text:
User talk:Anita op

 Hello Anita op, 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. --Gbaor 08:13, 26 November 2009 (UTC)

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

Let's start...
Dear Anita! With this day we can start your Mediawiki training first here, then later on also offline. We have a lots of time, so you can build up a solid knowledge of the Mediawiki language before proceeding further. Learn how to edit and categorization first. These are fairly long pages, but it does not mean that you have to know everything by heart. You can look them up at any time after all... Some basics: Task:
 * I have seen that you found the signature button. Great! Use it on talk pages, but not on content pages and categories.
 * On talk pages answer the question or add some follow up comments at the same page in order to keep the discussion at one place.
 * Your first task will be: Create a subpage of your userpage called Tasks with text: "My tasks" or something similar. (hint: use the search engine of WV to find out more info about subpages). Once you are ready link this page to your userpage User:Anita op. --Gbaor 08:39, 26 November 2009 (UTC)

FYI
Hi! Just a nice page relevant for our case: User:Wikiresources/Why this tool?. Also try to make that subpage of yours, so we can list every idea and page to check in one place. --Gbaor 15:12, 14 December 2009 (UTC)

Minor
Hi! I created a page (User:Gbaor/Minors) dedicated to the minor thesis. Just one resource is listed so far, it is up to you to add more. Go ahead, and add some links to resources that you think might be useful (even if they won't be used in your minor). I am on my talk page or email, as always. --Gbaor 18:23, 9 January 2010 (UTC)
 * You have some new subpages + I will send you a mail with the details. Cheers! --Gbaor 14:10, 18 January 2010 (UTC)

Read - Write - Contribute

title: User talk:Anita op


text:
User talk:Jeffswin

 Hello Jeffswin, 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 08:18, 26 November 2009 (UTC)

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

title: User talk:Jeffswin


text:
User talk:Nboruett

 Hello Nboruett, 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 08:18, 26 November 2009 (UTC)

title: User talk:Nboruett


text:
User talk:Feinasey

 Hello Feinasey, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 26 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 26 November 2009 (UTC)

title: User talk:Feinasey


text:
User talk:CJMcGill

 Hello CJMcGill, 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. --Mu301Bot 08:18, 26 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 26 November 2009 (UTC)

title: User talk:CJMcGill


text:
Epiinjury - a collaborative learning project on occupational injury epidemiology

Abstract
It is widely agreed that statistical data are essential for accident prevention and benchmarking of the safety. The problem is that the data often are lacking or of low quality. The aim is to write and publish a textbook on occupational injury epidemiology on cohort studies based on registers with these main goals: 1) to improve the training of qualified personnel in injury epidemiology research and data administration and 2) to improve the quality of the existing and new injury and population databases in public and private companies, with the overall goal of 3) improving the safety learning culture that includes good data reporting, good data registers, and good research. The background is that the occupational injury registers are most often developed for administrative purposes, but the data are just as important for injury prevention. One of the problems is under-reporting, which can give serious bias when the data are used for pointing out the most hazardous areas and for comparison of the incidence rates. The direct reason is that reporting of an injury can have some unwanted effects, like fines and extra costs for the company. The indirect reason is related to the lack of a good safety learning culture. The bias can be reduced by using the most serious injuries, such as hospital-treated injuries, insurance data, and fatal injuries, but this does not improve the safety culture. Another important problem is the lack of specific and comparable inclusion criteria for the injuries and the lack of comparable population data. As a part of the safety culture, there is a need to improve the quality of the injury and population data registers and the epidemiological research to assist in reaching a zero-injury level. To improve the knowledge of injury epidemiology and injury data registers, adequate training is needed as part of an adequate safety learning culture. epidemiology and public health A textbook for training is relevant, but such a textbook is lacking. The aim is therefore to write and publish a textbook on occupational injury epidemiology on cohort studies based on registers to improve the safety learning culture to reach the zero-injury goal.

The publishing strategy under consideration.
The project was started based on an invitation from a large international publisher who already agreed to publish it as an e-textbook. Due to later considerations of what could be the best publishing strategy, the contract is not yet signed. As the intention is that the book should be revisable, available free to the public, and without "royalties" paid to the contributors, the Wikiversity seem a good place to do this.

Ethical guidelines
The International Epidemiological Associations´ (IEA) guidelines for proper conduct in epidemiologic research should be applied: http://www.ieatemp.com/goodEpiPractice.aspx Authorship and roles in the development should follow the Vancouver rules: http://www.icmje.org/     Permission from the authors and the publishers should be obtained to use the articles and other material

Project discussion
If you are interested in improving the project or have questions and comments about it, please join us on the /Project Discussion/ page.

The questionnaire
The collaborative learning project on occupational injury epidemiology based on Registers  is a research and learning project about occupational injury prevention. The research component is aimed at creating a review of the best practices injury epdemiology While the learning project aspect is aimed at helping people to do good studies and make better registersters.


text:
User:Jaysarvage

Please refer to my user page on the English Wikipedia site.

title: User:Jaysarvage


text:
Comparative Teaching of Old Greek and Latin/Lesson 03 Part 3

Comparative Teaching of Old Greek and Latin Lesson 03 Part 3

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

'''LESSON 03  PART 3. The substantives of male gender. Masculine substantives.'''

3.3.1.  Analyse and translate the dialogues:

'''Α. Old Greek'''

Teacher: Χαίρετε, ὦ φίλοι μαθηταί! Student: Χαῖρε, ὦ διδάσκαλε! Teacher: Τίς (which of you) ἡμῶν μετασχεῖν (to participate) τοῦ μαθήματος βούλεται; Student: Ἔγωγε. Teacher: Τίς εἶ ὁ λέγων (who is speaking?); Student: Νικολάου Ἰωάννης. Teacher: Ἄκουσον καὶ σύνες (understand) ὅ σοι λέγω! Student: Ἀκούω καὶ συνίημι (I undestand), ὦ διδάσκαλε. Teacher: Εἶεν (well, all right), λέγε. Τίς (who is) ἐστιν ὁ συγγράψας (who wrote) τὴν ἐπὶ τοὺς Πέρσας Ἀλεξάνδρου ἀνάβασιν; Student: Ἀρριανὸς Φλάβιος, ἐκ Βιθυνίας ὤν (being). Teacher: Πηλίκος (how old) τὸν βίον ἐτελεύτησεν (did he die); Student: Ὀγδοηκοντούτης (eighty years old).

Teacher: Τὶς (who) τῷ Ἀλεξάνδρῳ (for Alexander's sake) τοὺς ἱππέας (cavalry men) ἦγεν (to lead); Student: Ἡγέλοχος ἦγεν αὐτούς. Teacher: Πόσον (how far) Ἀλέξανδρος τοῦ ποταμοῦ ἀπεῖχε; Student: Οὐ πολύ. Teacher: Τί δύνασαι ἡμῖν εἰπεῖν;

Student: Ὅ, τι βούλει, ὦ διδάσκαλε.

Teacher: Ἄγε δή (go on), λέγε! Student: Ἀναγνῶ (to read) ἐκ τοῦ δράματος (play) (Shall I read the play?);

Teacher: Ἴδωμεν τί ποιῶμεν (Let us see what to do)! Student: Τί δαί (what then), ἀναγνῶ ἤ μή (shall I read or not?); Teacher: Ναίχι (of course), ἀλλὰ ἐπείγου (but be in a hurry), ταχὺ (quickly) σχολὴ (interval) ἔσται! Student: Ἀνέγνων (I read) καὶ μεταγέγραφα (I've translated), ὦ διδάσκαλε. Teacher: Εὖ γε! Ἴθι (Well done, go)!

Student: Χαῖρε, ὦ διδάσκαλε!

Teacher: Καὶ σύ γε (and you, as well), τέκνον (child)!

'''Β. Latin:'''

Praeceptor: Salve’te (good morning), disci’puli (students)!

Discipulus: Salve tu quoque (good morning, as well)! Praeceptor: Quis Nicola’us est? Discipulus: Ego, magi’ster. Praeceptor: Veni in ta’bulam. Intellexisti’ne (did you understand) lectio’nem (the lesson)? Discipulus: Ita (of course). Praeceptor: Cur (Why) Remum Ro’mulus neca’vit (to kill)?

Discipulus: Ro’mulus neca’vit Remum quod (because) Remus muros (the city-walls) novi o’ppidi vitupera’verat (he had accused).

Praeceptor: Quo modo (how, by what means) Ro’mulus fe’minas (the women) po’pulo Roma’no para’vit?

Discipulus: Dolo (by deceiting) Roma’ni Sabi’nas et fi’lias sabino’rum raptave’runt. Praeceptor: Quis dux (leader) Romano’rum fuit (was)? Discipulus: Ro’mulus, certe, dux fuit. Praeceptor: Cur (why) Roma’ni Sabi’nas raptave’runt?

Discipulus: Roma’ni Sabi’nas raptave’runt quod fe’minae non erant in novo o’ppido. Praeceptor: Hoc factum (the act, the deed) Romano’rum justum (right) erat? Discipulus: Immo (the opposite) inju’stum (unjust) erat. Praeceptor: Cur iniu’stum erat?

Discipulus: Iniu’stum erat quia (because) Sabi’nae erant fe’minae Sabino’rum, non Romano’rum.

Praeceptor: Quota hora est (what time is it), puer? Discipulus: Vix (hardly, just as) hora de’cima (ten) est, magi’ster (teacher).

Praeceptor: Euge (well done, bravo), i (go) in sedem (the seat, the place) tuam!

Discipulus: Gra’tias (I thank you) ago tibi, magi’ster!

3.3.2. Fill in the forms that are missing in the following table:

Nouns     / ὁ / τοῦ / τῷ / τὸν / ὦ / οἱ / τῶν / τοῖς / τοὺς / ὦ

λίθος /  ................................................................................................................

μανδύας / .................................................................................................................

ἡρώων /  ................................................................................................................

δράκουσι/ ................................................................................................................

μύρμηκας/ ................................................................................................................

Write all the cases in the following table for the words: pu΄eri, agri΄colam, sena΄tus, die΄rum, fo΄ntibus.

Singular number

Nominative / ................................................................................................ Genitive  / ...............................................................................................

Dative    / ................................................................................................

Accusative / ...............................................................................................

Vocative  / ..............................................................................................

Ablative  / ..............................................................................................

Plural number

Nominative / ............................................................................................. Genitive  / ............................................................................................ Dative    / ........................................................................................... Accusative / ........................................................................................... Vocative  / ............................................................................................ Ablative  / ...........................................................................................

(Agricola,-ae= the farmer, puer,-i = the child, fons,-tis = the spring, senatus,-us = the senate, dies,-ei = the day.)

3.3.3. Recognize grammatically and syntacticly the masculine words of the following expressions:

1. Λέγει ὡς ὑβριστής (arrogant) εἰμι. 2. Οὐ λέγω ὅτι δεῖ σε ἰέναι (to go) ἐπὶ (against) τοὺς πολεμίους (enemies).

3. Τοιαύτη δόξα (opinion) γέγονε, ὡς ὁ βάρβαρος κήδεται (to care for, to be concerned) τῆς Ἑλλάδος. 4. Σεύθης εἶπεν ὅτι οὐδεὶς ἄν ἀπιστήσειεν (to disbelieve) Ἀθηναίων. 5. Εἰ ἦσαν ἄνδρες ἀγαθοί, οὐκ ἄν ποτε ταῦτα ἔπασχον (to suffer).

1. Capti’vi (the captives) dulcem (sweet) liberta’tem cu’piunt (to desire, to want).

2. Ve’teres (the elders) ho’mines (people) ve’tera la’udant (to praise).

3. Demo’sthenes magnus ora’tor (orator, speaker) fuit.

4. Pu’eri (boys) et pue’llae (girls) virtu’tes (the virtues) amant.

5. Repeti’tio (repetition) est mater studio’rum (of studies).

3.3.4. Recognize grammatically and syntacticly the masculine words of the following expressions and decline them in the same number:

1. Ἔδοξεν ἡμῖν τοὺς ἄρτους (the bread) φαγεῖν.

2. Διδάσκαλος ἐξ Ἀθηνῶν τῆς ἀγωγῆς (education) τῶν παίδων ἐπιμελήσεται.

3. Οἷος ὄλλυμαι (to perish) καλλιτέχνης (artist)! (How good an artist and I perish!)

4. Στρατηγὸς τῆσδε τῆς πόλεως τυγχάνω.

5. Γέλωτα ἀνδράσιν ὀφλήσω (They will laugh at me).

6. Ἄγω ἐπὶ τοὺς δικαστάς (To take someone to the court).

7. Οὔτε ἐπὶ λόγοις ἐπαινέσονταί (to praise) σε.

8. Ὁ παῖς δωδεκέτης (twelve years old) ἐστί.

9. Sed vicus (the village) hinc (from here) multum abest.

10. Ego ex pe’dibus labo’ro (I have an ache, a pain on my feet).

11. Numquam pater credidi’sset (Never would my father had believed it).

12. Cogita’vit nos fratres esse (He thought we were brothers).

13. Meministi’ne magi’stri nostri? (Do you happen to remenber our teacher?)

14. Pu’blicus custos (police man).

15. Ad septentrio’nem perge! (Go northern!)

16. Unum abhinc (from now) mense (A month ago).

3.3.5.Recognize grammatically and syntacticly the masculine words of the following expressions and decline them in the opposite number:

1. Ἄβυσσος ἄβυσσον ἐπικαλεῖται (One error, (mistake, fault) brings the other).

2. Ἀδιάψευστος μάρτυς (A witness who cannot be contradicted).

3. Ὁ κύβος ἐρρίφθη (Dies have been thrown. An definite decision has been taken).

4. Κρεῖττον εἰς κόρακας ἤ εἰς κόλακας ἐμπεσεῖν (Ravens are better than flatterers).

5. Ἄλλαι μὲν βουλαὶ (will, wish, desire) ἀνθρώπων ἄλλα δὲ Θεὸς κελεύει (he orders).

6. Anno Do’mini (After the birth of Christ).

7. Fiat justi’tia (may be justice) et pe’reat mundus (let the world perish).

8. Lapsus li’nguae (lapsus, -us, m).

9. Tot (as many as) ca’pita tot sensus (sensus, -us, m, sense, feeling).

10. Unus testis nullus testis (testis, -is, m, witness).

3.3.6. Analyse structurally the following sentences:

Λέγεται Ἀλέξανδρον ἐνταῦθα (then) ξυναγαγόντα (after he had gathered, collected) τοὺς Ἕλληνας, ὅσοι ἐντὸς Πελοποννήσου ἦσαν, αἰτεῖν παρ’ αὐτῶν τὴν ἡγεμονίαν (sovereignty, power) τῆς ἐπὶ τοὺς Πέρσας στρατιᾶς, ἥντινα (which) Φιλίππῳ ἤδη ἔδοσαν.

Delus clara (famous) et Graecis cara (beloved) erat. Fi’lius Lato’nae (Leto) erat Apo’llo, fi’lia Lato’nae erat Dia’na. Delus plena (full of) erat lauro’rum (laurel, bay).

3.3.7. Translate in Old Greek and Latin the following expressions:

In Old Greek:

1. Hegelochus had as horsemen those soldiers who had the sarissas.

2. Alexander was not far of Kelaines.

3. In the meantime Alexander was going toward the river.

4. The soldiers having light armament were about five hundred.

5. The spies were running hastily.

6. I cannot tell you it.

7. I'll read from the book.

8. I'm reading and translating.

9. How old did he die?

10. What do you want, teacher?

In Latin:

1. Romulus and Remus built Rome.

2. Fate was not favourable to Romulus.

3. Romans carried away the Sabine women.

4. The act of the Romans was not just.

5. By what means did Romans carry away the Sabine women?

6. Why Romans did carry away the Sabine women?

7. Who was the leader of the Romans?

8. Which of you is Nickolas?

9. Hi, teacher!

10. Hi, students!

3.4. Information about the Classic Culture.

1. ἐπὶ τὸν Γρανικὸν ποταμὸν: Granikos river springs from the mountain Ida In Asia Minor and flows into the sea of Propontis. When Alexander the Great, after the death of Philip, his father, imposed his sovereignty in the Greek cities and he was given, at the congress of Corinth, the 336 B.C., of all Greek cities except Sparta, the leadership for the conquest of the Persian State, he passed the Hellespont with about 40.000 pedestrians and horsemen. There, near Granikos river, in  May of the year 334 B.C., became Alexander's  first victorious  battle against  Persians, that ensured his sovereignty in Asia Minor and had as result the autonomy of Greek Cities and Islands being in Asia Minor.

2. τὴν φάλαγγα τῶν ὁπλιτῶν:  The Macedonian phalanx constituted the  heavily armed infantry of the Macedonian army. It was separated in six orders and each order it had roughly 500 soldiers. The soldiers were named "peze'teri" and had as equipment helmet, thorax, leg protection, small sword, circular shield and javelin that was named sa'rissa and had length roughly 5-6 metres and peak 10 centimetres. With the sa'rissa being proposed created they a impenetrable wall, that stopped the attack of the enemies.

3. Ro’mulus et Remus Romam aedificave’runt. Romulus and his twin brother  Remus, were children of Rea Sy'lvia, a Hera's priestess,  and Mars. They were thrown in the river Tiber by the king of Alba Amulius, but the river removed the cradle, in which the children were placed, in the bank. There a she-wolf fed them with her milk, up to the moment that a shepherd found them and  grew them as his own children. Later, when they grew up, they killed Amulius and in recollection of their salvation built Rome in  Latium, in the banks of Tiber, in 753 B.C. In a quarrel that had become in 754 B.C. Romulus killed Remus, because he had accused the city-walls of the new city, and became its first king.

4. unus testis nullus testis: This expression constitutes a basic principle of the Roman Right and has passed in the Right of all democratic countries in our era, together with other principles of the Roman Right, as "audiatur et altera pars (let be heard and the other side)" and "nulla poena sine lege (no sentence (condemnation) without law)". The meaning of this expression is that, in order to be received a testimony into account in the court, it should be crossed with others, because a testimony is equivalent to no testimony and cannot lead to condemnation.

To continue look at: ../Lesson 04 Part 1/ To see the Introduction look at: ../Introduction/


text:
User:Torneill

this is right this text is left not right is wrong again, this text is right this text is not right <--that text is wrong

title: User:Torneill


text:
User talk:Isabellawarner

 Hello Isabellawarner, 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. --Mu301Bot 08:17, 27 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 27 November 2009 (UTC)

title: User talk:Isabellawarner


text:
User talk:Danigreenhouse

 Hello Danigreenhouse, 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 08:18, 27 November 2009 (UTC)

title: User talk:Danigreenhouse


text:
User talk:Cars-In-The-World Master

 Hello Cars-In-The-World Master, 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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Physics/Essays/Fedosin/Planck scale

In physics, Planck scale is the fundamental scale, named after the German physicist Max Planck, who first proposed the ‘’Planck mass’’ in 1899. The electric coupling constant at the Planck scale equals to 1:

 * $$\alpha_{P} = \frac{q_P^2}{2hc\,\varepsilon_0} = 1, \ $$

where
 * $$q_P = \frac{e}{\sqrt{\alpha}}$$ is the Planck charge;
 * $$\!e$$ is the elementary charge;
 * $$\alpha = \frac{e^2}{2hc\,\varepsilon_0} \ $$ is the fine structure constant;
 * $$\!h $$ is the Planck constant;
 * $$\!c$$ is the speed of light in vacuum;
 * $$\!\varepsilon_0$$ is the electric constant.

History
The natural units began in 1881, when George Johnstone Stoney derived units of length, time, and mass, now named Stoney units in his honor, by normalizing G, c, and the elementary charge e to 1. (Stoney was also the first to hypothesize that electric charge is quantized and hence to see the fundamental character of e.) Max Planck first set out the base units (qP excepted) later named in his honor, in a paper presented to the Prussian Academy of Sciences in May 1899. That paper also includes the first appearance of the Planck constant named b, and later called h and named after him. The paper gave numerical values for the base units, in terms of the metric system of his day, that were remarkably close to modern values. We are not sure just how Planck came to discover these units because his paper gave no algebraic details. But he did explain why he valued these units as follows:

Fundamental units of vacuum
The set of primary vacuum constants is: the speed of light $$~c$$; the electric constant $$~\varepsilon_0$$; the speed of gravity $$~c_g$$ (usually equated to the speed of light); the gravitational constant $$~G $$.

The set of secondary vacuum constants is: The vacuum permeability: $$ \mu_0 = \frac{1}{\varepsilon_0 c^2}\ $$;

The electromagnetic impedance of free space:
 * $$ Z_0 = \mu_0 c = \sqrt{\frac{\mu_0}{\varepsilon_0}}= \frac{1}{\varepsilon_0 c} $$;

The gravitoelectric gravitational constant: $$~\varepsilon_g = \frac{1}{4\pi G } $$;

The gravitomagnetic gravitational constant: $$~\mu_g = \frac{4\pi G }{ c^2_g} $$;

The gravitational characteristic impedance of free space:
 * $$~\rho_g =\sqrt{\frac{\mu_g}{\varepsilon_g}} = \frac{4\pi G }{c_g}.  $$

The above fundamental constants define naturally the following relationship between mass and electric charge:
 * $$m_P = \sqrt{2hc\varepsilon_g} = e\sqrt{\frac{\varepsilon_g} {\alpha \varepsilon_0}} \ $$

and these values are the base units of the Planck scale.

Gravitational Planck units
Planck mass:
 * $$m_P = \sqrt{2hc\varepsilon_g} = \frac {m_S} {\sqrt{\alpha}} = 2.17651(13)\cdot 10^{-8} \ $$ kg,

where $$m_S \ $$ is the Stoney mass.

Planck gravitational coupling constant:
 * $$\alpha_P = \frac{m_P^2}{2hc\varepsilon_g} = 1. \ $$

Planck fictitious gravitational torsion mass:
 * $$ m_{\Omega} = \frac{h}{m_P} = 3.04435\cdot 10^{-26} \ $$ J s kg−1.

Planck scale gravitational torsion coupling constant:
 * $$\beta_P = \frac{ m_{\Omega}^2}{2hc\mu_g} = 1/4 = 0.25 . \ $$

Planck gravitational impedance quantum:
 * $$R_g = \frac{ m_{\Omega}}{m_P} = \frac{h}{m_P^2} = 1.39873\cdot 10^{-18} \ $$ J s kg−2.

Electromagnetic Planck units
Planck charge:
 * $$q_P = \frac{e}{\sqrt{\alpha}} = 1.875545956(41) \cdot 10^{-18} \ $$ C.

Planck electric coupling constant:
 * $$\alpha_P = \frac{q_P^2}{2hc\,\varepsilon_0} = 1. \ $$

Planck fictitious magnetic charge:
 * $$ q_m = \frac{h}{q_P} = 3.53287\cdot 10^{-16} \ $$ Wb.

Planck scale magnetic coupling constant:
 * $$ \beta_P = \frac{ q_m ^2}{2hc\mu_0} =\alpha \beta = 1/4 = 0.25 \ $$,

where $$ \beta \ $$ is the magnetic coupling constant.

Planck electrodynamic impedance quantum:
 * $$R_e = \frac{ q_m }{q_P} = \alpha \frac{h}{e^2} = 1.88365\cdot 10^2 \ $$ Ohm.

Secondary Planck scale units
All systems of measurement feature is base units: in the International System of Units (SI), for example, the base unit of length is the meter. In the system of Planck units, the Planck base unit of length is known simply as the ‘’ Planck length’’, the base unit of time is the ‘’ Planck time’’, and so on. These units are derived from the presented above primary Planck units, and arranged in Table 1 so as to cancel out the unwanted dimensions, leaving only the dimension appropriate to each unit. (Like all systems of natural units, Planck units are an instance of dimensional analysis.)

The keys which are used in the Tables below: L = length, T = time, M = mass, Q = electric charge, Θ = temperature.

Planck scale static forces
Electric Planck scale force:
 * $$ F_P(q_P, q_P) = \frac{1}{4\pi \varepsilon_0}\cdot \frac{q_P^2}{r^2} = \frac{\alpha_P \hbar c}{r^2}, \ $$

where $$\alpha_P = \frac{q_P^2}{2h c \varepsilon_0} = 1 \ $$ is the Planck electric coupling constant.

Gravity Planck scale force:
 * $$ F_P(m_P, m_P) = \frac{1}{4\pi \varepsilon_g}\cdot \frac{m_P^2}{r^2} = \frac{\alpha_P \hbar  c}{r^2}, \ $$

where $$\alpha_P = \frac{m_P^2}{2hc \varepsilon_g} = 1 \ $$ is the Planck gravitational coupling constant.

Mixed (charge-mass interaction) Planck force:
 * $$ F_P(m_P, q_P) = \frac{1}{4\pi \sqrt{\varepsilon_g \varepsilon_0}}\cdot \frac{m_P \cdot q_P}{r^2} = \frac{\hbar c}{r^2}. \ $$

So, at the Planck scale we have the equality of all static forces which describes interactions between charges and masses:
 * $$ F_P(q_P, q_P) = F_P(m_P, m_P) = F_P(m_P,  q_P) = \frac{\hbar c}{r^2}. \ $$

Planck scale dynamic forces
Magnetic Planck scale force:
 * $$ F_P(q_m, q_m) = \frac{1}{4\pi \mu_0}\cdot \frac{ q_m ^2}{r^2} = \frac{\beta_P \hbar c}{r^2}, \ $$

where $$\beta_P = \frac{ q_m ^2}{2hc\mu_0} = 1/4 \ $$ is the magnetic Planck coupling constant.

Gravitational torsion force:
 * $$ F_P(m_{\Omega}, m_{\Omega}) = \frac{1}{4\pi \mu_g}\cdot \frac{ m_{\Omega}^2}{r^2} = \frac{\beta_P\hbar c}{r^2}, \ $$

where $$\beta_P = \frac{ m_{\Omega}^2}{2hc\mu_g} = 1/4 \ $$ is the Planck gravitational torsion coupling constant.

Mixed dynamic (charge-mass interaction) force:
 * $$ F_P(q_m, m_{\Omega}) = \frac{1}{4\pi \sqrt{\mu_g \mu_0}}\cdot \frac{ q_m \cdot m_{\Omega}}{r^2}  =   \frac{\beta_p \hbar c}{r^2}. \ $$

So, at the Planck scale we have the equality of all dynamic forces which describes interactions between dynamic charges and masses:
 * $$ F_P(q_m, q_m) = F_P(m_{\Omega}, m_{\Omega}) = F_P(q_m, m_{\Omega}) = \frac{\beta_p \hbar c}{r^2} = \frac{\hbar c}{4r^2}. \ $$

title: Physics/Essays/Fedosin/Planck scale


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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 Mud. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mud~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.

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Renamed
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User talk:Jaysarvage

 Hello DeltaFalcon, 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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text:
Right to Reply

Introduction to the Document Right to Reply
Right to Reply was a document created by home educators in response to the Badman Review of Elective Home Education in England. It was written for MPs and presented to them at a mass lobby of the UK Parliament on 13 October 2009. What you see here is NOT the original document but an updated version including new material.

Introduction
1.1	We have reached a pivotal moment in English history. Never before has a Government fought so hard to intrude into family life and never before have so many parents and children risen up to defend themselves.

1.2	This report is ostensibly about planned changes to the law that will strip home educators of their rights but it is about far more than that. The Government would like local authorities to be given the legal right to enter the homes of innocent families, and the right to interview their children alone. If these rights are enshrined in law it won’t just affect home educators, it will affect all families. Once the door to one group of family homes is prised open, it will only be a matter of time before the door of every home in England is wide open to a stream of local authority officers telling us they know what is best for our children and our families.

1.3 	The Review of Elective Home Education in England has triggered widespread opposition among those who know most about home education – the practitioners. The picture painted of home education by Graham Badman is unrecognisable to the thousands of families in this country who exercise their legal right to educate their children without sending them to school. His view is unrecognisable to the thousands of grandparents, aunts, uncles, cousins and friends who share the lives of home educated children. It is unrecognisable to the children themselves.

1.4	The review has brought welcome support for home educators from many MPs, including the 43 who have signed Mark Field’s Early Day Motion 1785: “That this House acknowledges and celebrates the hard work of the many home educators in Britain who teach their children to an exceptionally high standard; recognises the excellent value they represent to the Government; notes with concern the conflation of welfare concerns with education issues in Government statements on home education; further notes with concern the recommendations of the Badman Review which suggest closer monitoring of home educators, including a compulsory annual registration scheme and right of access to people's homes for local authority officials; and calls on the Government to focus on its own ability to fulfil the Every Child Matters objectives rather than undermine the independence and integrity of home educators by enforcing the Badman recommendations.”

1.5	In addition to MPs, other notable people have been willing to join the public debate about home education. Among those who contributed to this report are:

•	Home education researcher Dr Paula Rothermel of the University of Durham

•	Dr Robert Leese, a Fellow of St Catherine’s College, Oxford, where he teaches mathematics (including statistics)

•	Child protection expert Ben Grey

•	Retired Ofsted Inspector Derry Hannam

•	Author and Director of the Diploma in Creative Writing at the University of Oxford Dr John Ballam

1.6	It is clear that the Government is uneasy about home education - over the last 4 years it has addressed the matter in numerous ways:

We have seen:

•	Consultation: Home Education Guidelines for LEAs (2005) – this consultation specifically excluded home educating families

•	DfES: Home Education Guidelines for Local Authorities in July 2007

•	DCSF Statutory Guidance on Children at Risk of Not Receiving Suitable Education October in 2008

•	Review of Elective Home Education in England in 2009

In addition, other consultations such as ‘Children Missing Education’ (2007), and ‘In Work, Better Off ’(2007) have also had impact on home educating families.

1.7	The Government is also planning two further home education consultations in 2010 on the definitions of “full-time education” and of “suitable and efficient education”.

1.8	However, It is the legislation planned for this autumn that constitutes the most immediate threat to home educators and it is this legislation that is the subject of today’s mass lobby. The Government intends to use the Improving Schools and Safeguarding Bill to: •	force home educating families to register every year with their local authority

•	give local authorities carte blanche to refuse registration

•	give local authority officers the right of access to their homes and the right to speak to their children alone

1.9	Home educators are renowned for their strong opinions and independent spirit. They come from all faiths and none. They have as many approaches to education as there are children. They rarely agree on anything. And yet they are remarkably united in their opposition to these proposals. There is great concern that their way of life will be legislated out of existence.

7. A Suitable Education
Section 7 of the Education Act 1996 states that: “The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable to his age, ability and aptitude, and to any special educational needs he may have, either by regular attendance at school or otherwise.” This begs the question: What is a suitable education? The Education Act does not attempt to define these words. In 1981 the parents of a home educated child appealed successfully at Worcester Crown Court against their convictions for failure to comply with school attendance orders (Harrison & Harrison v Stevenson). A “suitable education” was defined by the court as one which would:  prepare the child for life in modern civilised society, and  enable the child to achieve his full potential. enabled the children to achieve their full potential and was such as to prepare the children for life in modern civilised society In the case of R v Secretary of State for Education and Science, ex parte Talmud Torah Machzikei Hadass School Trust (1985) Mr Justice Woolf held that : "education is „suitable‟ if it primarily equips a child for life within the community of which he is a member, rather than the way of life in the country as a whole, as long as it does not foreclose the child‟s options in later years to adopt some other form of life if he wishes to do so." Because Section 437 to 443 of the Education Act 1996 places a duty on the Local Authority to take action if it appears that a child / young person is not receiving a “suitable education”, the Badman review calls for further definition of a suitable education. The question remains whether this is possible in a general sense. For what is suitable to a child's ability and aptitude and any special needs they might have is very, very specific and can only be determined by someone who knows the child well.

Some think that a suitable education is defined by the National Curriculum. Thus it remains of ongoing concern to them that home educators are not required to follow the National Curriculum, and they feel that children who are not following the NC are in some way educationally disadvantaged and/or neglected. But a curriculum expresses a particular perspective on what is important, and that point of view is not universally the same – as evidenced by the plethora of curriculae available, and also by the constant changes and adjustments being made to our National Curriculum. So rather than attempting to define a suitable education as an all-embracing curriculum to which all learners should conform, a suitable education is better defined as that particular education which suits the particular child. Home educators have long made use of the freedom to tailor the education to meet the specific needs and goals of the children in their care.

Jonathan, aged 14, Hampshire: I have been home educated all my life so I can say my life is my education - it is what I do; when I wake up it‟s      what I‟m thinking and what I am...

Children develop at different rates and in different ways. What works for one child does not necessarily work for another. We know so much now about different learning styles, different ways of receiving and interpreting sensory input, different personal intelligences and gifting. A suitable education is one that fits; one that suits the person embracing it.

Thus there is a very real sense in which the person himself defines the suitability of his education. This is certainly evidenced in Higher Education, where students select their own career pathways; although they may receive career guidance and advice from others, the final selection of study is their own.

Clearly, this interpretation of a “suitable education” is difficult to implement in the context of compulsory education in a school. However, one of the key strengths of home education is that it is ideally suited for the facilitation of an education that is relevant, specific and accurately pitched at the age, aptitude and ability of the individual child. A personalised, flexible, creative curriculum allows for shifts in focus, interest and motivation on the part of the learner.

Jaki Parsons, Hampshire: I enjoy the opportunity of allowing my seven-year-old daughter to follow her interests. She reads because she wants to and enjoys choosing stories that follow her passion - ponies. Although she didn't learn to read until she was seven, her first books were Famous Five and Secret Seven adventure stories, bypassing the early books her schooled friends had to endure before they got onto "proper" story books. She goes horse riding, does gymnastics, football, ice skating and had a brief fling with ballet. We do drama, art, history, poetry and basket weaving. We are on first name terms with the staff in the Willis Museum, Milestones Museum, Andover Iron Age Museum, SEARCH museum - although to be fair, some staff work at all of the museums! I love the fact that we learn together, although funds do not allow us to follow all of her interests (for example, she did want to open a petting zoo in the back garden!) We have visited Oxford University, the British Museum, Mayflower Theatre, Portsmouth Dockyards, New Forest parks, Southampton Civic Centre, INTECH Discovery Centre and many other places. She has an avid enquiring mind and no two days are ever the same. In the next couple of weeks she will have learnt a poem and recited in front of a local infant school, visited the Royal Albert Hall and listened to the Primary Proms, gone to London for a Children‟s Jazz concert and watched an assortment of films via the Film Foundation. None of this would be possible if she went to school and followed a prescriptive curriculum. She is a free range chick, not a battery hen learning facts and SAT‟s in a gilded cage. I am confident that, like her much older siblings, in due time she will take her place in the world of work doing whatever job that lights her fire.

The most well-known context in which the concept (that a “suitable education” can only be defined by the learner) has been explored is Summerhill School. Founded by A.S. Neill in 1921, Summerhill is run on the principles of democracy, equality and freedom. Summerhill functions with the precept that school should fit the child, not the other way around. Children at Summerhill have no prescribed curriculum, and are free to attend or not attend classes as they see fit. Thus self-government is a core ethos at the school. This does not lead to anarchy, as the freedom to choose is balanced by another core ethos, namely that one is free to do as one wishes so long as one‟s choice does not harm (ie interfere with the freedoms of) others, thus „Freedom, not License‟ (A.S. Neill wrote a book with the same name). In many ways the structure of Summerhill looks like a healthy family on a large scale.

Not surprisingly, in its unique approach, Summerhill has generated a lot of interest over the years, not all of it dispassionate and favourable. It has been one of the most inspected schools in the country. Following a major inspection from OFSTED in March 1999, the then Secretary of State for Education and Employment, David Blunkett, issued the school with a notice of complaint, taking issue with the school's policy of non-compulsory lessons. Rather than conform to OFSTED requirements, Summerhill chose to contest the notice in court with the assistance of human rights lawyer Geoffrey Robertson QC. In March 2000 a settlement was agreed according to which provision was made for the special educational philosophy of Summerhill to be taken into account in future inspections. In 2007 a full inspection was carried out within the framework set out by the court settlement – with very positive results.19

Ofsted Inspection Report on Summerhill School, 2007 „The school adopts an alternative philosophy to education based on the work of its founder, A.S. Neill. It is based on the notion that children should be free to decide for themselves how to spend their time in school. The proprietor, who is the daughter of A.S. Neill, continues to uphold these principles. The daily life of the school is governed by the school meetings, held three times a week, in which everybody has an equal vote. School meetings are used to create, confirm and amend all the school laws which form the structure of expectations for the community of staff and pupils, in which the adults and children have complete parity of status. The school's philosophy is to allow freedom for the individual, each child being able to take their own path in life and find, through experience, the things that they want to do and the person they want to be. The school proposes that this leads to an inner self confidence and real acceptance of themselves as people. All of this is done within the structures of the school, through the meetings, self-government and the clear distinctions between freedom and licence, all elements which are at the very core of the school's philosophy and the day-to-day experiences of the pupils and staff.‟

Reflecting back on the case, Derry Hannam, who was the Ofsted inspector adviser to the Summerhill defence team, said the following:

Derry Hannam My own feeling is that if a family resisted the inspectorial visit or challenged its findings to the point where they were put before a court and at that point expert evidence in support of autonomous education was given by authorities like Roland Meighan or Alan Thomas, then the poor quality of understanding of learning and education theory by the LA staff would be exposed just as the poor quality of the Ofsted inspection of Summerhill and the highly unimpressive court performance of the DFEE 'Registrar of Inependent Schools' on day 1 and 2 of the hearing fatally undermined the unsuccessful attempt by the DFEE/OFSTED to close Summerhill in 1999.

One of the concerns raised in the Badman report is to do with autonomous learning 20 (also known as unschooling). Although he draws no conclusions, Mr Badman questions whether it “presents a more serious concern for a quality of education that lacks pace, rigour and direction”. Autonomous educators fear that concerns such as these, along with a concomitant lack of understanding of autonomous education in philosophy and practise will bring bias and heavy handedness to any attempts on the part of LAs to monitor the “efficiency and suitability of elective home education”.

Alison Tindale, East Yorkshire: Autonomous education seems to lie outside the prevailing educational paradigm of the time, a paradigm that dictates that all education has to be planned, carried out and then assessed. This paradigm is so all-prevailing that we have very little faith that local authority officials will receive suitable training to help them understand autonomous learning and respect it as a legitimate educational method. We fear that, in consequence, (a) officials will judge the provided education as inadequate and take steps towards School Attendance Orders for our children or (b) be tempted to raise false safeguarding concerns in order to refuse re-registration.

It is so necessary to distinguish between education and schooling. All children should be educated, but not all children should be schooled. And if children are not schooled, they are not necessarily uneducated.

Many of the recommendations of the Review are intrusive and interruptive of the process of autonomous education. For example, requiring the child to demonstrate attainment and progress alongside the threat of a possible loss of the right to continue home education is likely to engender fear and anxiety – thus detracting in a very real sense from the philosophy and methodology of autonomous education, which has been defined as the freedom to learn what one likes, when one likes, how one likes, and for one‟s own reasons.

Maire Stafford, Leicestershire: I strongly believe that with education (learning living life), what you don't do is as important as what you do. For some children pressure is tantamount to criticism, criticism can be disabling if it is not perceived as positive. It is important not to diminish, or coerce, or undermine. Often I think „oh I could do that with ___, then I look at what she is doing and it is more useful and enjoyable than what I was about to suggest. Without great sensitivity we can interrupt the autonomous process which depends on the child's curiosity confidence and belief in their ability to succeed where they wish to challenge themselves.

Raquel Toney, Essex: My autonomously educated daughter found that the impending inspections changed the way she approached her learning. She was no longer learning because she had a love of it or was interested but instead to please the inspector. Once I presented what we were doing via a report, things changed and my daughter was able to relax and work at her own pace. She has decided to take GCSE's two years earlier than her peers. She already has an A grade in English Language. I am in no doubt that had she been made to continually exhibit her knowledge in front of an inspector her enthusiasm would have been extinguished and learning would have become a chore.

Interestingly, the pioneer of autonomous education as an educational philosophy was himself a teacher. Initially John Caldwell Holt sought to reform schools, but with time he came to feel that education could happen better outside of school structures: 21

John Holt I believe that we learn best when we, not others, are deciding what we are going to try to learn, and when, and how, and for what reasons or purposes; when we, not others, are in the end choosing the people, materials and experiences from which and with which we will be learning; when we, not others, are judging how easily or quickly or well we are learning, and when we have learned enough; and above all, when we feel the wholeness and openness of the world around us, and our own freedom and power and competence in it. 22

I would be against trying to cram knowledge into the heads of children even if we could agree on what knowledge to cram and could be sure that it would not go out of date, even if we could be sure that, once crammed in, it would stay in. Even then, I would trust the child to direct his own learning. For it seems to me a fact that, in our struggle to make sense out of life, the things we most need to learn are the things we most want to learn. To put it another way, curiosity is hardly ever idle. What we want to know, we want to know for a reason. The reason is that there is a hole, a gap, an empty space in our understanding of things, our mental model of the world. We feel that gap like a hole in a tooth and want to fill it up. It makes us ask How? When? Why? While the gap is there, we are in tension, in suspense. Listen to the anxiety in a person‟s voice when he says, “This doesn‟t make sense!” When the gap in our understanding is filled, we feel pleasure, satisfaction, relief. Things make sense again – or at any rate, they make more sense than they did. When we learn in this way, for these reasons, we learn both rapidly and permanently. 23

John Holt wrote 10 books on education, most of which are still in print. In 1964 „Teach Your Own‟ was published, a book in which Holt encouraged parents to offer their children a different – and he believed better – kind of education by teaching them at home. However, he continued till the end of his life to speak to teachers and at schools, hoping that some of his thoughts about respecting children would have influence.

John Holt The human mind is a mystery. To a very large extent it will probably always be so we will never get very far in education until we realise this and give up the delusion that we can know, measure, and control what goes on in children‟s minds. To know one‟s own mind is difficult enough. 24

It is important to note that he was not the only educationalist expressing these views. In writing about them he joined the ranks of A.S.Neill, George Dennison, Ivan Illich and others. There are many thinkers who have questioned – and are questioning - the structure of our schools and curricula, including John Taylor Gatto25, Sandra Dodd26, and Roland Meighan27. Roland Meighan has a string of credentials, and is nobody‟s fool: D.Soc.Sc., Ph.D., B.Sc.(Soc)., L.C.P., Cert.Ed., and Fellow of the Royal Society of Arts, formerly Special Professor of Education at the University of Nottingham. Writing about John Holt‟s work, he said: 28 There is a terrible irony in re-reading John Holt‟s message. Most of the bad strategies that he identified... are those which raise children‟s fears, and produce learning which is fragmented, distorted and short-lived. They have become the basic building blocks of the UK National Curriculum.

So when home educating parents choose an autonomous approach as the educational philosophy and approach for their children‟s learning, they are not ignorant or careless or neglectful. And contrary to popular opinion, autonomous education does not mean leaving children to their own devices. Although the children determine their curriculum, the parents are facilitators and supporters of that curriculum.

Joy Baker was a home educating parent who, in the late 1950‟s, fell foul of her education authority‟s perception of a “suitable” education when they deemed her provision to be lacking and issued school attendance orders on her children. In court, Mrs Baker said the following words 29:

Joy Baker: You may say that these children have not had a conventional education or that you do not personally agree with or approve of their education. But that is a matter of opinion, not of law. You may say that they are not being educated in accordance with school methods; but can you say that this education has not been efficient or is not producing a favourable result? Because these children‟s absorption of knowledge follows a different pattern to school methods of teaching, and many school subjects are being held back, spread over a different period of time, or approached in a different way for a considered purpose, does this make their education inefficient?

After many court appearances – and the waste of a great deal of time and money it should be said – in 1962 it was finally agreed that Mrs Baker‟s children could be educated at home, in peace.

In attempting to define the term “suitable” in the context of education, one is left with the uncomfortable understanding that if the learning must suit the learner in terms of age, aptitude and ability, there cannot possibly be just one approach, one curriculum and one context that will suit every child being educated in this country. Rather, there must be freedom to select what is best for each child, and as the major stakeholders in education, families - and the children in those families - need to have the final say as to the content and delivery of a suitable education for them.

Reflecting on the case later, Joy Baker wrote:30 After all the smoke of the High Court battle had cleared and the sounds of the firing had died away, I surveyed the battlefield behind me, where, I was told, I had made legal history; and where I had won my ten-year fight for the right of a mother to care for her own children – the most fundamental right on earth. People had often said to me, „Doesn‟t all this make you feel very important?‟ but in fact what impressed me most was the absurdity of its ever having been necessary; the incredible fuss the Education Authorities had made, over just one mother who would not agree with sending her children to school... ...my natural duty as a mother is to do what is best for my children, without regard for any other consideration whatever. No Act of Parliament is capable of deciding the upbringing and destiny of any individual child, and any Act which restricts the natural right of the parent to care for the child is in breach of a higher law than that of Parliament.

David Gribble wrote a useful book called „Worlds Apart‟31 in which he compares and contrasts the fundamental beliefs of traditional teacher led learning and democratic learner directed learning. One thing becomes clear – namely that beliefs about education affect process and practise, as well as the evaluation of the efficacy of that education. Will the LA honestly be able to say that the evaluation of autonomously educated children is fair and without bias? Who is best qualified to determine the suitability of an education? Autonomous educators are fully persuaded that the learners in their care are the best judges of the suitability of their education, and thus they support and respect their choices – and ask their government to do the same.

Alison Tindale We know we have a duty to make sure that our children receive a suitable, full-time and efficient education either by attending school or otherwise. We accept that it is reasonable for educational authority officials to make enquiries to reassure themselves that we are fulfilling this duty if they have information that causes them to doubt this, and we would be willing to respond appropriately to such enquiries. We also understand that they have a legal right to intervene if it then appears that we are not doing so. We believe they should otherwise trust that we are doing so, especially as we believe unnecessary monitoring will interfere with the very education it is trying to monitor.

title: Right to Reply


text:
Talk:Right to Reply

If you have any ideas about what to include in the updated version of Right to Reply, please post them here. Claire Blades 16:12, 27 November 2009 (UTC)

title: Talk:Right to Reply


text:
Generating dynamic content with MediaWiki/2009/W49

Help! I've been kidnapped by aliens! I'm hopelessly lacking the funds to re-establish an Internet connection. W37 is my last update in this series. This is a marker bouey in the sea of Time left by CQ 19:44, 27 November 2009 (UTC)


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User:Zhivago1974

christian philosopher psychiatrist. i am a human being, so nothing human is alien to me. -Terentius

title: User:Zhivago1974


text:
User:Leighblackall/Ethical products concept

How might we create a user generated database for rating products based on a bar code according to their social, economic and ecological ethics?

Example 1
Flat directory based on bar code page names generated by scan and send phones

/1347889990000/ (code and generates a wiki page with following fields:) Lemon Paramount Citrus (Description) 11000 (social rating 2 star) 11100 (economy rating 3 star) 10000 (ecological rating 1 star) Comments:

Was thinking more along the lines of creating a Database inline with what the ethical.org had to offer as a starting point:

For now at least just to get a Database up and running, a flat Table (to be normalised later), will have to include things like many barcodes (range of product sizes) mapped to a single product record. Have a feeling this could get out of control if too many opinions are taken on board at this stage, maybe run up a proof of concept with just this before refactoring to include a full suite of properties and their correct relationships. what do you think Leigh?


text:
User:Leighblackall/Ethical products concept/1347889990000

Lemon Paramount Citrus (Description) 11000 (social rating 2 star) 11100 (economy rating 3 star) 10000 (ecological rating 1 star) Comments:
 * Official product webpage
 * Criticism link
 * News link
 * Letter to the manager link


text:
User:PatrickE

I'm interested in educational articles about science and mathematics, mostly at the high school level.

I was, until recently, doing the same thing at Conservapedia (under the name PatrickD; I couldn't create that name here for some reason), but found it too difficult and unrewarding. So I'm going to try it here. This seems like a more natural place for the types of things I want to do. I will probably be bringing over things that I wrote there (my own work only), as modified for the needs of this wiki.

title: User:PatrickE