text:
User talk:IanO~enwikiversity

 Hello IanO, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (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 IanO. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name IanO~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 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) 06:11, 19 April 2015 (UTC)

title: User talk:IanO~enwikiversity


text:
User talk:Kjt387~enwikiversity

 Hello Kjt387, 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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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 Kjt387. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kjt387~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 23:36, 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) 06:13, 19 April 2015 (UTC)

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

title: User talk:Kjt387~enwikiversity


text:
User talk:Favourini

 Hello Favourini, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Favourini


text:
User talk:Mystyck

 Hello Mystyck, 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 2 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Mystyck


text:
User talk:Koopa516

 Hello Koopa516, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Koopa516


text:
User talk:Varisra

 Hello Varisra, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Varisra


text:
User talk:Sibajenek

 Hello Sibajenek, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Sibajenek


text:
User talk:Relledge

 Hello Relledge, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

coordinator?
Hi! I have seen a few pages like yours (Communication Devices in the Preschool Classroom) on this wiki with similar layout, so I thought it is some kind of joint effort or course. May I ask who is coordinating this on WV, if there is such a person? --Gbaor 09:49, 21 December 2009 (UTC)

title: User talk:Relledge


text:
User talk:Kwarrington 8150

 Hello Kwarrington 8150, 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:19, 2 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 2 October 2009 (UTC)

Australia
Thanks for your work on this page. Let me know if I can help - I live near Canberra, Australia. -- Jtneill - Talk - c 01:51, 3 October 2009 (UTC)
 * FYI, you may find this helpful: Help:List. Sincerely, James -- Jtneill - Talk - c 00:23, 18 October 2009 (UTC)

title: User talk:Kwarrington 8150


text:
User talk:Jordansmith~enwikiversity

 Hello Jordansmith, 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:19, 2 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 2 October 2009 (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 Jordansmith. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jordansmith~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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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) 06:12, 19 April 2015 (UTC)

title: User talk:Jordansmith~enwikiversity


text:
User:D.P.

User: D.P. talk 07:21, 2 October 2009 (UTC)

title: User:D.P.


text:
User talk:D.P.

User: D.P. talk 07:21, 2 October 2009 (UTC)

title: User talk:D.P.


text:
User:ChayaninP

Hello, I'm Chayanin Actually,You can call me O. My major is IB. I take this course because I think I have some problem with computer. by learning computer essentail, I hope it will help me improve my computer skill.

User:ChayaninP/Twitter Faceoff

title: User:ChayaninP


text:
User:Sirintorn

The specs for the best PC computer

Motherboard GigaByte GA-MA790FXT-UD5P Motherboard AMD 790FX + SB750 Chipset

Processor                   Intel Core 2 Extreme QX9770 Memory                    GEIL 4GB DDR 3 1600 Case                               SP Super Power S-101-C9 Power supply              Thermaltake TR 420W Floppy drive                X:Drive 2.03 Hard drive                   Seagate Barracuda 1TB SATA II, 7200RPM, 32 MB CD/DVD                        Asus DVD-RW DRW - 20B1ST SATA Keyboard & Mouse     Microsoft S051-00017 Wireless Optical Elite Video card                    Asus GF9800GX2 Monitor                        SONY CPD-G530 21" FD Trinitron Sound card                   Creative Audigy 2 ZS Platinum Pro Modem                         SureCom, External; wireless. ADSL router

Homework 2 1.	How is Facebook and Twitter the same? Facebook has more upgrade things like games, chat, video, etc…..but twitter is new so it’s just page people can comment on……also twitter has trending topics……which facebook doesn’t have…. I think twitter have to upgrade their site more so that they could attach peoples. 2.	Why do you think Facebook is worried about competition from Twitter? Because it’s almost the same…..also their provide music….since twitter is new people would want to try out for twitter and if it’s famous then everyone will give interest on it…….like at first they play hi5…..later on there is facebook…so now people is playing facebook……if twitter come then I think everyone will use the website….that’s why facebook is worried about the competition. (the second homework was send in email at first)

Homework 3 Which operating system is best for you: 79.07% use Windows XP 7.91% use Windows vista 3.41% use MacIntle 3.16% use Windows 2000 3.14% use Mac OS 0.82% use Windows 98 2.39% uses others The best operating system use by the % is Windows XP. what operating system should install on our notebook? So the best operating system that people should install in our notebook is XP window, since vista is to slow in runing many programs, and window 7 is very new to know that it's good or not.

Sirintorn 10:43, 18 November 2009 (UTC)

title: User:Sirintorn


text:
Volunteer motivation

This page is for exploring the motivations underlying volunteering.

title: Volunteer motivation


text:
Volunteer Functions Inventory

This page is for teaching and research related to use of Clary and Snyder's Volunteer Functions Inventory which assesses motivations for, and rewards (functions) of, volunteering - or volunteer motivations.

Assumptions

 * 1) People are purposeful, planful, goal-directed -- Volunteers engage in volunteer work in order to satisfy important personal goals
 * 2) Different people may do similar things for different reasons -- Volunteers performing the same volunteer activity for the same organization may have different reasons for volunteering
 * 3) Any one individual may be motivated by more than one need or goal -- An individual volunteer may be attempting to satisfy two or more motives through one activity at your organization
 * 4) Outcomes depend on the matching of needs and goals to the opportunities afforded by the environment – Successful volunteer recruitment, satisfaction, and retention is tied to the ability of the volunteer experience to fulfil the volunteer’s important motives

title: Volunteer Functions Inventory


text: User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog/Pushing the envelope


text:
Category:Motivation and emotion

(subpages)

title: Category:Motivation and emotion


text:
Comparative Teaching of Old Greek and Latin/Lesson 03 Part 1

Comparative Teaching of Old Greek and Latin Lesson 03 Part 1

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''LESSON 03  PART 1. The substantives of male gender. Masculine substantives.'''

(All substantives must be learned with their nominative and genitive cases.)

3.1.1. The masculine substantives of the Old Greek Language.

Substantives or nouns are the declinable words that mean persons, animals, things, energy, situation or property and are separated in concrete (ἄνθρωπος) and abstract (ἐνέργεια), in proper (Σωκράτης) and common (πόλις). Masculine nouns in Ancient Greek are those that take as article the particle (ὁ). The Old Greek Language, as well as Latin Language, maintained the thematic masculine substantives of the Indoeuropean Language, that is to say, those that take a thematic vowel between the stem of the word and the ending,  in the first  and second declensions and the not thematic in the third declension. The masculine nouns of the first declension are formed with the thematic vowel of the Indoeuropean Language -a- and of the second declension with the thematic vowel -ο-. From the three languages that maintain better the inflection system of substantives of the Indoeuropean Language, that is to say, Greek, Latin and Sanskrit, Ancient Greek approaches more to the declension forms of the Indoeuropean Language, as they are shown in the following table:

Declension of the masculine substantives of the first and second declension:

Article	 / Indoeuropean in  -ος   /	A' declension in -ης   / Β΄ declension in -ος   /  B΄ declension contracted

Singular number

ὁ	/  *  agr-o-s1,2,3,4	/    λοχί-ας	/    ἐργάτ-ης	  /    βί-ος	  /    ἔκπλους τοῦ	/  *  agr-o-sjo        /    λοχί-ου	/    ἐργάτ-ου	  /    βί-ου	  /    ἔκπλου

τῷ	/  *  agr-o-i	        /    λοχί-ᾳ	/    ἐργάτ-ῃ	  /    βί-ῳ	  /    ἔκπλῳ

τὸν	/  *  agr-o-m	        /    λοχί-αν	/    ἐργάτ-ην	  /    βί-ον	  /    ἔκπλουν

ὦ	/	-              /    λοχί-α	/    ἐργάτ-α	  /    βί-ε	  /    ἔκπλου

Plural number

οἱ	/ *  agr-o- s  	/    λοχί-αι	/    ἐργάτ-αι	  /    βί-οι	   /    ἔκπλοι

τῶν	/ *  agr-o-m   	/    λοχι-ῶν	/    ἐργατ-ῶν	  /    βί-ων	   /    ἔκπλων

τοῖς	/     -	        /    λοχί-αις	/    ἐργάτ-αις	  /    βί-οις	   /    ἔκπλοις

τοὺς	/ *  agr-o-ns	        /    λοχί-ας	/    ἐργάτ-ας	  /    βί-ους	   /    ἔκπλους

ὦ	/	 -             /    λοχί-αι	/    ἐργάτ-αι	  /    βί-οι	   /    ἔκπλοι

Dual number

τὼ	/	-              /    λοχί-α	/     ἐργάτ-α	   /     βί-ω	    /    ἔκπλω

τοῖν	/	-              /    λοχίαιν	/     ἐργάτ-αιν    /  	 βίοιν	    /    ἔκπλοιν

The first declension includes masculine nouns ending in -ας and -ης. All of them in genitive singular end in -ου  and in genitive plural  are stressed in the ending, with the exception of the substantive "οἱ ἐτησίαι τῶν ἐτησίων" which means annual winds,  etesian winds. The national names (ὦ Πέρσα), those nouns which do end in -της (ὦ πολῖτα) and the compound nouns  having as second part the   -άρχης, -μέτρης, -πώλης, -τρίβης, -ώνης,  (ὦ γυμνασιάρχα, ὦ παντοπῶλα), form  the singular vocative  in -α  instead of  -η.

There also exist the contracted nouns of the first declension  as  Ἑρμέας, -ῆς, which are declined precisely as the non contracted ones, but they contract the thematic vowel -α  with the preceding -α  or  -ε of the stem  (Ἑρμέας -ῆς, Ἑρμέου -οῦ, Ἑρμέα -ῇ, Ἑρμέαν -ῆν, Ἑρμέα -ῆ,  Ἑρμέαι -αῖ, Ἑρμεῶν -ῶν, Ἑρμέαις -αῖς, Ἑρμέας -ᾶς, Ἑρμέαι -αῖ). We shall analyze in the texts the forms of the dual number. The article τώ of the dual number is used for the nominative, accusative, vocative and  the article τοῖν   for the genitive and dative.

The second declension as well has contracted nouns in -όος  -οῦς, that they contract the thematic vowel  -ο- with the preceding  -ο- or -ε- of the stem (πλόος, -οῦς, πλόου -οῦ, πλόω -ῷ, πλόον - πλοῦν, πλόε -οῦ, πλόες -οῖ, πλόων -ῶν, πλόοις -πλοῖς, πλόους -οῦς, πλόες -οῖ).

The ending -osjo or  -oso  of the Indoeuropean Language became -ου in Old Greek, after the missing of -σ- between vowels and the contraction of the  remaining two -ο into -ου. The ending -m of the  accusative of singular and of the genitive plural became -ν. The -n of the ending of  the accusative plural was removed before   -s while at the same time  the previous short thematic vowel -ο- became long  -ου-.

Declension of the masculine substantives of the third declension:

Article / Indoeuropean  /  ending in palatal (κ,γ,χ)   /  ending in  -ντ	/  ending in vowel    /ending in  -εύς

Singular number

ὁ	 /  *  reg-s1,2	/   κόραξ   (κ-ς)  /	 γίγας    (ντ-ς)  /   ἰχθύ-ς     /    ἱππεύ-ς

τοῦ	 /  *  reg-os	        /   κόρακ-ος	   /     γίγαντ-ος	  /   ἰχθύ-ος	 /   ἱππέ-ως

τῷ	 /  *  reg-i,  -ei	/   κόρακ-ι	   /     γίγαντ-ι	  /   ἰχθύ-ι	 /   ἱππεῖ

τὸν	 /  *  reg-m  	        /   κόρακ-α	   /     γίγαντ-α	  /   ἰχθύ-ν	 /   ἱππέα

ὦ	 / 	 -             /   κόραξ   (κ-ς)  /	 γίγαν	          /   ἰχθύ	 /   ἱππεῦ

Plural number

οἱ	 /   *  reg-es	        /   κόρακ-ες	   /    γίγαντ-ες	  /   ἰχθύ- ες	 /   ἱππεῖς

τῶν	 /   *  reg-om	        /   κοράκ-ων	   /    γιγάντ-ων	  /   ἰχθύ- ων	 /   ἱππέων

τοῖς	 /        -	        /   κόραξι  (κ-σι) / 	γίγασι   (ντ-σι)  /   ἰχθύ- σι	 /   ἱππεῦσι (ν)

τοὺς	 /   *  reg-ns	        /   κόρακ-ας	   /    γίγαντ-ας	  /   ἰχθῦ-ς	 /   ἱππέας

ὦ	 /	  -            /   κόρακ-ες	   /    γίγαντ-ες	  /   ἰχθύ-ες	 /    ἱππεῖς

Dual number

τὼ	 /	   -           /    κόρακ-ε	   /    γίγαντ-ε	   /    ἰχθύ-ε	  /   ἱππεῖ

τοῖν	 /	   -           /    κοράκ-οιν	   /    γιγάντ-οιν	   /    ἰχθύ-οιν   /   ἱππέ-οιν

The third declension includes masculine nouns having stems ending in a consonant and masculine nouns having stems ending in a vowel. The consonant-ended and the vowel-ended nouns of the third declension are declined by the same endings and differ only in the accusative (-α /-ν) and vocative (-ς / -) singular as well as in the accusative plural (-ας / -ς).

The vowel-ended nouns ending in -ως, -ωος, as the noun ὁ ἥρως, are declined precisely as the consonant-ended ones. All monosyllabic masculine nouns in the genitive and dative of singular and plural are stressed in last syllable, except the genitive plural Τρώων, παίδων, Θώων. Masculine nouns having two stems and ending in -υς, as ὁ πῆχυς, maintain the -ε- of  the stem in  genitive and dative singular and in all plural cases (πῆχυς, πήχεως, πήχει, πῆχυν, πῆχυ, πήχεις, πήχεων, πήχεσι, πήχεις, πήχεις)  and form the genitive singular in -εως  because of a change in the prosody of the two syllables of the form -ηος (πόλε-ως < πόλη-ος). The masculine nouns as ὁ ἱππεύς,  ὁ, ἡ βοῦς,  remove the character digamma between vowels and  change it in -υ  before a consonant  or in the end of a word. Contrary to the accentual rules they take in the vocative case circumflex (ἱππεῦ).

The labial-ended stems of the third declension nouns change the labial character of the stem (π,β,φ)  before the  -σ-,  -σι of the ending in -ψ (Ἄραψ <Ἄραβ+ς). The dental-ended stems of the third declension nouns remove the dental character of the stem (τ,δ,θ) before the -σ-, -σι of the ending (τάπησι <τάπητ-σι). The masculine nouns in   -ντος, -νος, -ρος, when they have the accent on last syllable, have the vocative singular similar to the nominative and when they do not have it on last syllable, they form the vocative singular by the naked stem (ὦ ἱμάς, ὦ γίγαν, ὦ ἐλέφαν). Nouns of one or two stems ending in a nasal consonant remove the character -ν of the stem before the -σι of the ending in dative plural (τιτάν - τιτᾶσι <τιτάν-σι, ποιμήν - ποιμέσι <ποιμέν-σι ). The contracted masculine nouns the stem of which end in a consonant as ὁ πατήρ, ὁ ἀνήρ remove the -ε- of the second syllable in genitive and dative singular (πατρός <πατέρ-ος, πατρί, ἀνδρός, ἀνδρί) and in vocative maintain the -ε- (ὦ πάτερ, ὦ ἄνερ). Finally masculine nouns having stem ending in -σ- as Σωκράτης < Σωκράτεσ-, Περικλῆς < Περικλέεσ-, form the nominative singular by the naked stem and at the same time extent the short vowel -ε- of the ending in -η-  (Σωκράτης < Σωκράτεσ-) and form the  genitive, dative and accusative by removing the -σ- between vowels (Σωκράτεσος - Σωκράτους, Σωκράτεσι - Σωκράτει, Σωκράτεσα - Σωκράτη)  and contraction of the remaining two vowels. They also form the accusative singular as wel as in -ην (Σωκράτην),  according to the nouns of the first declension, and the vocative singular by the naked stem (Σώκρατες). Old Greek maintained the endings of the Indoeuropean Language but changed the final -m of the genitive plural in -ν and removed the syllabic sound n of the ending in the accusative plural of those nouns having a stem ending with a vowel,  and  made it -α in nouns having a sterm ending with a consonant. Special cases of masculine substantives will be examined in the texts.

3.1.2. The masculine substantives of the Latin Language.

Masculine nouns in Latin are usually those that declare male beings and their professions, names of populations, of winds, of rivers, of nations, of months. The first declension have a few masculine nouns and the fifth one have the noun dies = day, not always, and the noun  meri'dies - noon.

Declension of the masculine substantives in Latin:

Cases     /   A' Declension	 /  B' Declension   /    C' Declension	    /   D' Declension	/  E' Declension

Singular number - Numerus singularis

Nominative     /    naut-a	 /     nu’mer-us   /	rex   (reg-s)	    /    exe’rcit-us	/     di-es

Genitive      /     naut-ae	 /     numer-i	   /    reg-is	            /    exe’rcit-us	/     di-e’i

Dative	      /     naut-ae	 /     numer-o	   /    reg-i	            /    exerci’t-ui	/     di-e’i

Accusative    /     naut-am	 /     numer-um	   /    reg-em	            /    exe’rcit-um	/     di-em

Vocative      /     naut-a	 /     numer-e	   /    rex	            /    exe’rcit-us	/     di-es

Ablative      /     naut-a	 /     numer-o	   /    reg-e	            /     exe’rcit-u	 /     di-e

Plural number - Numerus pluralis

Nominative   /      naut-ae	 /     numer-i	    /   reg-es	            /     exe’rcit-us	 /    di-es

Genitive     /      naut-a’rum	 /     numer-o’rum  /	reg-um	            /     exerci’t-uum	 /    di-e’rum

Dative	     /      naut-is	 /     numer-is	    /   re’g-ibus	    /     exerci’t-ibus	  /   di-e’bus

Accusative   /      naut-as	 /     numer-os	    /   reg-es	            /     exe’rcit-us	  /    di-es

Vocative     /      naut-ae	 /     numer-i	    /   reg-es	            /     exe’rcit-us	  /    di-es

Ablative     /      naut-is	 /     numer-is     /	reg-ibus	    /     exerci’t-ibus	  /    di-e’bus

dies: Usual only in the singular number.

The contracted masculine nouns of the B' declension, as puer, ager, are declined regularly but in the nominative and vocative singular remove the ending -us and -e  (puerus > puer, agrus >agr > ager). Of these those having before the -r of the stem a consonant develop before the -r in the nominative and vocative a euphonic  -e- sound (agrus > agr- > ager, ager). The noun deus (= god) has the vocative as  dive or deus and  contracts the -e- of the stem with the -i- of the ending (dei-dii-di, deis-diis-dis). Masculine nouns having more than two syllables and ending in -ius contract the two -i- in the genitive singular in -i- (Vergi'lius - Vergilii - Vergi'li) and maintain the accent in the penultimate. Main names ending in -ius and the common noun fi'lius form  the vocative in -i (Vergi'li, fili).

Masculine nouns of the third declension with a stem ending in a vowel and having the same number of syllables both in nominative and genitive singular (isosyllable) are declined in the same way as those having a stem ending in a consonant (not isosyllable), the genitive of which has one more syllable than the nominative. These nouns form the genitive plural by the ending -ium instead of the ending -um (civis, civis, cives, ci’vium), except the masculine nouns  canis1, canis, canes, canum, and ju'venis, ju'venis, ju'venes, ju'venum). In the same way momosyllable nouns having a stem ending in two or more consonants form the genitive plural by the ending -ium  instead of the ending -um  (fons, fontis, fo'ntium, pons, pontis, po'ntium). Masculine nouns having the same number of syllables both in nominative and genitive (isosyllable) and denoting names of rivers form the accusative singular in -im and the ablative singular in -i  (Albim, Ti’berim) as well as masculine nouns denoting names of  months ending in  -is or -er  (Apri'lis, Nove'mber) and common nouns ending in -is, which at first were adjectives,  (anna’lis, nata’lis, Athenie’nsis) form the ablative singular in -i (anna’li, nata’li, Athenie’nsi).

The substantives of the D' declension are mainly masculine. A few are neuter and very few are feminine nouns (feminine: acus = needle, domus = house, residence, manus = hand, tribus = race, po'rticus = gallery, idus,= the 15th or 13th day of the month). The substantives of the E' declension are all feminine. Masculine is the noun dies = day, when it does not declare time or limited time, and the noun  meri'dies (midday) always. More special cases of masculine substantives will be examined in the texts.

The ending -osjo or  -oso  of the Indoeuropean Language became -i or -us in Latin. The ending -m of the  accusative singular and of the genitive plural was maintained in Latin. The -n of the ending of  the accusative plural was removed before -s while at the same time  the previous short thematic vowel  in  most cases became long.

3.1.3. Peculiarities, deflections and  completions:

(These elements are studied in second and in third phase, i.e. after it has been completed the study of the regular course.)

1. Functional or useful  only in the singular number are usually the names of metals, nouns declaring natural phenomena and situations and abstract nouns (Περικλῆς, ἄργυρος, ἡ ἠχώ, τὸ γῆρας, ἡ αἰδώς). Functional only in the plural are main names of plural number and names of feasts (αἱ Ἀθῆναι, τὰ Παναθήναια, Saturna’lia). Functional only in the dual number are persons or things that constitute, from their nature, a pair or go together (τὼ πόδε, τὼ χεῖρε, τὼ βόε).

2. Nouns δεσπότης  and ἀδελφός  have the accent on the antepanultimate in the vocative singular (ὦ δεσποτα,  ὦ ἄδελφε).

3. The nominative of the dual number in the second declension contracted nouns when it is stressed in last syllable takes, contrary to the rule, acute (τὼ θρώ,  τὼ ὀστώ). 4. The second declension masculine nouns, declined according to the attic declension, are declined  as the regular second declension nouns, but have  ω and  ῳ  instead of ο and οι,  they have the vocative similar to the nominative, they usually form the accusative singular without final -n and in all cases are stressed as in the nominative (ὁ λεώς, λεώ, λεῲ, λεώ, λεώς / λεῲ, λεών, λεῲς, λεώς, λεῲ).

5. The nouns ὁ παῖς  and  ἡ τυραννίς form the vocative singular without ending (ὦ παῖ,  ὦ τυραννί).

6. Nominative, accusative and vocative are called strong cases and the remainder week cases. 7. The ending of the genitive plural in the first and second declension nouns of Latin is also found in -um  instead of    -orum, -arum, particularly in ancient forms.

8. Nouns civis,-is (= citizen), ignis, -is m, (= fire), navis,-is f, (= boat), imber, imbris m, (= rain,)  usually  have ending  in i the ablative singular (civi, igni, navi, imbri).

To continue look at: ../Lesson 03 Part 2/ To see the Introduction look at: ../Introduction/


text:
User:Pimnina

'''Hi, my name is Nalina Pinthong. I'm a student in MUIC. I love to study about computer!!!! ^^'''

HOMEWORK I Find the specs for the best PC computer and post it on your blog. The hardware in bold are the specs I'll pay most attention to.

 * Motherboard - ASUS Rampage II Extreme Intel X58 Triple-Channel DDR3 LGA 1366 / SLI CF/ SATA6+1/ 1394*2

 * Processor - Intel Core i7 950 Bloomfield 3.06GHz 4.8GT/s QPI Socket 1366 Quad Core 45nm Processor

 * Memory - G.Skill DDR3 RAM 6GB 1600MHz DDR3 XMS Dominator

 * Case - Zalman Z-Machine LQ1000 Aluminum ATX Computer Case, Integrated Liquid Cooling, w/ 220mm LED Fan, USB & 1394. ds-dh

 * Power supply - iStarUSA 2000W 1U Redundant Power Supply, Model: IS-2000R4H1UP
 * Floppy drive - Verbatim External Titanium Edition Floppy Disk Drive

 * Hard drive - WESTERN DIGITAL WD 2000GB MY BOOK WORLD EDITION II External Hard Drive 2000GB

 * CD/DVD - LG WH08LS20K 8X Blu-ray Writer, 8X BD-R, 2X BD-RE, 16X DVD+R, 5X DVD-RAM, 6X BD-ROM, 2MB Cache

 * Keyboard - Wireless RF-250 Keyboard w/ Detachable Touch Pad, Gel Wrist Rest & USB Receiver

 * Mouse - Microsoft Wrls Mobile MSE 3000 Shipper

 * Video card - PNY VCQFX5500-PCIE-PB Quadro FX5500 1GB GDDR2 PCI Express x16 Workstation Video Card

 * Monitor - Samsung 275T+ 27in WUXGA Computer LCD Monitor, 6ms GTG, 1000:1, w/ D-sub, DVI, HDMI, S-Video, Component

 * Sound card - Creative Sound Blaster X-FI Elite Pro Stereo Output : 116dB SNR quality- Control Box- 64MB of on-board X-RAM

 * Modem - Citel Technologies E-GWY2M1-SLM24

HOMEWORK II

 * How is Facebook and Twitter the same?

For me, I think there have many things in common except their goals.Facebook goal is to find your old friends or someone you already know, but Twitter goal is to find new frinds or to promote yourself. The same are that both Facebook and Twitter have communication tool, people can also upload pictures, they have search tool, and plople can also write short blogs on them.

 * Why do you think Facebook is worried about competition from Twitter?

First of all, Twitter seems to be easier to use than facebook. Also, twitter allow everyone to follow people they like unless they are logged. Moreover, people get faster respond from Twitter than Facebook. On the other hand, Facebook seems to be more difficult to use or update, and It also requires users to allow others to connect. Finally, people get slower respond from Facebook than Twitter.

Today, many applications in Twitter are being developed, and people seem to enjoy with what Twitter has. Therefore, Facebook should be more concern about itself.

title: User:Pimnina


text:
User:Mandara Hell

Mandara Hell
AP English Language

Units
Education

What does it mean to be literate?

 * Douglas, Frederick. “Learning To Read.” 1845. Norton reader anthology of nonfiction. 11th Ed. New York: W.W. Norton & Co., 2004. 408-12. Print

Rhetorical Mode: Narration

Frederick, Douglas was a slave like any other African in those days, he was a slave for life. The mistress show him how to write; as he pushed him self to his limits and learn more on his own time and find way to learn.

“I loathed them as being the meanest as well as the wicked of man.” “The Silver trump of freedom had roused my soul to eternal wakefulness.” (410)

Mandara Hell

 * Welty, Eudora.” Clamorous To Learn.”1983. Norton reader anthology of nonfiction. 11th Ed. New York: W.W. Norton & Co.2004. 413-17.Print

Rhetorical Mode: __________

In the story start how to fail to get a 100 on his spelling and his mom began to get mad. Along the way the student met this Latino teacher whom has inspire and waking his skills and abilities.

“Learning Latin fed my love for words upon words, words in continuation and modification, and the beautiful, sober, accretion of a sentence.” (417)

Mandara Hell

Rhetorical Mode: Narration It recalls many times as his desired and learns. His desired will not last like his education will stay for life. Every recall he appears learning different Skills.
 * Brand, Dionne, “Arriving At Desire.” 1999. Norton Reader an anthology of  nonfiction.                    11th Ed. New York: W.W Norton & Co., 2004. 418-20.Print

“This book I had found inhabited me with its terror and revolution.” (420)

Mandara Hell

 * Thurber, James.” University Days.” 1933. Norton reader an anthology of nonfiction. 11th Ed. New York: W.W. Norton & Co., 2004. 437-41. Print

Rhetorical Mode: Narration

It set as the university recall how university feels everyday you spend. Therefore his off as he was getting yell. More days he spend the more depressing his days were. “I moved restlessly and the fly flew away.” (441)

Mandara Hell

title: User:Mandara Hell


text: User:Tinystu

title: User:Tinystu


text: User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog/Pushing the envelope2


text:
Talk:Comparative law and justice/Pakistan

The questionable material has been removed; a better understanding of copyright means these violations should not occur in the future.
 * OK, thanks for your attention, I've removed the copyvio notice. -- Jtneill - Talk - c 15:28, 2 October 2009 (UTC)


text:
Help:Oversight

 * 1)  When deleting a page with sensitive info make sure to use an edit summary, otherwise the default is to include the first line of text from the page. That causes some of the info to remain visible in recent changes and the deletion log even though the page is deleted.
 * 2) Never make the oversight request on wiki because that draws attention to the libel, personal information, or whatever is being oversighted. Go to #wikimedia-stewards and type "@steward oversight en-wv" to get their attention. The bot will list the stewards in the channel. When one of them responds, use private message to tell them the page and/or edit comment that needs oversight.  You can also request that a username be deleted.  This might be needed if the username contains a personal attack, for example.
 * 3) Since the above was written, revision deletion was enabled, which allows custodians to selectively delete revisions, revision usernames, and edit summaries. With this, oversight is rarely needed. Oversight will hide material even from custodians.

title: Help:Oversight


text:
Noli Me Tangere/Chapter 1 Quiz

Quiz
{The house of Kapitan Tiyago can be found in __________ - Daang Arlequi + Daang Anluague - Daang Abreo - Daang Aquas
 * type=""}

{The name of the river found beside the house of Kapitan Tiyago is _______ - Intramuros + Pasig - Binondo - Binuto
 * type=""}

{This person is the main acceptor of visitors. - Tiya Ana + Tiya Isabela - Maria Clara - Kapitan Tiyago
 * type=""}

{Padre Damaso lived in San Diego for __ years. - 10 - 15 + 20 - 25
 * type=""}

{The Governor-general removed Padre Damaso in San Diego because _______ - He stayed too long in the town. - Old ladies are the only people who tend to go to the church. + He ordered re-digging of a tomb of a noble man. - Townsfolk didn't like him anymore.
 * type=""}

{Tenyente Guevara shouted at Padre Damaso because ___________ - Padre Damaso speaks falsely. + He speaks very fast that he did not even respect Spain. - He is very angry at Padre Damaso. - The friar is very talkative.
 * type=""}

{The tension between Tenyente Guevarra and Padre Damaso was cooled down by ________ + Padre Sibyla - Padre Salvi - Senor Laruja - Doctor Espadaña
 * type=""}

Conceptual questions

 * If you were Padre Damaso, will you do the same thing like expressing disrespect of your country because of uncontrollable temper? Or will you do the same ill-tempered act as shown by Tenyente Guevara?
 * If you are about to decide what will be the role of the lieutenant, how will you tell Padre Damaso that he is speaking in a very offensive way?
 * What are the visitors talking about? Is it rightful to talk about this matter inside a Filipino's house? Or in others' house? Why?

title: Noli Me Tangere/Chapter 1 Quiz


text:
User talk:Stevenarntson/summer 2009

Sculpture Park
Neblina From Wednesday freshmand seminar, is the scuplture park free to get too? Neblinahayes

 * Neblina,
 * Yes.
 * Best, Stevenarntson

Directions
Thanks for the clear directions! I could see how this could have been complicating. JoeReikow

Absent
Will not be attending class today due to a scheduling conflict at work. Will there be anything i need to do to prepare for next week!? Lindsyplunkett

 * Lindsey,
 * Complete your work on the Always Wanted To project, as I noted on your Userpage. Today we talked about research and information literacy--the discussion will continue next week.
 * Best, Stevenarntson

Freshman Seminar Absence
Hello Steven, I'm Tommy Wilson, I am a student in your Friday 8am Feshman Seminar class. I missed last Friday and was wondering what I need to do to somehow make it up or at least get caught up for next fridays class. Thank You

 * Tommy,
 * Make sure you've got your Always Wanted To assignment posted and the schedule and research portions entirely filled out. Also, take a look at the links under week 2, which we'll continue going through next week.
 * Best, Stevenarntson

Always Wanted To Question
What I want to do project, I my roommate that the Rafting guild wont be able to take me and my finance out until week 8 which is sept 6th is that too late? Neblinahayes

 * I think that sounds fine--presentations won't occur until weeks 10 and 11, and you can work on research leading up to that time.
 * Best, Stevenarntson

Always Wanted To Topics
Hi Steven, Tommy Wilson again, since I did miss last Friday's class I wasnt able to run some topics I was thinking of using by you, so I guess I can just do that on here. I was think about making my goal about living within a budget, meaning, I have so much every 2 weeks to live off of, and so far I am failing miserably at it, lol, so I wanted to just make it my project. Form a list every week for food, etc., and see if I can stick to it. What do you think? It's the only thing I have come up with that can be done in a 10/9 week time frame and will be helpfull to my life as well. If there is sometime this week that I can catch you on campus before Friday to go over my idea in a little more detail let me know. Thank You

 * Tommy,
 * Go for it. My only question is with regards to research--what will the research portion entail? I'm sure there are some good online resources about living within a budget, and you might also be able to find some interesting stuff at the Seattle Public Library (where we're heading this week).
 * Best, Stevenarntson

Hi Steven, so I show up to the school at 8am on Friday just to be told there was no school, I guess I was the only one that didnt know about Institution Day, lol. Anyway, I have started making a journal about my budgetting and how its going. I got a couple books at the Seattle library on the subject as well. I am also finding some helpful research online, like menu planning for the week, stuff like that. I figure at the end I'll put it into a Power Point presentation and deliver it to you and the class. Just thought I'd let you know where I'm at on the sudject, see you Friday, unless there is another holiday I dont know about.

Link
I can't find where to put that link at.Andrewberhow

 * To what link are you referring? Stevenarntson

Haunted House ?
I'm trying to get in contact with owners of "haunted" places around Washington, but nobody has gotten back to me. Do you know of any solution to this? Or perhaps a more open place with people willing to let a group of teenagers into their establishment/home? KaseyGalash

 * Kasey,
 * I'm utterly ignorant about hauntings, I'm afraid. I do wonder if there are any local ghost hunting groups already active? Contacting people who are already doing it might be a good first step.
 * Best, Stevenarntson

 * Kasey,
 * I do know of there being a Ghost Hunting group that mother attended from time to time. They do have meetings that anyone can join. I think they are part of the TAPS family(Ghost Hunters off Syfy fame) not sure though. I can find out more info if you like?

Charliepina 16:46, 3 August 2009 (UTC)

 * Charlie,
 * Hey! I'd love to know what that group is. I am attending some meetings this month with a few groups in the area. One being AGHOST, the other WSPIR. I think AGHOST is part of TAPS, who I also got in contact with last week. Way cool.
 * Thanks!

71.112.135.68

 * Steve,
 * Is it tomorrow that we're going to the Seattle Public Library? If so, can I meet you all there? I get off the bus on 5th and Pine or something like that. Maybe Pike... Anyway I know it's close to there. Is that okay?
 * Thanks, KaseyGalash

 * Kasey,
 * We'll be doing some things in class first; the library doesn't open until 10 (which is a shame, I think).
 * Best! Stevenarntson

 * Steve,
 * Sorry, I always have questions. I'm doing my investigation on 8/20 at Fort Worden. That's a Thursday, and we're doing it overnight. I'm likely to miss class on the 21st, and though it's probably too early to tell, I was just wondering what I would miss and if I could make it up.
 * Thanks! 71.112.135.68

 * I believe that's week 6, which may involve some presentations in class--but if you miss, you can still present the following week. Best, Stevenarntson

 * Steve,
 * I will, in fact, be missing class this week. I've posted the midterm assignment on my page, and I'll probably be adding to it, but is that all I'll be presenting? Do I need a visual for next week?
 * Thanks, KaseyGalash

 * Kasey,
 * Presentations have ended up being week 7, and the assignment is posted on the Freshman Seminar page, with materials under this week's lecture. Let me know if you have any questions. Best, Stevenarntson

Presentation Guidelines? Missing?

 * Steve,
 * I tried clicking on the what I always wanted to presentation guidelines and it's telling me that page cannot be found. Any help on this?

Thanks, Justingleeson

 * Justin,
 * Sorry about that--a glitch. I've made a web-based version of the page here.
 * Best, Stevenarntson

title: User talk:Stevenarntson/summer 2009


text: Locus of control

title: Locus of control


text:
User:Stevenarntson/group spaces/2009fallanalytical

 * Rising Education Costs
 * Homelessness in Seattle
 * Drugs Not Hugs: A Critique of the Pharmaceutical Industry
 * Advertising: The More You Watch, The Less You Know
 * Plastic: Recycle or Reduce?


text:
User:Stevenarntson/group spaces/2009fallanalytical/group 1

=Group members= sign in here with ":" (a colon and three tildes).
 * Saramcmillen
 * Fraserbrearley
 * JenniferBrannon
 * SusyG
 * Daniellak
 * KatrinaD

=Overview=
 * 1.summary

Our group worked very well together. we didnt meet up but we always got our own individual parts done.
 * 2.reflective assessment

Everyone in the group got along very well, there were no problems. We were all open minded with everyones opinions and suggestions
 * 1.successes

We believe that our paper includes good information about the topic of rising education prices. Our narrative really introduces the topic and helps the reader understand this serious issue.
 * 2.failures

We could have gotten together and worked out the layout of our project. If we would have gotten together we could have fixed the flow of our project to make it sound better toghether.
 * 3.future strategies

Next time we plan to get together and make sure the paper does not sound like we did it individually and then put it together.

=A Narrative= I grew up in a very small, out of the way, town. Everyone knew everyone else and most things were easily procured. If you didn't have it and couldn't afford it from the local super Wal-Mart, then chances were a friend, family member, or neighbor had it and didn't mind sharing it.

When I turned 18, I decided to move to a city in California; it was everything I had expected, but different. I was attending a rather expensive school for a rather specialized skill. I couldn't afford anything other than my books and supplies for class and minimal food. It was a hard transition and I struggled to stretch my money out every month. Food was growing more scarce in my house and I started to get sick from not eating. I lived almost half-an-hour walk from school. One day, I was walking to school. I made it to the classroom before I passed out on the floor.

I woke up just a few minutes later but the damage was done. My parents were called and I was forced into counseling about my "eating disorder." No one would believe I simply couldn't afford food. After three months of this treatment and five more "episodes" of passing out, I gave up. I dropped out of school and went home, eyeball deep in debt since I had been forced to take(and pay for) counseling. I'm now 39 years old and have a steady job at the local super Wal-Mart. Last year I paid the last bill from the counselor and the loan that I took for school in the first place.

Now I can finally start my life. JenniferBrannon

=Introduction= In the Untied States, our economy is in dire straits. Wages are failing to keep up with the incredible growth of the cost of living. And sadly, the ones who are suffering the most from this fiasco are our future generations. The young adults who are just coming into their lives and are struggling to make ends meet in a stressful, money-hungry environment. One such environment is the northwest corner of the country: Washington State.

Here is an in-depth look at the challenge most college students face, and what schools are doing to both compound and counteract the problem.

=Opportunities=

Where Are You From?
Before one can even consider the opportunities a student has for college, the student's entire life education opportunities must be considered also. The issue comes from much before the student gets to college. Regional differences based on housing price determine the child's education. Where your family can afford to live is what determines most students' college opportunities. "Most low income families' children are given poor lower education and have prepared them very little for the standardized tests that determine college opportunities" (Rising College Cost is). From the same source it is stated, "No doubt low-income students are less prepared academically than higher-income students: They are more likely to come from educationally disadvantaged homes, to attend lousy schools, and to have SAT scores that lag 200 points behind those of higher-income students" (Rising College Cost is).

It appears that because the low income families cannot live in the more wealthy areas, their students have to go to elementary schools and secondary schools that are often times underfunded and lacking in decent teachers and opportunites. A study by a group created by congress, "Advisory Committee on Student Financial Assistance, only 34 percent of low-income eighth graders go on to graduate from high school qualified for college." This means students are at a disadvantage for college before they are even thinking about it because of where the family can live due to housing costs.

In the United States there is a concentration in wealth. This concentration of wealth has a lot to do with increasing executive salaries and tax policies that benefit upperclass. While those in the upperclass continue to make more, people living on minimum wage and and those who are working labor jobs can barely sustain healthy life. As a result of the wealth concentration, there is an extreme imbalance in equal opportunity. From an article titled "Income Inequality Obstructs Social and Economic Mobility", "The children of the poor now tend to stay poor while the children of the rich tend to stay rich because of tax and fiscal policies that favor the very wealthy."

The same source also shares that, "the payroll tax is highly regressive: Middle-class and poorer families pay a larger share of their paychecks in taxes than do those in the upper income brackets. Instead of promoting social policies to promote equal opportunity, the government has promoted policies favorable to the rich, thus accelerating the economic gap between the rich and the poor." So the issues that are present in post high school education are very broad: Low income housing has poor quality public schools, and those who live in low income housing tend to stay there, perpetuating the cycle. College costs are increasing and so is the gap between those who can afford it and those who can't. Fraserbrearley

What Schools are Affordable to You?
The cost of college has always been expensive, but now it is harder than ever for different people of all economic classes to be able to send their children to post high school education; especially those of lower classes. An article stating, "As college costs have risen, there has been a growing disparity between those who can afford to attend college and those who cannot"(Rising). Studies have shown that wealthier students make up the majority at most colleges and low income students get the short end of the stick. According to "Thomas G. Mortenson, roughly one in two students from families making more than $90,000 obtain a bachelor's degree by age 24 compared with 1 in 17 students from families making less than $35,000 a year(Rising)." With numbers like these it is impossible to deny that the schooling system is unbalanced.

The unbalance in the education system becomes quite apparent when addressing race. Hispanics and black have an especially difficult time affording college. Combined Hispanic and black college attendance fell from 34.6% of high schoolers in 1976 to 29.2% in 1983 (Bowen). In addition, many minority students arrive poorly prepared by understaffed urban ghetto and rural secondary schools. "It's discouraging," sums up Director Louis Sullivan of Morehouse School of Medicine "We have lost the legacy of the '60s and '70s in equal opportunity and in equity"(Bowen). So as the years have passed, the U.S. has not only greatly increased the gap between the wealthy and poor, but has also greatly decreased the ability for many to attain higher education.

The cost of education has become such a problem that the U.S. House of Representatives has set up the Committee on Education and Labor. The chairman of this sub-committee, Rep. Howard P. "Buck" McKeon (R-CA) stated at a roundtable meeting that, "Cost factors prevent 48 percent of all college-qualified, low-income high-school graduates from attending a four-year college and 22 percent from pursuing any college at all. At the rate we are going, by the end of the decade, more than two million college-qualified students will miss out on the opportunity to go to college" (Higher). There is something wrong when people who qualify for college can't attend it because of economic reasons.

"About half of college-bound Hispanics and blacks come from families with annual incomes of $12,000 or less. The tab for a four-year medical degree can now run up to $100,000 and for a three-year law degree up to $50,000. And student aid is drying up, both from the federal government and from many foundations. With less help in sight, undergraduate enrollments are also showing a decline"(Bowen). Fraserbrearley

Financial Aid/Money
Most students have to use loans to pay for school. Although grants and scholarships are out there, they are limited. Most student loans are interest-free while you are in school and you usually don’t have to start paying them off until six months after you graduate. The loans can be flexible and deferred temporarily if you return to school half-time or join the Armed Services, Peace Corps, VISTA, comparable volunteer organizations, or become a law enforcement office. You may have up to 10 years to pay off your loan depending on how much has been borrowed and if more or less minimum payments are being made.

Federal Perkins Student Loan and Federal Direct Subsidized Stafford/Ford Loans are awarded to students who financially need the money. This is an example of a loan that will have the interest deferred while the student is enrolled in school. Students who don’t qualify need-based assistance may qualify for Federal Direct Unsubsidized Stafford Loans. With this loan, the interest accrues on this loan during the time of enrollment, during grace periods, and during periods of repayment or deferment. Interest can either be paid when the student is in school, or it can be added to the principal for payment after school. Federal Direct Parent Loan for Undergraduate Students helps parents borrow money for their dependent undergraduate children. These loans are based on credit and not on need. Unsubsidized Stafford Loans and Federal Direct PLUS loans are also available for students with need. If the other loan programs are not enough, the school itself usually a loan program to offer. Saramcmillen

=Student Services=

Schools offer many programs that are supposed to assist the students with both daily life and school needs, such as housing programs, food services, and supplies for both life and school.

Housing
Housing cost is the second most expensive part about going to college. Whether a student is living off-campus or in a school sponsored housing complex, things can get uncertain. Some point of views could also call the housing contract for dorms another way for the school to wring money from the student. Forget the fact that many schools require freshman to live in the dorms, the contract that both the student and usually the parent is required to sign often carries restrictions on things the student can do and have in the building. For example, in addition to candles, incense, and pets, other forbidden items can include: a microwave, a grill (fire hazard), hotplates and outside refrigerators. These restrictions severely limit the students' ability to produce and preserve food, making the meal plan that often comes with the dorms even more of a necessity. But some schools do allow the student to rent items such as microwaves, hot plates, and electric skillets from 'approved companies'.

Also, the school has almost dictatorial power over students residing in dorms, including in the contract: the right to enter the residence with little or no notice, to move students living arrangements as they 'see fit,' and even banning the running of a business, even an "on-line" business on school property.

The school provides the basic necessities such as heat, electricity, water, and needed maintenance but expects the student to fend for themselves if they want unacknowledged necessities such as Internet in the students' living quarters. Any abnormal damages that go beyond basic wear and tear of the apartment or the furniture are also the students responsibility to pay for.JenniferBrannon 17:54, 5 November 2009 (UTC)

Dining
A well-managed monthly food budget can be around $250-$300. Most students are too busy cramming for exams to have time to construct a spreadsheet for their food costs, so we may not even realize how much we spend, which usually results in overspending. In 2008, overall food costs rose dramatically. Milk was up 26% and eggs 40%. In Sept. of 2009, food costs dropped only 0.5%, and are now expected to steadily rise again. In 2006 a dozen eggs cost $1.45 and in 2008 the cost increased to $2.18. A gallon of whole milk in 2007 cost $3.07 and in 2008, $3.87. When the increased price of these common groceries is added to the already high price of processed foods and eating out, a students' food budget becomes more difficult to handle.SusyG

Transportation
Getting to school in an urban area can be a challenge and very expensive. It is very expensive to live downtown in any city, but a lot of private schools seem to be downtown with a great view. The view is nice, but the parking is not so nice. Parking in downtown Seattle, if you can find a spot, can be up to fifteen dollars a day. Students that have class at eight in the morning can often get an early-bird offer in a parking lot which will bring the daily rate to eight or nine dollars a day. If you have no other choice but to drive to school and you have classes three or four times a week, it can be very expensive. Parking on the street is always an option if there is an open spot, but then you have to remember to pay the meter every two hours. A ticket for an expired meter can be up to twenty five dollars and it would be cheaper to park in the fifteen-dollars-a-day lot. Saramcmillen

Special Access
At the University of Washington, they offer Husky Card Services. The Husky Card is a card for the students, faculty, and staff. This card provides services and convenient opportunities. Once the students have a Husky Card, they can purchase a U-Pass sticker that allows them to receive full fare coverage on the Metro transportation system. The card holders have admission to campus events, membership to intramural activities, admission to the art galleries and museums and a discount on Husky sporting events.Saramcmillen

Supplies
There are several reasons why textbooks cost so much: supply and demand is first, then market size has a huge influence, and finally, the captive audience is a reason for high textbook cost.

First, you have heard of supply and demand. This economic principle truly comes into play in the textbook industry. It's not a terribly large industry. Where your particular class in concerned, the publisher is a seller of one. That is, only one publisher manufactures and sells the textbook selected by your professor for your particular class. With the textbook your teacher selects, there is only one choice. You can't decide you'd rather study from a different textbook that might be cheaper (well, you could, but you probably wouldn't do very well on the exams). When your professor selects the textbook for your particular course, there is suddenly a strong demand and a fairly small supply. Thus, the publisher can set the price for the textbook at whatever they like.

Finally, is the idea of the captive audience. Textbooks are books that readers are forced to buy. The audience is captive. Professors expect their students to have copies of the textbook. It's understood why we students must have the textbooks that are required for our classes, but if a student has an unfortunate financial situation, they get penalized for it in school in the form of lower grades and having to use the library books which are not obtainable for outside of the library. The other day in class, I witnessed a student with a good record of turning in all her assignments get penalized for not being able to afford the paint necessary for her project. The teacher claimed that if she could afford to pay for this school, she should be able to afford paint. As students, we all know that this is not true. The teacher required a certain type of paint that costs $10 at all locations. Some of the student got the required materials in their kits that they were provided in the beginning of their quarter. I believe that for a class that is required for all students, all students should have gotten the required materials in their kits, not just the new ones. Daniellak

=Public Colleges Versus Private Colleges=

The costs for college can be daunting. The students' choice in colleges may be limited depending on what their goals are in life. Community colleges offer a well-rounded education and are less expensive. Washington state residents attending universities in the state offer the additional education needed after the Associates degree has been earned. Although, the costs to attend public universities can make a parents eyes bug out, they are less extreme than private schools.

For example, for those of us who have chosen to attend the Art Institute of Seattle, the cost for tuition is $21,195. The Art Institute of Seattle is a private accredited educational portal for those wanting to pursue more artistic fields including Graphic Design, Photography, Fashion, Music, and Interior Design. Many of the classes offered are specific to that field. However, they also offer general education as required by the state. This is a change from how the Art Institute of Seattle had been managed 20 years ago. Back then when one graduated from the program they had all the tools for the industry. However, since the Art Institute was not accredited, none of the credits earned by the student were transferable to other educational institutions. Attending the Art Institute today is much more desirable.

Public colleges such as the University of Washington, which is located across town, offers many different programs and more flexibility in the classes being offered. The cost for attending the University of Washington runs about $7,692.00. The University of Washington is an accredited public school. Washington State University, on the eastern side of the state, costs $ 8,489.00 and Western Washington University, in Bellingham, costs $6,159.00. Last but not least, Evergreen State college in Olympia runs $5,959.00.

Now depending on the field of study by the student, it would make complete sense to attend a public educational institution rather than a private institution. For students that graduated from the Art Institute of Seattle twenty years ago, it made sense to return to the Art Institute. Simply because the credits they earned in the past would still apply today, now that the Art Institute is accredited. Once they have completed their Associates or Bachelor's, they can go to a public school and transfer their credits and begin their Master's degree.

=Solutions=

When addressing the problem of higher costs for education, there are many factors involved: from lack of federal aid and food, to the high cost of housing, and the lower-class public schools being at a disadvantage. But the solution is simple. It comes down to more federal funding towards education. Public schools and private schools should have the same level of education and both should have opportunities for those to excel and help for those who need it.

The government should be compensating for the inequality of income to give every student an equal chance. Maybe the U.S. should look to other countries for ways to solve these issues. According to Philips College in Nicosia, Cyprus, "More and more voices are now supporting the voucher system which essentially will allow students and parents to “cash” their voucher with the institution of their choice and paying any difference between the value of the voucher and the fees of the institution. This approach is expected to bring more equality and more competition between State supported and private education"(...Quality Education) Maybe the United States could implement a similar system.

Also, the voucher system in the situation above could be implemented in many different ways. It could solve the issue of inequality of people getting a high education by balancing out the economic divide. Those whose families get a certain amount of income could be given a certain price on a voucher for tuition. The voucher could even be used in applications such as a student's food, transportation, and supplies. College students are the next generation and it is in the best interest of the whole world that people get equal opportunities for higher education. Fraserbrearley

Since the housing situation has not been taken care of by the government and states, Local people have taken it upon themselves to help out. An alternative to the high priced dorms of colleges are student-sympathetic landlords. Websites such as Craigs List  ((UNCOMPLETE)) JenniferBrannon 17:54, 5 November 2009 (UTC)

Several steps can be taken to decrease the problem, such as lowering the housing cost for one, and for another, providing lower priced meals if they restrict appliances that assist in food availability for the student. The schools that allow the student to rent restricted items could provide those items from the approved company instead of forcing the student to pay for them out of pocket.JenniferBrannon

A fairly simple solution to the high food cost problem, is to apply for food stamps. All you need to do is bring the required information. The Department of Social and Health Services will ask for your income and resident information. You can find out more on the DSHS website. There is even an eligibility calculator that shows what program you may qualify for. Because most students either have a part-time minimum-wage job or none at all, its a pretty good change that they will qualify for at least some food money. And that extra food money will go a long way if you spend it well. Even though we don't have a student specific food voucher system in Washington, we can still take advantage of the current government food programs. SusyG

Even if a student doesn't qualify for food stamps, there are still ways to lesson the amount of money a student spends on food. The student can buy less prepared foods. Buying a $12 package of coffee once every other month is clearly more economical than spending $3.00 on a cup of coffee at Starbucks every morning. Of course, eating out is less time consuming, but it's also more expensive. A homemade meal can double as dinner and next day's lunch. That means two or more low-cost meals. Student deli costs are usually overpriced. So instead of buying a $5 dollar salad, why not buy a $3 bag of salad and a $3 dressing at the grocery store? Though we can't prevent rising food costs, we can still try our best to not overspend.SusyG

In the case of overly expensive supplies, there is the library, even though some students don't live locally and are too busy making money to pay for school. Financial aid is not available to all people as explained by the other sections in this essay. Daniellak

=References=

 * Back to School (2008). Wisdom Journal. Web. .

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 * Bowen, Ezra. "Dramatic drops for minorities; Black and Hispanic enrollments are down at all college levels." Time 126 (Nov 11, 1985): 84(1). Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 21 Oct. 2009

"DSHS - Community Services Division - Washington Basic Food Program." DSHS. Web. 08 Dec. 2009. .

Gavin, Robert. "Surging costs of groceries hit home - The Boston Globe." Boston.com. Web. 08 Dec. 2009. .

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 * Graves, Lucia. "The Gap in Graduation Rates; At many colleges, a disparity in who makes it to a diploma." U.S. News & World Report 144.13 (May 12, 2008): 62. Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 21 Oct. 2009

"Higher Education Stakeholders Join McKeon for Roundtable Discussion on College Cost Crisis." .

"How To Make $50 Last 10 Days." YOUNG MONEY Magazine - Your Life...Right Now. Web. 08 Dec. 2009. .

<http://find.galegroup.com/ovrc/infomark.do?
 * "Income Inequality Obstructs Social and Economic Mobility."At Issue: Is the Gap Between the Rich and Poor Growing?. Robert Sims. San Diego: Greenhaven Press, 2006. Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 21 Oct. 2009

"Is the cost of college textbooks too high? - by Patricia Rockwell - Page 2 - Helium." Helium - Where Knowledge Rules. Web. 04 Nov. 2009. .

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 * "Rising College Cost Is an Obstacle to Low-Income Students."At Issue: The Rising Cost of College. Ronald D. Lankford, Jr. Detroit: Greenhaven Press, 2009. Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 21 Oct. 2009

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 * "Rising College Costs Saddle Students with Postcollege Debt."At Issue: The Rising Cost of College. Ronald D. Lankford, Jr. Detroit: Greenhaven Press, 2009. Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 21 Oct. 2009

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 * "The Rising Cost of Quality Education" Philips College. Transworld Education. 11 Nov. 2009


text:
User:Stevenarntson/group spaces/2009fallanalytical/group 2

=Group members= sign in here with ":" (a colon and three tildes).
 * Stephenmhogan
 * JamiB
 * AshleyLincoln
 * KenzieLockhart
 * JennaJohnson
 * Kstekoll

=Overview=
 * 1.summary

In our group we focused on the Homelessness issue in Seattle Washington. We talked about the problems the homeless community face and the issues they must overcome in order get out of the vicious cycle. The Project includes information on several efforts and organizations to help homeless, as well as several city ordinances and laws that prevent the homeless from escaping their current way of life.

 * 2.reflective assessment

 * 1.successes

 * Things we felt went well is the information we learned about the homeless community. We felt it was a problem that we all noticed in our every day lives, and that it would be an interesting subject to learn more about.
 * 2.failures

 * Things we felt could have been better were the way things flowed together. It was tough to get us all together and work on it at one given time. We found it difficult with such a large group for us to meet all at once. We feel some contributed more to the group than others.

 * 3.future strategies

 * If we were to work on the project again we would hope to be a smaller group with more contributions.

=Introduction: A Narrative=

My teeth chatter and my body trembles. I lay there dreaming of a warm bed, warm food, and hell even a pillow to rest my weary head. I roll out of my makeshift bed comprised of soggy cardboard and a blanket I found in Pioneer park, only to find one of my shoes was missing!

Who would take my shoe? It was falling apart held only together by duct tape I found on a box in the alley. My socks would be wet within minutes of wearing them due to the large holes created by years of wear and tear. Despite the poor condition of my shoe I still held it near and dear to my heart, it was one of the last possessions I had to call my own.

I thought about the day previous and ran my day through my head to try and recall the misplacing of my shoe. I woke up in the best place envied by all my homeless companions. The doorway of a local bakery that often leaves day old pastries in a box out front. I rolled up my bed and put it in my cart for the day. I proceeded to go buy my real change papers for the day and picked prime real estate located just under the giant pink elephant on Denny Way. I stood there for hours. It was a recent day out weather wise and no teenaged children spit on me nor flipped me off, so all in all a good day.

As the day was ending one of my usual buyers, Marjorie, brought me meatballs she had made the night before. I returned to the bakery to find my spot had been taken by Sam. So hand in hand, my meatballs and I walked down the street to the next best place, the crepe shop. I rolled out my bed and my mouth was watering with anticipation. I kicked off my shoes, got into my bed, and whipped out my spoon.

The meatballs were fabulous. It could also be from the lack of food. I hadn’t had a bite to eat since I was kicked out of the overcrowded shelter two days ago. I filled my mouth with a meatball when all of a sudden Sam came around the corner eyeing my food. He reached for my spoon, I reached for my shoe....

=Problem= Everyone knows that all homeless people are filthy, psychotic, alcoholic dope fiends who roam the streets looking for cigarettes, change, and their next victim. None of them care about bettering their lives, and all of them are homeless because they have made that personal decision. Right?

These stereotypes are what seem to have permanently lodged themselves in the minds of the public when they think of homeless people. Really this segment of society is tremendously diverse, and those people who are seen on the street who contribute to these stereotypes are a small minority of the group. The true face of homelessness is one that goes unnoticed: normal people who just so happen to not have homes. These are people with jobs and aspirations who are struggling to make ends meet.

According to the US Department of Housing and Urban Development an individual who lacks a fixed, regular, and adequate nighttime residence is defined as homeless. Also an individual who has a primary nighttime residence that is a supervised publicly or privately operated shelter or temporary living accommodations is homeless. Any individual who resides in a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation is also defined as homeless.

One of the more successful efforts to document the extent of homelessness in the Seattle area is the Seattle/King County Coalition on Homelessness’ annual One Night Count. On one night every year, volunteers go through various areas of the city and count how many people are staying in cars, under bridges, on park benches, etc. as well as collect data from homeless shelters and transitional housing providers. The 2009 One Night Count, which took place in January, counted 2827 people without shelter for the night.

How Do People Become Homeless?
Seattle's historic Pioneer Square, formally known as the Skid Road district centers on Yesler Way. This road is often said to have been a "skid road" in the literal sense serving a saw mill owned by Henry Yesler. Skid roads were roads that were used to skid or drag logs through woods and bog to saw mills. The out-of-work loggers would hang out on Skid Road hoping to find work and would often run out of money, sleep on the streets, and find themselves reduced to begging. This is where the connection between the operation of skidding logs and being poor, unemployed and homeless originated.

No where in King County can you afford a one bedroom apartment on minimum wage. Nationally, 22% of homeless people report some income from paid work in the past month. Minimum wage has not kept up with inflation to allow people to make their own way, thus reducing many families to homelessness. The One Night Count found 1,946 people surviving outside without shelter in parts of Seattle and King County in 2006.

One factor contributing to the problem of homelessness is the fact that it is a difficult demographic to learn about. Even acquiring the seemingly simple statistic of the number of homeless people in a given area proves to be a difficult task.

The Vicious Cycle of Homelessness
Why don't they get a job? They just spend all their money on booze. We have our assumptions about the homeless, but getting a home is a lot more than simply "getting a job". If you are homeless and are filling out an application, what do you put in the current address section? You can't leave it empty, they surely won't hire you, but if you make one up and they find out, you won't get the job either. If somehow you are able to get a job, how much do you expect to make? It is impossible for a person working minimum wage to afford a one bedroom apartment in king county, you cant even afford a studio in Seattle. Your job is in Seattle, so you have two options, commute or live in a shelter, but the shelter kicked you out because it was at maximum occupancy last week. You only make $300 a month, you have to pay for the bus, you must pay utilities, and food would be nice, but you can go to a shelter for that. After all the bills though, you cannot hope to pay for rent. And it all starts again. You cannot hope to pay for bus passes now, and you have to make due on the streets while you attempt to make it through work. You lack the facilities to shower and your appearance goes downhill...you lost your job, and right back where you were when you started.

There simply is not enough that is being done to prevent homelessness or help individuals escape it. Its a never ending cycle with little to do about it.

Homelessness is Awful
There are many laws that effect the homeless population of Seattle in a very negative way. These laws, which are enforced to promote an overall courtesy in an area are called civility laws. The problem with these laws is that they target homeless people, making it impossible for the homeless population not to break the law. A few of these laws include restrictions or bans on the following: public urination, sitting on the sidewalk, and being in the city parks. The main issue is not enforcing these laws, it is that there are few other options for homeless people. There are no public restrooms. A person has to sit at some point and it is illegal for them to not only sit on the sidewalk but to be in the city parks or under bridges outside the city at certain times of the day. So where are they supposed to go? Additionally, the Parks Exclusion Act bans an individual from all city parks if they have been banned from one.

Additionally, the Clear Alleys Program, which was put into effect in early 2009, has removed dumpsters from alleyways. Instead, different colored trash bags which are collected as many as three times a day fill the alleys. This program has significantly diminished the amount of potentially scavengeable resources that the homeless community has access to. Not to mention the shelter provided by the dumpsters from pedestrians who harass homeless people. Another step taken by the city has been to replace several trash cans in the Belltown neighborhood with mini solar compactors that cannot be reached into. This further cuts down the free resources for scavenging homeless people. Interestingly, the official reason provided by the city for this move was to cut down on the number of stops waste management trucks would have to make in the area. It makes sense that city officials would worry about this, considering the fact that the Clear Alleys Program increased the number of trash collections so drastically.

=Solutions= There are many programs to help the homeless get back on their feet. Non-Profit organizations such as Real Change, and Food Not Bombs help support and feed the homeless in their time of need.

Grassroots/Private Efforts
The Real Change Newspaper in the Seattle area is a street newspaper, which gives low-income people a voice and ends goal is to end poverty and homelessness in Seattle. The newspaper was started when Tim Harris 34 years old at the time move to Seattle from Boston. His goal was to start a street newspaper. The first published edition of the Real Change was published in October and vendors were recruited. Now the newspaper has over 400 vendors in the Seattle area, whom buy the newspapers for 35 cents a copy, they then turn around and sell the newspaper for a dollar donation.
 * Real Change NewsMagazine

Nonprofits
Dress for success was created to “promote the economic independence of disadvantaged women by providing professional attire, a network of support and the career development tools to help women thrive in work and in life.”
 * Dress For Success

The organization was started in New York City back in 1997. It is now an international not-for-profit organization whose goal is to help women with their career development. Currently in the program, a woman is given a suit for an interview. She then can return the first suit for a second suit when she is given a job. On the first visit, women are given appropriate appeal for the industry they are interviewing in. Women are able to receive service by referral only and must already have an interview lined up before they may receive clothes.

Currently the organization has helped more than 500,000 women worldwide. Recently they have helped women in Canada, United Kingdom, Netherlands, Mexico, Poland and West Indies.

Making Homelessness Less Awful

 * Dignity Village

Much like the Tent Cities of Seattle, establishments all around the country have been created. Dignity Village of Portland, Oregon is one that has made tremendous strides with neighborhoods and city councils. Dignity Village was established days before Christmas 2000 by a group of eight homeless men and women. They pitched tents on public land in hopes of creating a safe, sanitary, self-governed place to live as an alternative for Portland’s poor and homeless. Dignity Village has several laws in place each member must follow. They operate hot showers, toilets, garbage pick up and disposal, group kitchens, group gardens, health care, and access to computers. Of course Dignity Village could not operate without the help of others. People volunteer for the building of enclosures and the distributing of food. Dignity Village has the rights to reside at there current site in Sunderland through 2010. Nickelsville could thrive with the help of Dignity village as precedence.

 * Nickelsville

In July 2008, the Mayor’s Office of Seattle issued an edict that homeless people may not stay on city property. In response, a group of homeless people organized and wrote a letter to Mayor Nickels, requesting land be provided for the unsheltered homeless. In September 2008, the group set up a clean, sanitary tent city complete with toilets and garbage disposal, which was served an eviction notice twelve hours after its construction. Four days later, Seattle city workers came in and destroyed the seventy tents and five wooden structures that made up the tent city. Since then, the group has been moving from site to site, despite the city’s efforts to stop the group.

As of recently, Nickelsville has been forced to move due to a local police sweep. They were located at a park near the Port of Seattle. They plan to relocate to a local Baptist church. Efforts are being made to help retrieve items taken in the sweep and to help move miscellaneous items.

With the recent crash in our economy many people have lost their homes. Many have done the unthinkable and moved themselves and their families into temporary shelters often comprised of tents and make shift enclosures. Tent Cities have become more well known throughout the United states. Tent Cities within Seattle, WA have several rules and regulations to ensure safety and meet the city ordinances, though many laws and housing ordinances have made it difficult for a permanent tent city to exist. Residents of tent cities often have to pack up and move within approximately ninety days due to trespassing laws.

SHARE/WHEEL (Seattle Housing and Resource Effort/Women Housing Equality and Enhancement League) are two local organizations perusing efforts for the homeless. They are King Counties largest shelter network comprised of fifteen indoor shelters and two tent cities. According to camp organizers, before a homeless individual can reside in the camp their names are checked into a county list of sex offenders to ensure predators are not permitted in the camps. The use of drugs and alcohol are strictly prohibited. Security workers are on duty twenty-four hours a day, litter patrol is done on a daily basis, and bus passes are distributed daily in order to help residents get to work or appointments.

 * Shelters

There are many shelter options for the homeless in the city of Seattle, as well as plenty of organizations that work to aid the homeless population. The federal Housing Opportunities for Persons with AIDS (HOPWA) program funds efforts to prevent homelessness among people diagnosed with HIV/AIDS and their families. The Seattle Human Services Department is the regional coordinator of these funds for programs in King and Snohomish counties. Lifelong Aids Association (LAA) devotes much of their time to helping homeless diagnosed with AIDS and HIV.

 * Free Food - "Food Not Bombs"

Food Not Bombs, or FNB, is a world wide effort to bring food to the needy. FNB chapter in seattle is very active to support the homeless community. Every sunday and saturday, volunteers provide vegetarian dinners for any who need a meal, as well as providing free produce at "Free Markets" around town on those days as well. Their motto, "Because Food Is A Right". According to article 25, section 1 of the United Nations Universal Declaration of Human Rights: "Everyone has the right to a standard of living adequate for the health and well-being of himself (sic) and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control."

 * Baby Boutique

There are many families in Seattle that are living homeless. Many of these families have small children in need of clothes and supplies. Baby boutique supplies over 1,000 homeless families with the essentials needed to keep their children clean and happy. After obtaining a referral by a case worker, families are allowed a shopping trip once every three months. Families are allowed to shop for one coat, two pairs of pajamas, three pairs of socks and underwear, two pairs of shoes, four toys and six books, one sippy cup, three bottles, one blanket and two bibs.

=References=

"Homeless Statistics ." Homeless Info. Web. 5 Dec 2009. .

"Humane Services" Seattle.gov. Web. 5 Dec 2009. .

"Seattle Homeless." Democracy Now. Web. 5 Dec 2009. .

"Definition." HUD.com. Web. 5 Dec 2009. .

"Dignity Villiage Homepage." Dignity Villiage. Web. 5 Dec 2009. .

"Family Services." Wellspring Family Services. Web. 5 Dec 2009. .

"Youth Services." Seattle.gov. Web. 5 Dec 2009. .

"Food Not Bombs." Food Not Bombs. Web. 9 Dec 2009. .

"Nicklesville Homepage." Nicklesville. Web. 9 Dec 2009. .

"CNN Tent City." CNN. Web. 9 Dec 2009. .