text:
Religion and Language in Contemporary Film

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"  The Popular Apocalyptic Genre and Film in Post-modern Cinema: The Book of Eli
 * colspan="1" style="width:100%; vertical-align:top; border:10px solid #CCCCCC; background-color: #faecc8;" |

Genre Introduction

 * Film might be the best medium to present creative images in which the surreal and bizarre appear as realism. Apocalyptic themes have long been a part of popular culture in the west and used to inform it's audiences through literature, art, music, as well as cinema. One of the difficulties in studying and comparing various apocalyptic media is the larger question of the definition of apocalyptic. This is compounded when attempting to make comparisons across cultures. The word apocalyptic in contemporary times is defined as "pertaining to the 'Revelation of St. John' in the New Testament," from Greek apokalyptikos, from apokalyptein. Meaning "pertaining to the imminent end of the world" evolved by 1880s In 1979, the Apocalypse Group of the Society of Biblical Literature produced the following description of the genre of apocalypse, relating specifically to ancient apocalyptic writings: “Apocalypse is a genre of revelatory literature with a narrative framework, in which a revelation is mediated by another worldly being to a human recipient, disclosing a transcendent reality which is both temporal, insofar as it envisages eschatological salvation, and spatial, insofar as it involves another, supernatural world” The biblical books of Daniel, entail the ascension of the son of man upon clouds to the earth, Ezekiel's vision of a craft from heaven using present day dialect, and John's Revelations, which is an entire book dedicated to the end times, are the most well-known expressions of apocalyptic literature. By catagorizing or developing guidelines for many of societies complex films/themes, we come to understand the difference in our contemporary culture as opposed to traditional sacred views.

Characteristics

 * Dreams and or visions that reveal events associated with the end of the world.
 * Battles between good and evil.
 * Ultimate destruction or punishment of evil.
 * An ushering in of "God's" wisdom resulting in an overwhelming sense of elevation to a state of virtue.
 * Divine intervention or transformation allows and sanctifies the end history of the drama to be meaningful.

Interpretation

 * The credibility of the message, interpretive realist sci-fi, hinges on the authority of the writer. The intervention or transformation of the prophet as the one who delivers the divine word to the believers, the ones who correctly decode the symbolic language.  In modern Christian apocalyptic literature, prophecy itself is thought of as finished; only interpretation remains.  Yet the authority of the writer is still central. It is also important to note the interpretive method used in modern apocalyptic writings.  The claim is that viewers/readers interpret the Bible literally. This also helps explain the realism of the modern apocalyptic form. Literal interpretations as one would expect should lead to realistic depictions of our world

Summary of The Book of Eli

 * The contemporary film, The Book of Eli directed by Albert and Allen Hughes, The Internet Movie Database focuses on the protagonist and a violent thirty year quest through desert like wastelands of a cataclysmic war ravaged earth. His name is Eli, and he carries a unique book. It is no coincidence that his name (Elijah) is the same as that of one of the Old Testament prophets. In the movie, Eli has a dream sent to him from God that tells him where to find the last surviving copy of the Bible. Once found, he is instructed to "take it West." He is also promised that no harm shall befall him while he is on this quest. This is very similar to the Biblical prophet Elijah.

 * Interesting to note- The Old Testament includes the story of Elijah, in Kings 1 19:1 However, all of the Major Prophets have their own books. The Book of Elijah is a middle eastern text that was discovered in 1743, and is considered an Apocryphal book. University of Connecticut

 * Elijah also spends many months wandering the deserts of the Middle East on God's mission, and to evade capture by the kings whom he has angered with his prophecies. There are other similarities. Both Eli and Elijah's journeys end at the water's edge. Eli reaches the city of San Francisco, while Elijah's journey ended at the edge of the river Jordan. Eli, after orally transmitting the Bible that he has memorized after 30 years of reading it, dies from a gunshot wound to his stomach, while Elijah, like Enoch, is taken up to heaven in a fiery chariot. Eli also becomes immortal due to the fact that the people living in San Francisco print the Bible in multiple copies to be handed out amongst the survivors of the nuclear war. The second striking similarity is that both Eli and Elijah be-friend acolytes (Eli, Solara the daughter of the blind woman, Claudia lover of the man who took the Bible from him, and Elijah, Elisha who inherits his robe and powers after Elijah is taken up to heaven) who eventually carry on their missions.

 * In The Book of Eli there are two very interesting symbolic twists; the first, the Bible that Eli finds is written in Braille, the language of the blind. After the nuclear (bright blinding lights) war, much of the population goes blind. Eli, during the thirty years he has possession of the Bible, has learned Braille, yet he never loses his sight. When the Bible is taken from him, the only person who can read it, the blind mother of the acolyte following Eli, refuses to do so for the antagonist of the film (who is representative of the kings of the Old Testament who oppose Elijah), leaving him and his empire to crumble, just as Elijah left the kings in the Bible to fall after winning a competition against their Canaanite gods.

 * The other symbolic twist is at the very end of the film. Eli, who is very ill from sepsis and dying, lays next to the transcriber on a cushioned mat, dressed all in white much like a Muslim Imam as he passes on the oral tradition of the Bible, much as Muhammad received the Quran orally from Gabriel, and then before dying orally recites it for his wife to transcribe the Quran into words.

 * Also, as Eli's acolyte stands at his grave, the camera shows a close up of a white flower with a yellow center that adorns Eli's grave. This flower can be found in many paintings and frescos done by artists of the Islamic Mughal Empire of India, the most powerful and successful of all Muslim empires. The movie, with these two scenes, attempts to merge the beliefs of Islam and Judeo-Christianity with symbology. Muslims believe that all three books; the Quran, the Old and New Testament, derive from one great Holy book in Heaven.

 * A distinction must be made here. Films and books dealing with end of the world scenarios fall into two categories; man-made secular and non-secular containing religious themes or symbology. Even though the premise of the movie is a man-made secular "end of the world" scenario, all of these symbols; Eli's name, the acolyte, the protagonist ruler of the town, the last remaining Bible as the focal "Holy Grail," and the Islamic imagery, combine to place the film in the apocalyptic genre.

 * The film ends with Eli's acolyte walking back to the east to continue Eli's work as a prophet, possibly with a copy of the newly printed Bible, just as Elisha, the acolyte of Elijah, became a prophet for Yahweh. At the heart of this film is the message that, the "word" (good news, New Testament) passed down through oral tradition is just as or more important than the written word. It is a film that takes us to the future to show us our religious connections with the ancient past, bringing the message of God full circle, using language and visual symbology to accomplish this. It contains both secular and non-secular themes. However, the religious theme is the over-riding message, which places the film in the literature Apocalyptic genre.

Suggested Apocalyptic Films

 * The Omega Code, 1999
 * Megiddo, 2001
 * The Left Behind Series, 2000, 2005

Secular Definitions (Quick View)

 * Exclusions of the supernatural as a means of action for destruction.
 * Inclusion of a variety of other means, i.e., aliens, disease, chance or humanity itself.

Suggested Secular Films

 * The Matrix, 1999

 * I Am Legend, 2007

 * Sunshine, 2007

 * 12 Monkeys, 1995

 * Waterworld, 1995 The film Waterworld, is a secular apocalyptic film. Global warming is responsible for a world wide portrayal of destruction to dry land that has been completely replaced by ocean. Human activity created the problem, but human activity also endures to solve the problem. The search for a paradise is realized and a rediscovery of a new earth is made. This film contains the elements of the traditional apocalypse but humanity is labeled as sacred instead of any divine intervention.

Extras
Official Movie Website, including Trailer

Theme song for The Book of Eli


text:
User:Svampire/Books/My Mechanics

 * Introduction to mechanics

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

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User talk:Svampire

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Template:Cite simply

⊃

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Climatology/Definitions

--Gopal.vishist 08:36, 1 July 2010 (UTC)                      climatology

Earth's atmosphere: -

 * atmosphere is a gaseous envelope surrounding the earth extending thousands of kilometers above the earth's surface. Much of the life on earth exists at the bottom of the atmosphere where it meets the lithosphere and the hydrosphere. in fact, atmosphere directly or indirectly influences the vegetation pattern, soil type, an dtopography of this earth. Of the total mass of the atmosphere, 99% is within the height of 32 kms from the earth's surface. The atmosphere is held on to the earth because of the earth's gravitational force and is energized by the sun.

composition of the atmosphere
 * mixture of several gasses.
 * contains huge amount of solid and liquid particles -"aerosols"
 * pure dry air consists mainly of nitrogen, oxygen, argon, co2, hydrogen, helium and ozone.
 * composition of atmosphere upto an altitude of 99kms is uniform in terms of three major gasses -nitrogen, oxygen and argon. this layer is called HOMOSPHERE.
 * above 90 kms the proportion of gasses changes with progressive increase in the proportion of lighter gasses. this layer is called HETEROSPHERE.
 * NITROGEN AND OXYGEN COMPRISES 99%OF THE TOTAL VOLUME OF THE ATMOSPHERE.
 * water vapours and dust particles are the important variables of weather and climate. they are the source of all forms of condensation and the principal absorbers of heat recieved from the sun and radiated from the earth.
 * Water vapours comprises 3-4% of the total volume of the air. However the amount of water vapour present in the atmosphere decreases from equater towards the pole.
 * ozone gas absorbs most of the ultravoilet rays radiated from the sun and thus prevents the earth from becoming too hot.

structure of the atmosphere : -
homosphere:
 * On the basis of chemical composition the atmosphere is divided into two broad layers- Homosphere and Heterosphere.
 * extends upto the height of 90 kms.
 * uniform in the chemical composition.
 * three thermal layers - troposphere, stratosphere and mesosphere.

Heterosphere:
 * the proportion of gasses does not remains constant in this layer.
 * thermosphere is the only layer in this sphere.
 * extends upto 80-400kms.

exosphere: is the uppermost layer of the atmosphere extending beyond the ionosphere.
 * extends beyond a height of 400 kms above the earth's surface.

Климатология

title: Climatology/Definitions


text:
Category:As We May Think

Related works

 * Bush, Vannevar (1939). "Mechanization and the Record."

Literature

 * None

Cited by

 * Doug Engelbart (another hypertext pioneer)
 * Ted Nelson (still another hypertext pioneer)

Sisters

 * Wikipedia
 * Vannevar Bush
 * As We May Think
 * Memex
 * Hypertext
 * Mind map since 1975
 * Internet since 1975
 * Internet Protocol Suite since 1975
 * Enquire (CERN, 1980)
 * Guide (hypertext) (U. Kent, 1982)
 * The Interactive Encyclopedia System (U. Maryland, 1983)
 * NoteCards (U. Maryland, Xerox PARC, 1984)

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I am a designer, tool and die maker for forged, machined, and assembled products in the aerospace and medical industries.

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I have an interest in Engineering and modeling software based in Linux and have experience using Code-Aster for mechanical FEA

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User:S1312

My user page is here, on wikipedia

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Literature/1987/Jeff Conklin

 * ACM Portal

Cited by

 * 368 as per ACM Portal, as of 2010-07-02.

title: Literature/1987/Jeff Conklin


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Category:Ted Nelson 1965

 * ACM Portal

title: Category:Ted Nelson 1965


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Eugene Garfield 1964 SCI

Link to any subpages this page might have

 * Reprinted in Essays of an Information Scientist by Eugene Garfield, vol 7 (1984), ISI Press, Philadelphia, PA, 1985, pp. 525-535.

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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:46, 2 July 2010 (UTC)

title: User talk:Krishnachaitanyasadula


text:
User talk:Vaigaikarthik

 Hello Vaigaikarthik, 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 07:17, 2 July 2010 (UTC)

title: User talk:Vaigaikarthik


text:
User talk:Shmilyshy

 Hello Shmilyshy, 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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title: User talk:Shmilyshy


text:
User talk:Amod~enwikiversity

 Hello Amod, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:19, 2 July 2010 (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 Amod. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Amod~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Amod~enwikiversity


text:
Freedom of Information

The types of documents which may be sought under freedom of information laws are infinite. This section links to pages which discuss some of the more common or notable types or classes of documents.

 * /Personal Files/
 * /Current Issues/
 * /Official diaries/
 * /Financial information/
 * /Exemptions/

Specific jurisdictions

 * Australian Law/Freedom of Information
 * United Kingdom Law/Freedom of Information

Other issues in freedom of information

 * /Charges for access/

title: Freedom of Information


text:
United Kingdom Law/Freedom of Information

Freedom of information in the United Kingdom is controlled by the Freedom of Information Act 2000, the Freedom of Information (Scotland) Act 2002, and Environmental Information Regulations 2004.

Making a request
A Freedom of Information request must be made in writing but that includes where the request is "transmitted by electronic means", for example, via email. The request must include the real name of the applicant and provide an address for a reply such as a postal or email address.

The WhatDoTheyKnow website provides a service which allows for requests to be made through the site which can be publicly viewed.

Exemptions
There are a number of exemptions, termed exceptions in the Environmental Information Regulations, which allow a public authority to decline to provide requested information in certain circumstances. Some are subject to a "public interest test" which requires the public authority to consider whether it is in the public interest to release information despite an exemption which may allow them to refuse to do so.

Fees
Public authorities can charge a fee in accordance with Section 9 of the FoI Act.

Section 12 of the FoI Act allows authorities to decline to comply with a request where the authority estimate to do so would exceed "the appropriate limit". That limit is defined by The Freedom of Information and Data Protection (Appropriate Limit and Fees) Regulations 2004. For authorities in Part I of Schedule 1 to the 2000 FoI Act, which includes most government departments, the House of Commons, the House of Lords, the armed forces, and the devolved administrations, it is currently £600. For all other public authorities, the appropriate limit is £450.

The appeals process
When the applicant is not satisfied with the response of the authority, the first step should be to attempt to informally discuss their concerns with the authority. If that isn't effective, the next step is to request that the authority caries out an internal review, where the handling of the request should be considered by someone at the authority not involved in the original decision.

If the applicant remains unhappy with the authority's handling of their request, they can make a complaint to the Information Commissioner's Office (the ICO). The ICO will investigate and may decide to issue a decision notice which will set out the Commissioner's view of the authority's handling and whether the Freedom of Information Act or the Environmental Information Regulations were complied with. The decision notice can require the authority to take steps as the Commissioner sees necessary.

Either party can if they wish appeal to the Information Tribunal if they are not satisfied with the Commissioner's decision notice.

Notable requests
News stories frequently report the outcomes of freedom of information requests considered notable. Heather Brooke's use of the Freedom of Information Act to request details of the expenses claims of Members of Parliament was part of what led to the United Kingdom Parliamentary expenses scandal.


text: Category:Freedom of Information

title: Category:Freedom of Information


text:
User talk:Icarus30

 Hello Icarus30, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:54, 2 July 2010 (UTC)

title: User talk:Icarus30


text:
User talk:Eldy

 Hello Eldy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 3 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 3 July 2010 (UTC)

title: User talk:Eldy


text:
Talk:Tourism/Travel

Deletion request / transwiki
I'm also not sure how it relates to Wikiversity. How about transwikiing to wikiHow.com? Different licenses, but that's not a problem if the article's creator is the one who moves it. --Chriswaterguy 10:30, 3 July 2010 (UTC)

title: Talk:Tourism/Travel


text: Category:Airplane Flying Handbook

title: Category:Airplane Flying Handbook


text:
User talk:Bryght eyes

 Hello Bryght eyes, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:51, 3 July 2010 (UTC)

title: User talk:Bryght eyes


text:
User talk:Vilkonis

 Hello Vilkonis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:51, 3 July 2010 (UTC)

title: User talk:Vilkonis


text:
User talk:Soniatrevor

 Hello Soniatrevor, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:15, 4 July 2010 (UTC)

title: User talk:Soniatrevor


text:
1 Timothy (CCL)/Week 1

Welcome to the first week of the first course in the Pastoral Epistles. Over the next ten weeks we will delve into the biblical foundations of 1st Timothy that are necessary to serve as a leader in the church.

This week, we focus on the portion of 1st Timothy referred to as the Salutation (1:1-2). We will also focus on the background and context of the Epistle, to enable us to understand the author's intent more fully and why it is still relevant to leaders today.

Assignments

 * Read 1 Timothy 1:1-2
 * Write a well developed response to the Salutation, addressing the background, context, and intended audience for this Epistle. Also, what insights can you glean about the purpose of this letter?
 * Answer the questions for this week

Discussion
Check back here when this course launches for date, time, and location of weekly discussion of course material.

Lesson
We are studying the section of 1st Timothy known as the Salutation. Before we go into the Salutation, let's take a few minutes to back track and consider the structure of New Testament. Some books, the Gospels, are records of the ministry of Jesus Christ. However, most of the New Testament consists of divinely inspired letters written by apostles to leaders of the early churches. Called Epistles, these letters were often written when a church had gone astray or was facing a situation requiring specialized guidance.

The author of most of these letters is believed to be a man known today as the Apostle Paul. 14 epistles in the New Testament are believed by most Biblical scholars to have authored by this man, and are collectively referred to as the Pauline Epistles. Three of these Epistles; 1 Timothy, 2 Timothy, and Titus, dealt specifically with church governance and leadership. This course and the next two courses of the Christian Leadership Program are specifically devoted to these Pastoral Epistles. In this course, the first in the series, we will study the 1st Epistle to Timothy.

Most epistles begin with a salutation, or greeting to the intended recipient of the epistle. In this case, we see from the Salutation that it is directed to Paul's associate Timothy, a leader in the early church.

Questions
Please answer the following questions in complete sentences.
 * 1) Who wrote the Epistle?
 * 2) Who was it written to?
 * 3) Why was it written?
 * 4) What was happening around the time when it was written?
 * 5) What is the context of the Epistle?

Resources/Source Documents

 * Henry, Matthew. 1 Timothy 1

title: 1 Timothy (CCL)/Week 1


text:
User talk:Vijeshtv

 Hello Vijeshtv, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:54, 4 July 2010 (UTC)

title: User talk:Vijeshtv


text:
User talk:Marctillman

 Hello Marctillman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:54, 4 July 2010 (UTC)

title: User talk:Marctillman


text: User talk:Moulton

title: User talk:Moulton


text:
User talk:Tavoricko

 Hello Tavoricko, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 5 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 5 July 2010 (UTC)

title: User talk:Tavoricko


text:
User:Justindeal86

Hello, everyone! I am here to study Philosophy, Psychology, English, and Politics.

NOW STUDYING: Philosophy
 * Intro to Philosophy

Justindeal86 09:57, 5 July 2010 (UTC)

title: User:Justindeal86


text:
User:Adu Paul

I am a mathematics final year student at one of the Ghana's university.

title: User:Adu Paul


text:
Quantum Mysticism

Quantum mysticism refers to a set of metaphysical ideas and associated practices that supposes a consciousness, intelligence, or otherwise mystical component to the experience of existence or reality at the quantum scale.The term originally emerged from the debates between the founders of quantum theory in the early twentieth century as they debated the interpretations and implications of their nascent theories, which would later evolve into quantum mechanics.[2] The essential qualities of the early quantum theory, and the ontological questions that emerged, made the distinction between philosophical and scientific discussion difficult; however, quantum theory developed into a strong scientific theory. Beginning in the 1970s, New Age authors and practitioners began to impute metaphysical ideas into the physics, which eventually led to associated practices and beliefs, many of which can only be subjectively experienced and are unfalsifiable. As a result of this, many of the metaphysical claims and related practices of quantum mysticism have been criticized as being either misinterpretations of quantum mechanics or as pseudoscience.

Beginning in the 1970s, quantum mysticism began to take its own path with Fritjof Capra's book, The Tao of Physics, which explores parallels between quantum physics and principles of Eastern mystery. Following in the 1980s was the book, Quantum Healing, by Deepak Chopra, which explains a theory of mind and body healing using quantum concepts. In 1990, Robert Anton Wilson wrote a book called Quantum Psychology which explains Timothy Leary’s Eight Circuit Model of Consciousness in terms of quantum mysticism.[15] Then, in 1993, Ageless Body, Timeless Mind, by Deepak Chopra, was published and went on to become a New York Times Bestseller. The book discusses specific claims of healing, reverse aging, and immortality by adopting a quantum worldview and prescribes specific practices. It sold over two million copies worldwide.

The leading writers in the field were not "crank" New Age authors but highly experienced physicists such as Fritjof Capra, David Bohm, John Wheeler and Paul Davies. These physicists started to interpret quantum theory from an idealist philosophical perspective, that is to say, the concept that mind produces matter. The physics of consciousness is now a major and respected branch of quantum theory.

Serious research in this area is now being done right across the board by many phsyicsts. Bootstrap model, formulated by Geoffrey Chew, started major theoretical interpretations in this area. This was followed on by the work of David Bohm, who had been a student of Einstein. His theory of Implicate order posits the notion that particles are in fact "intelligence gatherers" and that they behave with that of a mind. This theory catapulted the new ideas of quantum theory through the roof and made "quantum mysticism" a major branch Bohm was professor of theoretical physics at London University before his death in 1993 and was a strong advocate of Hinduism, which is based on the notion of mind producing matter. His many books developed this area hugely.

Superstring theory and M-theory continued to develop "quantum mysticism" to a new level with physicists such as Saul-Paul Sirag and others reinterpreting quantum theory. Other scientists including the physicisist Paul Davies whose best-selling The Mind of God became a classic text in this area

Philosophical claims The practices of quantum mysticism are based on corresponding philosophical interpretations and beliefs about the natural world, particularly at the quantum scale. Writers on quantum mysticism have made such claims as:

There is no observer separate from reality. There is no separate reality from the observer. The body is fundamentally made of information and energy and perceived as solid matter. The mind and body are one and the same and are not divisible. Biochemical reactions of the body are a product of awareness. That perception of reality is a learned behavior. That changing thoughts can and do change the body. There is an underlying consciousness or intelligence that connects everyone. Time is a human perception, not a reality.

Practices The practices of quantum mysticism are the application of the specific philosophical claims with the intention to bring about or maintain positive change.

Quantum healing is a practice that involves altering the perception and thoughts of the individual so as to transform the body in a healing and positive way. The practice is based on the tenet that the body exists in undetermined states, as determined by the subjective consciousness of the mind. It is also based on the claim that positive outcomes to health can be achieved through directing the individual's subjective perception of reality.

Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of Use for details. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.

title: Quantum Mysticism


text:
User talk:Prasanna Mujumdar

The page on quantum mystesim - the resources are under creative common license and own blog

title: User talk:Prasanna Mujumdar


text:
User:Egm6341.s10.team3.Min/HW8

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title: User:Egm6341.s10.team3.Min/HW8


text:
UTPA STEM/CBI Courses/Molecular Structure

Course Title: General Chemistry 1301

Lecture Topic: Molecular Structure

Instructor: James Bullard

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand molecular geometry
 * Understand VSEPR
 * Understand various geometries

 * Sub Objectives- The objectives will require that students be able to:
 * Draw Lewis structures and use the structure to determine electron domain geometry.
 * Understand that electron domains are used to determine molecular geometry.

 * Difficulties- Students may have difficulty:
 * Memorizing Geometries
 * Memorizing shapes

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * To understand the concept of theories.
 * Develop their ability to think conceptually.

Model of Knowledge

 * Concept Map
 * Draw Lewis structure
 * Count the number of electron domains on the central atoms
 * Determine the electron-domain geometry (The electron-domain geometry is based on the number of electron domains around the central atom)
 * Determine the molecular geometry (the electron domain geometry and the number of bonded atoms **determine the molecular geometry)

 * Content Priorities
 * Enduring Understanding
 * Working with edible models (marshmallows and pretzels)
 * Understand how the molecular geometry of molecules are predicted
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Solve geometry from Lewis structure
 * Determine bond angles from geometry
 * Homework (individual)
 * Homework assignment for in class discussion
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Understand VSEPR
 * Understand various geometries
 * Understand electron domains and how they are used to predict molecular geometry
 * Understand how to predict molecular geometry

The objectives will require that students be able to:
 * Determine electron domains and use this knowledge to develop electron domain geometries. This can be used to understand what bond angles are possible and why there are different set bond angles.
 * Use the knowledge of electron domain geometries to predict molecular geometries.

THE CHALLENGE

Students will be asked to develop three-dimensional, molecular models using junk food.

GENERATE IDEAS

What can be used for different electron domains? What is then used for molecular structures?

MULTIPLE PERSPECTIVES

Different groups can brainstorm to come up with different ideas for junk food that can be used to construct models.

RESEARCH & REVISE

Know all possible shapes from the textbook.

TEST YOUR METTLE

Each group member develops a design for a different molecule.

GO PUBLIC

Display and explain to the rest of the class.

Pre-Lesson Quiz

 * 1) What are valence electrons?
 * 2) Define covalent bonds.
 * 3) How does bond length effect bond strength?
 * 4) Define the steps for drawing Lewis structures.
 * 5) Draw Lewis structures of five given compounds.

Test Your Mettle Quiz

 * 1) Define electron domains.
 * 2) Is a triple bond a larger electron domain than a double bond?
 * 3) Why can’t we “see” an electron domain formed by a lone pair in a molecular structure?
 * 4) How do lone pairs effect molecular geometry?
 * 5) Can there be the electron domain structure be the same as molecular geometry? When?


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User:Alyo

I am currently active on Wikipedia under this same username. I only created an account here to test my Unified login. I doubt I'll be very active on Versity.

title: User:Alyo


text:
User talk:Alyo

 Hello Nolelover, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Diego Grez 00:34, 6 July 2010 (UTC)

title: User talk:Alyo


text:
User talk:Moosebull

 Hello Moosebull, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:48, 6 July 2010 (UTC)

title: User talk:Moosebull


text:
University of Canberra/Unit outline template

Unit Outline 2011

Faculty of (Insert Name)

Unit Title

Unit Number

This Unit Outline must be read in conjunction with:

 * 1) UC Student Guide to Policies, which sets out University-wide policies and procedures, including information on matters such as plagiarism, grade descriptors, moderation, feedback and deferred exams, and is available at (scroll to bottom of page)http://www.canberra.edu.au/student-services
 * 2) UC Guide to Student Services, and is available at (scroll to bottom of page) http://www.canberra.edu.au/student-services
 * 3) Any additional information specified in section 6h.

Name of Unit Convener and contact details
(including telephone and email) Names and contact details for additional academic staff can be included in this section, if appropriate.

Administrative contact details
(including name, location, telephone and email)

Unit description and learning outcomes
This must be the same wording as appears in the UC Handbook.

You may number the learning outcomes to make it easier to fill in the alignment table in section 5.1.

Generic skills
1. Communication

The ability to present knowledge, ideas and opinions effectively and communicate within and across professional and cultural boundaries

2. Analysis and inquiry

The ability to gather information, and to analyse and evaluate information and situations in a systematic, creative and insightful way

3. Problem solving

The ability to apply problem-solving processes in novel situations; to identify and analyse problems then formulate and implement solutions

4. Working independently and with others

The ability to plan their own work, be self-directed, and use interpersonal skills and attitudes to work collaboratively

5. Professionalism and social responsibility

The capacity and intention to use professional knowledge and skills ethically and responsibly, for the benefit of others and the environment

Prerequisites and/or co-requisites
This must be the same wording as appears in the UC Handbook.

Delivery mode
State whether the unit will be delivered:

a) in traditional mode, that is on-campus in standard teaching periods with weekly lectures/tutorials/seminars/practicals; or

b) off-campus; and/or

c) intensively; and/or

d) according to a schedule differing from the standard teaching periods; and/or

e) online (i.e. not involving regular staff-student face-to-fact contact).

f) State whether the unit is combined-taught with another unit.

g) Clarify which aspects of the unit are flexible (in case e.g. rooms or field trip dates may change).

Timetable of activities
such as lectures/ tutorials/ practicals/ field classes, showing key dates and topics (Information might be provided in the form of a table)

List all activities i.e. lectures, tutorials, workshops, laboratory classes, field classes etc.

Lists of required texts/readings
List core texts and readings, including their location i.e. bookshop or library or online.

Materials and equipment
List any required materials or equipment such as laboratory coats, cameras, computer software or computer hardware etc. together with information on where to obtain them.

Unit website
State whether access to the unit website on learnonline.canberra.edu.au is a requirement for students enrolled in the unit.

Details of each assessment item
For each assessment item state the title and description; expectations with respect to type of work and length; assessment criteria and/or allocation of marks to those criteria; referencing requirements; whether dictionaries or calculators are permitted in examinations and if so, what types; penalties for late submission, etc. Lack of appropriate assessment criteria has been the basis for a number of appeals so this section should be carefully completed.

Special assessment requirements
State any additional assessment requirements, for example, if passing a particular assessment item is required in order to gain an overall pass grade in the unit. Also mention any resubmission or extension conditions.

Supplementary assessment
State whether supplementary assessment will not be offered to students in the unit who are eligible for supplementary assessment according to the Assessment Policy. Note: Students who have failed a single unit in their final semester with a final mark between 45-49%, where the unit is required for course completion, are eligible for supplementary assessment. However, a Unit Convener may seek permission from the Associate Dean (Education) for an exemption from the requirement to offer supplementary assessment to students in the unit if it is impractical or inappropriate to offer supplementary assessment e.g. where the unit involves teaching practicums or professional placements.

Academic Integrity
Academic Integrity: Include a statement about the Academic Integrity Module (AIM) if it is used.

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others’ work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices which contravene academic values.

Text-matching software
State whether text-matching software from an external service (such as Turnitin) will be used to check for plagiarism.

Workload
This statement must appear in the Unit Outline and not be changed.

The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3cp unit the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes. The total workload for units of different credit point value should vary proportionally. For example, for a 6cp unit the total notional workload over a semester or term is assumed to be 300 hours.

Special needs
This statement must appear in the Unit Outline and not be changed.

Students who need assistance in undertaking the unit because of disability or other circumstances should inform their Unit Convener or UC AccessAbility (formerly the Disabilities Office) as soon as possible so the necessary arrangements can be made.

Attendance requirements
State whether participation in activities such as laboratory classes may be required for successful completion of the unit for professional reasons (for example, professional accreditation). In such cases, this requirement must be set out in the Unit Outline.

Withdrawal
Example: Students who may be considering withdrawing from a unit/course are encouraged to seek advice before making a decision.

If you are planning to withdraw please discuss with your unit convener. Please see this link for further information on deadlines.

Required IT skills
State whether any particular IT skills are required for the unit.

Costs
State any costs required for e.g. materials or field classes.

Work Integrated Learning
Work integrated learning units: If students use information from their placements in assignments, please provide some guidelines as a risk management strategy about how confidential information will be used.

Please modify the sample below to suit your unit:

(Unit name) is a Work Integrated Learning unit, and therefore, additional student responsibilities are required in addition to those described in section 6. This unit involves (place type of WIL here - “clinical placement” etc) and hence requires strict adherence to professional practice principles and ethics. Client /patient confidentiality must always be maintained (see policy ****), including for assessment items like reports or essays. The professional nature of this unit also requires 100% attendance at all WIL learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your course convenor to schedule this unit for a future semester.

Please include the type of WIL:

 * Clinical Placement
 * Teaching Practicum
 * Work Experience or Internship
 * Industry/Community Project
 * Simulation/Virtual WIL
 * Other

Additional information
List additional matters governing teaching in this unit e.g. citation or report writing requirements, safety information, field class or work placement requirements etc.

The Unit Outline should not include the detailed information but where it is located eg provide a relevant URL.

State whether reading or complying with this information is a requirement for students enrolled in the unit.

Student Feedback
Unit conveners are encouraged to include additional information on any changes made to the unit as a result of student feedback.

All students enrolled in this unit will have an opportunity to provide anonymous feedback on the unit at the end of the Semester via the Unit Satisfaction Survey (USS) which will be presented to you on OSIS. Your lecturer or tutor may also invite you to provide more detailed feedback on their teaching through an anonymous questionnaire.

Authority of this Unit Outline
Special conditions apply to Unit Conveners changing unit requirements, or introducing new requirements, from those set out in the Unit Outline. These conditions apply to changes on Section 2 (Academic content), Section 5 (Assessment), or other matters requiring student compliance such as attendance on field trips. Changes may only be made:

(a) if the Head of Discipline and a majority of students have agreed in writing;

(b) if written advice of the change is then provided on the unit site in the learning management system. If this is not possible, written advice of the change must be then forwarded to each student enrolled in the unit at their registered address; and

(c) in addition to (a) and (b), under other circumstances specified in the relevant Unit Outline.

Any change to the information contained in Section 2 (Academic content), and Section 5 (Assessment) of this document, will only be made by the Unit Convener if the written agreement of Head of Discipline and a majority of students has been obtained; and if written advice of the change is then provided on the unit site in the learning management system. If this is not possible, written advice of the change must be then forwarded to each student enrolled in the unit at their registered term address. Any individual student who believes him/herself to be disadvantaged by a change is encouraged to discuss the matter with the Unit Convener.


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Talk:UC Women's Group Mentoring Program

I do hope Virginia Haussegger accepts our invitation to be WSW's first speaker. Nilima 04:40, 6 July 2010 (UTC)

It was a great success Nilima --Mark Spain 02:53, 16 September 2010 (UTC)

Added an image
I added an image for demonstration purposes Mark. If you have an image that represents the UC Women's Mentoring Group, simply find it or upload it to the Commons, and replace the file name in the line of wiki code at the top of the page. I found that image by searching the Commons for "Womens group". Leighblackall 06:23, 16 September 2010 (UTC)

Great to see
Very nice to see this work on Wikiversity! I've added a University of Canberra category tag. While I hope you'll succeed in making this a communnications place for present and past participants, I suspect - given the low numbers of UC staff who edit MediaWikis, that it will take quite some time... at the very least, it is great to have access to the information. Sing out if you need any help editing. While I'm no expert, I might be able to help with some things Leighblackall 01:37, 21 July 2010 (UTC)

''Thanks Leigh. Maybe you have to feel that you own something before you will edit it?'' --Mark Spain 02:50, 16 September 2010 (UTC)

 * Mark said: "Maybe you have to feel that you own something before you will edit it" - I think this is very much the case, especially in an organisation pretty much completely in experienced with things like wikis. Generally speaking, there are two types of spaces in Wikiversity. The user space and the main space. If you were to have created this page under your user space (a sub page to your user page) then etiquette is to generally leave that content alone to the user. If content is out on the main space (as this page is) then ownership is considered open. The Wikiversity community is still too small to leverage the collective editing resource of the likes of Wikipedia, but it is building. I have the impression that UC staff are reluctant to dive into Wikiversity precisely because of that sense of ownership.. they see Wikiversity as "outside". A real shame. Hope we can break down that barrier... Leighblackall 06:19, 16 September 2010 (UTC)

''Thanks for the extra additions that help my learning. I was wondering how to do images'' --Mark Spain 06:31, 16 September 2010 (UTC)

Recent Changes Camp Canberra Aug 11, 2010
by chance, you might like to come to this: RecentChangesCamp, Canberra is being held at the University of Canberra, Building 7, Room 7XC37 on 11 August 2010. ABOUT | REGISTRATION | SCHEDULE

Hope we'll see you and friends there, but please register so we can prepare lunch. Leighblackall 01:40, 21 July 2010 (UTC)

Videos
You know, if you get permission confirmed through commons:Commons:OTRS for those videos under a free use license, you can upload them to Wikimedia Commons and host them here, instead of just using pictures. Let me know if you want advice about that. ;) -- Cirt (talk) 09:28, 15 October 2010 (UTC)
 * Thanks Cirt. I am interested. What would I need to do? --Mark Spain 22:54, 17 October 2010 (UTC)
 * You would have to follow commons:Commons:OTRS to confirm those videos under a free use license, but first, you would have to convert them to a free use format, using "ffmpeg2theora", see http://v2v.cc/~j/ffmpeg2theora/ -- Cirt (talk) 20:14, 5 November 2010 (UTC)

title: Talk:UC Women's Group Mentoring Program