTC)

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Beams

Part of the Statics course offered by the Division of Applied Mechanics, School of Engineering and the Engineering and Technology Portal

Lecture
Distributed forces are very common in the design and analysis of structures themselves, while point forces are often what structures are designed to withstand. The weight of a stationary car on a bridge should be interpreted as four point forces at the point of contact of each tire with the bridge, while the weight of a long train could be interpreted as a distributed force along the length of the train.

Center of Gravity (Mass)
The center of gravity (or mass), abbreviated as COM, of any object is that point within the object upon which gravity (or any body force) acts, regardless of the orientation of the object. The COM of an object may be calculated by using the principle of equilibrium. $$\bar x = \frac{\int x dm}{m}$$, $$\bar y = \frac{\int y dm}{m}$$,  $$\bar z = \frac{\int z dm}{m}$$         (1)

In the event that the density $$\rho$$ of an object is not uniform throughout, the calculation of COM may be done by a similar set of equations involving the addition of density to the analysis. $$\bar x = \frac{\int x \rho dV}{\int \rho dV}$$, $$\bar y = \frac{\int y \rho dV}{\int \rho dV}$$,  $$\bar z = \frac{\int z \rho dV}{\int \rho dV}$$      (2)

If a body is made up of multiple sections, each of which has a unique mass, the method for evaluating the centroid of that body is to evaluate the composite body by finite element analysis of each of the sections through the use of moment balancing, as above. $$\bar X = \frac{\sum m \bar x}{\sum m}$$, $$\bar Y = \frac{\sum m \bar y}{\sum m}$$,  $$\bar Z = \frac{\sum m \bar z}{\sum m}$$         (3)

Centroids
If a body has a uniform density, then as we may see in equation (2) above, the density cancels out, and we are left with a resulting COM that is determined as a geometric analysis and is called a centroid. The centroid of a volume may be calculated by the following equations. (Also see the List of Centroids on Wikipedia.) $$\bar x = \frac{\int x dV}{V}$$, $$\bar y = \frac{\int y dV}{V}$$,  $$\bar z = \frac{\int z dV}{V}$$         (4)

Distributed Forces
A distributed force is a force applied over a length, area or volume. A line-distributed force such as the weight of a bridge suspended off of a single tension wire, is measured in units of force per unit of length (Newtons/meter). An area-distributed force such as the weight of a ship's hull against the body of water it floats in, is measured in units of force per unit of area (Newtons/m2) and is referred to as pressure when associated with the force of water and stress when associated with the internal forces affecting solids (such as those invoked by tension or compression). A volume-distributed force such as the force of gravity affecting a mass within the gravity field of a celestial body, is measured in units of force per unit of volume (Newtons/m3) and is often called a body force. A distributed force, like any force, may be simplified into a resultant point force $$\ R$$, which acts at the centroid of the function described by the resultant force $$\ w$$. $$\bar x = \frac{\int x w dx}{R}$$

Static Determinism
For beam loading calculations wherein the external forces may be calculated by using only the principle of equilibrium, such a beam or system of forces is called statically determinate. Any system whose resultant forces may not be calculated only through external forces and the principle of equilibrium, is called a statically indeterminate system, and must be solved through the additional analysis of internal forces and the deformations induced by them. Such systems often have more supports than are needed at minimum and may be tentatively identified as such (i.e. a beam with three supports instead of two).

Internal Forces
Internal forces within beams come in three flavors. Moments (bending), Shears (cutting) and Torsion (twisting). Oddly, each of these forces may be derived in a related manner.

Vertical forces, and thus shear forces, may of course be evaluated by using the principle of equilibrium on a rigid body. All vertically aligned forces in the y-axis must sum to equal zero. The shear force may also be considered the integral of the loads in the vertical direction, or $$\ w = -\frac{dV}{dx}$$.

Similarly, moments may be evaluated by using the principle of equilibrium on a rigid body as well. However, bending moment may be evaluated as the integral of the shear force, that is to say $$\ V = \frac{dM}{dx}$$. Thereby, moment is also the double integral of the load in the vertical direction or, $$\ -w = \frac{d^2M}{dx^2}$$.

Torsional forces in the opposite axis are to be evaluated in the same manner as bending moments, although care must be made not to confuse forces in other directions with those contributing to torsional stresses.

Bending
List of area moments of inertia A bending beam is $$\ w$$.

Assignments
Activities:
 * Create an activity

Readings:
 * Peruse the appropriate sections of Statics
 * Introduction to Structural Design, Virginia Tech.

Study guide:
 * 1) Wikipedia article:Distributed force
 * 2) Wikipedia article:Center of mass
 * 3) Wikipedia article:Centroid
 * 4) Wikipedia article:List of centroids
 * 5) Wikipedia article:Pappus's centroid theorem
 * 6) Wikipedia article:Beam (structure)
 * 7) Wikipedia article:Beam theory
 * 8) Wikipedia article:Statically indeterminate
 * 9) Wikipedia article:Torsion
 * 10) Wikipedia article:Shear
 * 11) Wikipedia article:Bending
 * 12) Wikipedia article:List of area moments of inertia

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User talk:Aslinkirkpatrick

Welcome
Hello Aslinkirkpatrick, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 01:38, 8 November 2007 (UTC)

Ivan Illich
Aslin: participating in the reading group is pretty much just a matter of reading any chapter you wish (they're available online thru the groups page), then either making some notes on the associated notes page or participating in any chapter discussions that are going on, or starting discussions yourself. The group has slowed down a bit of late, but any comments are usually responded to and welcome in that they collectively create a nice resource for others reading the text to review. Countrymike 22:18, 18 March 2008 (UTC)

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User:Aslinkirkpatrick

Hi, my name is Aslin Kirkpatrick. I am a 3rd year Multimedia student at McMaster University, Hamilton, Ontario. I am mostly interested in how technology permeates through our education system today and how tools such as interface can be utilized to better a web course delivery. I am also conducting a personal research on the effect of technology on our lives and how it change our societal value, as a student, individual, and as part of a community. I am documenting my journey as a student in my blog at http://www.30fps.ca/blog

Happy browsing!

title: User:Aslinkirkpatrick


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User:Businessman332211

Project Specific
This is a basic replication of my user page at wikipedia. Wikipedia is the main one I am active on, so I keep up with these others when I can. For a fresh user page see my user page on wikipedia (same name throughout all wiki projects).

Introduction
I spend a great deal of time on wikipedia and/or it's sister projects. I am not on all the time (obviously). I don't always get around to checking these sister projects. I am mostly active on wikipedia, and sometimes when I am in the mood or have something specific I want to do I am active on there sub-wiki projects). If you need something urgent please leave it on my talk page for wikipedia, even if it's something for this project I don't mind getting talks about it.  I have a login for each project so I can go back and forth as I choose.  If you need anything feel free to visit my wikipedia talk page and leave a message (same username).  Please specify what project it's about as most of my messages are related to wikipedia itself.

Also please note I only list the most important things in my watch list, and minor things I check manually from time to time. IF it's urgent, and you are wondering if it's in my watch list you can put it in my talk page and I will get back to you (normally within 24 hours if it's left on the wikipedia talk page.).

About Me
My name is Joyel and my profession is web developer/application developer. I freelance for a living, and continue to live off freelancing. I love my career and regular interval the internet (and wikipedia) to attempt to make my stand in society.

Hobbies
Here is a semi-comprehensive list of my hobbies:
 * Video Games
 * Reading
 * Writing
 * Anything Fantasy Related
 * Family Time
 * A few other things

Wiki Projects
These are wiki related projects I am a member of. Wikipedia is by far the primary one I am active on and other's I am just active on when I need to be, or have some extra time.

 * Wikipedia                   - Primary
 * Wiktionary                - Secondary
 * Wikibooks                  - Secondary
 * Wikiquote                  - Secondary
 * Wikisource                - Secondary
 * Wikimedia Commons     - Secondary
 * Wikimedia Incubator - Secondary
 * Wikispecies              - Secondary
 * Wikinews                    - Secondary
 * Wikiversity              - Secondary
 * Meta Wiki                 - Secondary

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User talk:Businessman332211

General Explanation
I am a member of each and every wiki project (aside from the foundation wiki because it doesn't accept general members. I work MOSTLY off the english wikipedia but I am present on all of the sister projects from time to time. I do not always get on them all all the time.  Basically if you need anything that's halfway important about any of the wiki-projects, then please put them on my talk page (same username) for wikipedia.  I check these whenever i get some time to do extra work on one of the other wiki's.  It just depends on what I feel like doing and when I get some extra time for some of wikipedia's, sister projects. --Businessman332211 02:12, 8 November 2007 (UTC)

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User:Ron Ritzman/monobook.css

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User talk:Ron Ritzman

Welcome
Hello Ron Ritzman, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 05:32, 8 November 2007 (UTC)

title: User talk:Ron Ritzman


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User:Bold Vier~enwikiversity

Hello! How are you?

I'm currently an engineering student!

Next year I'm doing my masters degree!

vier

title: User:Bold Vier~enwikiversity


text:
User talk:Bold Vier~enwikiversity

Welcome
Hello Bold Vier, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 06:51, 8 November 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bold Vier. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bold Vier~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 23:31, 17 March 2015 (UTC)

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

title: User talk:Bold Vier~enwikiversity


text:
User talk:Bazis

Welcome
Hello Bazis, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 06:52, 8 November 2007 (UTC)

title: User talk:Bazis


text:
User talk:Elemental~enwikiversity

Welcome
Hello Elemental, 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; for 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 06:52, 8 November 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Elemental. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Elemental~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 23:35, 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) 06:06, 19 April 2015 (UTC)

title: User talk:Elemental~enwikiversity


text:
User:Dmf

Escola de Engenharia

Engenharia Electrotécnica

title: User:Dmf


text: File:RSS feed.png

title: File:RSS feed.png


text:
User:LifeIsArt

Why Am I Here?
I'm just here to help out.

I'm expert in very few subjects, but I'm willing to do what I can. Most of that will probably be more in line with cleaning, copyediting, and proofreading. If I turn out to be useful, I may eventually consider myself a WikiGnome, but for now I'm still at the bottom of the learning curve.

title: User:LifeIsArt