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Council of Nicaea (325 A.D.)

The First Ecumenical Council at Nicaea (325 A.D.)

The Arian Controversy
In A.D. 325, the Roman emperor, Constantine, called a council in the city of Nicaea  The council brought together bishops from all over Christendom in order to resolve some divisive issues and ensure the continued unity of the church. By far the most significant of these issues was the Arian controversy, which had become so serious in the eastern half of the empire, and particularly in northeast Africa, that it was threatening the continued unity of the church there.

The Arian controversy takes its name from a man named Arius who lived in North Africa in the late third and early fourth centuries. He was probably born in Libya. Earlier on in his life, Arius had become a deacon in the church, but had been excommunicated by Peter, bishop of Alexandria (300-311), because of his involvement with a sect called the Melitians. The Melitians took their name from an individual called Melitius who had also been excommunicated after a dispute with the bishop at Alexandria concerning the admittance to the church of those who had compromised their faith in times of persecution. Melitius had not been able to accept the church’s position and in order to avoid further trouble, it had become necessary, in the church’s view, for him to be excommunicated. Following his excommunication, he started his own church and built up a sizable following in North Africa. The Melitian problem was also destined to be on the agenda at Nicaea, though by the time of the council, it was eclipsed by the much greater schism which had developed around Arius.

The fourth century historian, S.H. Sozomen, writes, "Arius asked forgiveness of [Bishop] Achilles and was restored to his office as deacon, and afterwards elevated to the presbytery. Afterwards, Alexander [who succeeded Achillas in 313] also held him in high repute, since he was a most expert logician" (251). Unfortunately, this rapport with Alexander was not destined to last and Arius would once again be ejected from the church. The cause of the disagreement was Arius’ understanding of the identity of the Son of God. In the writings of the early church fathers, the tension between Christ’s complete oneness with God and his subordination to the Father was never completely resolved. Nevertheless, the orthodox position was trinitarian, i.e. the Son shares fully in the deity of the Father and the Holy Spirit. While the Son might have willingly taken a subordinate role, he was in essence fully divine, and as such was coexistent with the Father from eternity, uncreated, and without beginning or end.

Arius did not accept this trinitarian understanding of the Son. He believed that Jesus’ status as the Son of God implies that he was begotten of God at some point. This implies a special relationship, different from that of other creatures, who are merely created by God. Nevertheless, the Son, as one begotten, is still more creature than creator, and the Arians insisted that there was a time when he did not exist.

In addition, Arius accused Alexander of Monarchianism, the opposite extreme of his own view, which does not see any distinction whatsoever between the Father, Son, and Holy Spirit. These three are merely different aspects of one God in whom there is no division. As a result of this conflict, Arius was eventually removed from his post by Alexander. However, using his considerable powers of persuasion, Arius appealed to the people and to the other bishops throughout the eastern church, winning many to his cause, even among the clergy. The people are said to have held demonstrations in support of him. In time, the schism became so big that it threatened to divide the eastern church.

Constantine Fails to Settle the Dispute
The empire was at this time divided, with Licinius ruling in the east and Constantine in the west. As the schism grew in the eastern empire, Constantine was consolidating his power in the west, and waiting for the right moment to extend his power into the east. That opportunity came in 323 A.D. when he found an excuse to do battle with Licinius. Licinius was rapidly defeated and the empire was once again united, with Constantine as emperor. Constantine had been converted to Christianity some years before and for reasons which may have been political as well as religious, he did not wish to see the church divided. As the east came under his control, the Arian controversy came with it. Constantine resolved to settle the issue and with this in mind, he sent his trusted friend and advisor, Bishop Hosius of the Spanish city of Cordova, to Alexandria, for the purpose of arbitrating between Alexander and Arius. To give weight to Hosius’ mission, he was armed with a letter from the emperor himself which exhorted both sides to settle their dispute and restore the internal harmony of the church. Unfortunately, Hosius was not able to bring about an accord between the warring parties and he was forced to return to Rome without any good news for the emperor.

Constantine Calls a Council
Constantine was not ready to give up, however, and he decided to call a council of bishops. He arranged for approximately three hundred bishops to come to Nicaea, a town near Constantinople (now Istanbul), all expenses paid, to resolve the issue and standardize doctrine. At the same time, they would take care of other questions which were not as momentous as the Arian dispute, but which needed a consensus to be satisfactorily resolved. Most of the bishops were from the eastern half of the empire, as this was where the dispute was, but there were a handful from the west and from beyond of the borders of the empire.

In Nicaea itself, issues of faith became the leading focus of discussion in the days prior to the debate, and several philosophers and followers of pagan religions appeared on the scene to dispute with the Christians. In addition, bishops and priests held discussions among themselves to better prepare themselves for the coming conference. Arius was present at some of these and endeavored to make his views known and understood. Many of the bishops brought personal complaints against other clergy members with them, with the hope that Constantine would give them his consideration. However, he was not willing to deal with such things and merely appealed to the bishops to forgive those who had offended them, and to live in such a way as to be beyond reproach themselves.

The council convened in the late spring of 325 A.D. (the exact day and month are disputed) with Hosius presiding. Early historians vary in their estimates of the number of bishops present, with approximations ranging from two hundred and fifty to three hundred and twenty, although Athanasius on one occasion specifically says three hundred and eighteen. Eusebius of Caesarea, who was present at the council, writes:

 * In effect, the most distinguished of God’s ministers from all the churches which abounded in Europe, Libya, and Asia were here assembled. And a single house of prayer, as though divinely enlarged, sufficed to contain at once Syrians and Cilicians, Phoenicians and Arabians, delegates from Palestine, and others from Egypt; Thebans and Libyans, with those who came from the region of Mesopotamia. A Persian bishop too was present at this conference, nor was even a Scythian found wanting to the number. Pontus, Galatia, and Pamphylia, Cappadocia, Asia, and Phrygia, furnished their most distinguished prelates; while those who dwelt in the remotest districts of Thrace and Macedonia, of Achaia and Epirus, were notwithstanding in attendance. Even from Spain itself, one whose fame was widely spread took his seat as an individual in the great assembly. The prelate of the imperial city was prevented from attending by extreme old age; but his presbyters were present, and supplied his place. (Life of Constantine, 521)

It is noteworthy that here, and in other records of the event, no preeminence is given to the bishop of Rome. Eusebius merely observes that “the prelate of the imperial city was prevented from attending by extreme old age; but his presbyters were present, and supplied his place.” The position of authority given to the bishop of Rome later, as pope, did not yet exist. Among the bishops, greater status appears to have been afforded to the bishop of Jerusalem at this point. (See Surviving Documents, below.)

Contentious Debate
After making a stunning entrance in a purple robe adorned with gold and precious jewels, Constantine personally opened the conference with an appeal for unity and harmony among those in attendance. He presented his opening speech in Latin, with an interpreter translating it into Greek. He then gave those in the members of the council the opportunity to speak and to discuss doctrinal differences. As they did so, at times quite heatedly, he would occasionally interject encouraging or conciliating words in Greek, which although not his first language, was one in which he had some ability to converse.

Alexander was the principle spokesperson for the orthodox view, while Eusebius of Nicomedia, who held to the Arian doctrine, was the chief representative of the dissenting view. Arius himself, not being a bishop, was not invited to attend. At the beginning of the conference, it seems that most of the bishops were not very well-informed on the issue. There were a handful of staunch supporters on both sides, pro-Arian and anti-Arian, but most did not have a strong position one way or the other concerning Arius’ views.

Their neutrality rapidly evaporated when Arius’ views were explained more fully, however. Eusebius of Nicomedia was first to speak. As he proceeded to explain the Arian position to the bishops, they became so angry that they grabbed his notes out of his hands and proceeded to tear them to pieces. On the face of it, this may seem to be a rather extreme, if not comical, reaction. But one must bear in mind that there were many bishops who still bore the scars of persecution from earlier times when the church was less in favor, and therefore had good reason to see this as a personal affront. The fifth century historian, Theodoret, writes:

 * Paul, bishop of Neo-Caesarea, a fortress situated on the banks of the Euphrates, had suffered from the frantic rage of Licinius. He had been deprived of the use of both hands by the application of a red-hot iron, by which the nerves which give motion to the muscles had been contracted and rendered dead. Some had had the right eye dug out, others had lost the right arm. Among these was Paphnutius of Egypt. In short, the Council looked like an assembled army of martyrs. (43)

The Nicene Creed
The bishops decided that an official statement was necessary which would reflect the orthodox view of the church concerning the relationship of the Son to the Father, and which could be used as a doctrinal standard for the church universal. Eusebius of Caesarea introduced a creed to the assembly which impressed those present sufficiently, in particular the emperor, that they decided that with a few small changes it could be a suitable expression of orthodox doctrine on the issue of the Trinity, and appropriate changes were suggested. According to Bishop Athanasius, who was present at the council, Hosius was then given the job of composing the final statement and it was brought before the council for a vote. At first, seventeen Arians refused to support the new statement, but after further discussion, the number was reduced to five. This number was further reduced to two, after the dissenting bishops were threatened with the loss of their positions. The two bishops who refused to agree to the final document were Secundas and Theonas, both of Libya, and these received an official censure along with Arius. All three were declared heretics and exiled.

There probably were some who did not agree with the document, but signed it anyway rather than face the alternative. There may also have been some who, while they were not in complete agreement, were willing to concede for the sake of unity in the church. We know that Eusebius of Nicomedia fell into one of these categories, for even though he signed, he continued to teach Arian theology after the council.

The following is the original creed as it was issued by the council at Nicaea. It is decidedly anti-Arian in its wording:

 * We believe in one God, the Father Almighty, maker of all things, visible and invisible; and in one Lord Jesus Christ, the Son of God, the only begotten of the Father, that is, of the substance of the Father; God of God, light of light, true God of true God; begotten, not made, consubstantial with the Father, by whom all things were made, both in heaven and in earth; who for us men, and for our salvation, descended, was incarnate, and was made man, and suffered, and rose again the third day; he ascended into heaven, and shall come to judge the living and the dead. And in the Holy Spirit. But the holy catholic and apostolic Church of God anathematizes those who affirm that there was a time when the Son was not, or that he was not before he was begotten, or that he was made of things not existing; or who say, that the Son of God was of any other substance or essence, or created, or liable to change or conversion. (Boyle 44)

Although the creed specifically mentioned the Father and the Spirit, particular attention was given to the divinity of the Son. While fifteen words are devoted to the Father and five to the Holy Spirit, there are ninety-one concerning the Son. The general thrust of the statement concerning the Son’s relationship to the Father is summed up in the Greek word homoousia, usually translated consubstantial, which means of one substance. This word is believed to have been added at the request of Constantine. The historian, Isaac Boyle, writes:

 * The Arians rejected with murmurings and contempt the term consubstantial, complaining that it was not to be found in the Scriptures, and might be taken in a very exceptionable sense... They declared that his resemblance to, and union with, the Father, was not with regard to his substance or nature, but in a conformity of will and counsel. (20)

Following the statement of belief in Father, Son, and Holy Spirit, there are six “anathemas” in the creed. These condemn specific Arian beliefs concerning the Son, as well as those who hold such beliefs. The anathemas were later deleted at the Council of Constantinople in 381 A.D., probably because by that time, Arianism was no longer a major issue. The council at Constantinople also altered and extended the other parts of the creed. The original form is designated 'N' (for Nicaea) by scholars, while the later is designated 'C' (for Constantinople). The Oxford Dictionary of the Christian Church says:

 * In common parlance, the 'Nicene Creed' more often means the considerably longer formula which bears this title in the Thirty-Nine Articles and is in regular use in the Eucharistic worship of the Church, both in East and West. It is also known as the 'Niceno-Constantinopolitan Creed'. (968)

The doctrine of the Trinity espoused in the creed has become a mark of orthodoxy down to the present day.

Other Issues
The second most important item on the agenda at Nicaea was the date of Easter. Boyle says:

 * It appears that the churches of Syria and Mesopotamia continued to follow the custom of the Jews and celebrated Easter on the fourteenth day of the moon, whether it fell on a Sunday or not. All the other churches observed that solemnity on Sunday only... It was considered indecorous, and as affording occasion of scandal to unbelievers, that while some were engaged in fasting and penitence, others should be indulging in festivity and relaxation. (22)

After discussing the issue, the Syrians and Mesopotamians agreed, for the sake of unity, to conform to the rest of the church on this issue.

The problem with the excommunicated North African bishop, Melitius, and his followers was also discussed. In spite of the objection of some who felt that the ruling was too lenient, it was decided that he would be able to retain his title of bishop, but that he would have no power to ordain people to clerical office. Those who had received ordination from him in the past could seek recognition by the bishop of Alexandria, which would normally be granted, unless they rejected the decrees of the council or were unsuitable for other reasons. The decision did not prove lenient enough for Melitius and his followers, however, for they rejected its terms and continued to exist as a separate church. In spite of the disapproval of the mainstream church, the movement proved to be quite durable, lasting some four hundred years before dwindling away in the eighth century.

Surviving Documents
If there were any minutes taken at the council, we are unaware of their existence today, so we cannot know the full extent of the discussions. In addition to the records of contemporary authors, however, some documents did survive from the council itself. Apart from the creed, we have a synodal letter and twenty canons. The purpose of the synodal letter was to inform the regional churches of the council’s decisions, particularly those churches under the authority of the bishop of Alexandria, which would have been most strongly affected, but also the churches in general. The twenty canons were intended, not so much to create a new order of discipline, but to reinforce and codify the existing one, which in some cases was being neglected. The canons dealt with such things as the ordination of bishops, respect for the bishop of Jerusalem, the giving of communion to those who are dying, the movement of clergy between cities, and procedures for administering the eucharist among the clergy.

The council was concluded with a huge banquet provided by Constantine. This was a dual celebration, both in honor of the success of the council, and of the twentieth anniversary of the emperor’s reign, which coincided with the meeting. After the celebration, Constantine sent the bishops on their way with lavish gifts and an exhortation to continue in the spirit of unity which had been established at the council.

The Fate of Arius
Arius was banished to Illyricum, a region on the eastern coast of the Adriatic, and all copies of his writings were ordered to be burned. Anyone found guilty of concealing his writings would be put to death. But if these draconian measures were intended to silence him, they were unsuccessful, for he continued to write and teach in exile. Also, Eusebius of Nicomedia, who had officially given his approval to the Nicene Creed, continued in his Arian beliefs regardless. Since Constantine was a regular visitor to Nicomedia, Eusebius had frequent opportunity to talk with him about them. Eusebius eventually succeeded in softening Constantine’s attitude towards the Arian doctrine to the point that Arius was allowed to return from exile. Arius’ health was failing by this time, however, and he was not very active after his return. He died a short time later, in about 335 A.D. Ironically, when Constantine was on his deathbed, he had never been baptized, so at his request, he was baptized by, of all people, Eusebius of Nicomedia.

Arius’ doctrine outlived him in spite of the council, and it continued to be a threat to the unity of the church in the eastern half of the empire for some time after his death. An African bishop named Athanasius, who had been in the council as an assistant to the bishop of Alexandria and in 328 had ascended to the bishopric himself, became the most outspoken critic of Arianism and struggled ceaselessly to eliminate it from the church until the time of his death. Being assisted by dissensions within the Arian movement, he eventually met with considerable success and Arianism was finally put to sleep at the Council of Constantinople in 381, when the bishops unanimously affirmed orthodox trinitarian doctrine as expressed at Nicaea. Athanasius did not live to see this triumph, for he died in 373, eight years before the council.

The Significance of Nicaea
The Council of Nicaea was a landmark in several ways. It is generally thought of as the first ecumenical council, because it was the first council which brought together representatives from throughout Christendom, including those of opposing theological viewpoints. And it is theologically significant in that the doctrine of the Trinity emerged from the council as a mark of orthodoxy which still holds to this day.

But perhaps of even greater significance is that it was the first church council sanctioned by the ruling political entity. The emperor’s role in the council seems to have been nothing but positive, but the council signaled the beginning of an often stormy relationship between church and state which was to dominate the course of western history for over a thousand years until the Reformation in the 16th century. The relationship between church and state has continued to be an important political issue to the present day. Although there were unquestionable benefits to the church-state relationship, such as an end of persecution and freedom to proselytize, there were also some negative aspects. In particular, a potential for doctrinal despotism was created. With the support of the state, the church was able to dictate orthodoxy and to enforce conformity by making it a crime to express anything, publicly or privately, which contradicted the official position. This was to have a chilling effect on freedom of religion and freedom of expression, and would in time lead to rampant corruption. The church which had once been persecuted now became the persecutor. The Reformation, in which millions of believers seceded from the Catholic Church, was the eventual result. But at Nicaea, at least, there was cause for celebration for the “army of martyrs” who were in attendance.

title: Council of Nicaea (325 A.D.)


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User:ColtonC.Cooper

=English Composition=

Statement of Intent

Overview

I intend on writing 15,000 words this quarter on a book I've been working on while also going back and editind the 13,000 I already have.

Rationale
 Motivation to finish the book, as well as getting that much closer to doing so.

Publication/Presentation
 Publish just on wiki, considering that while the project might be finished the book will not.

Schedule

 * week 2 Try to really lay out what I want to accomplish by week 3
 * week 3 Have 3000 words written
 * week 4 Have 6000 words written
 * week 5 Have 9000 words written
 * week 6 Have 12,000 words written
 * week 7 Have 15,000 Words written
 * week 8 start editing
 * week 9 have half of it edited
 * week 10 Be satisfied with the first 12,000 words of the book.

Anticipated Problems
 Misjudged how many words I was able to pump out, misjudged my amount of inspiration and motivation, not being able to get past my perfectionism.

Week 6 Project Review

So far I am a bit behind schedule on my project. I have written roughly 7,000 new words to the story and have edited the first 3,000 extensively, and all though I am not completely satisfied with them I am getting closer. The other 9,000 words that I was suppose to edit have had some minor changes made to them but not anything worth recognizing. In the next 6 weeks I'm hoping to get as many words as possible, I should be able to reach at least another 7,000 bring the total to about 14,000. However I do not feel that I will be able to edit the rest of the story to an even remotely decent draft. So although my project may not be completed to it's full extent, I'm pretty happy with the work I've done thus far and will be satisfied with the final results regardless.

Reader's Report

Project

title: User:ColtonC.Cooper


text:
User:TasiaD

=Analytical Writing=

Statement of Intent

Overview
What I intend to accomplish this quarter for analytical is to write a paper about criminal profiling. You know those shows where the detectives are chasing criminals and stuff, and they make assumptions on who they could be or what they're like based on their criminal behavior? I guess it is a real thing and I'm a bit curious on how they arrive at those assumptions. I Imagine there is some psychology involved with some weird detective skills thrown in. I plane to commit the first 2 weeks to be devoted to acquiring a large amount of research. I like to know exactly what I'm writing about before I start so I can organize my paper better. Then write a page per week having 6 pages by the end of the quarter.

Rationale
What I hope to get out of this is a better understanding of people. I guess I could research psychology but there is a class for that; well, I think there is. Plus imagine what kind of cool villains you could make with a knowledge of criminal mind-stuff. Maybe I will try to increase my vocabulary too.

Publication

Schedule

 * 1) week 2 research
 * 2) week 3 research and outline
 * 3) week 4 2 pages at least 300 words each
 * 4) week 5 2 pages at least 300 words each
 * 5) week 6 2 pages at least 300 words each
 * 6) week 7 2 pages at least 300 words each
 * 7) week 8 fine-tune
 * 8) week 9 reflection paper
 * 9) week 10 fine-tune

Anticipated Problems
If I get sick and by being sick I don't get what i wanted to get done that week; I will write 4 pages the following week.

Week 6 Project Review
I feel like I started really strong. But after our talk, I got blind-sided by my other classes mid-terms and then I fell way behind. I'm supposed to have like 900 words by now and I only have my first paragraph. I think I actually think I might have overwhelmed myself, but I know I haven't. I guess I underestimated the work load of my other classes. Perhaps I'm still in a state of shock. I imagine profiling to be like a special skill you'd have to learn with years of schooling in psychology and criminology. I actually thought I would write about how they actually analyze people, and how they do it. But I find out now it isn't glamorous at all. It's just overly gross stereo-typing. I know I should have known better; the realist that I am, but no. Clarisse in the silence of lambs wouldn't know poop if she was real. That being said it's 50/50 on skill thing, it's kind of like Sasquatch; you either believe in him or you don't.(I personally think Sasquatch is awesome.) But I definitely hope to get caught up with my schedule soon and keep on trucking. I also just learned that might've isn't really a word like I thought it was.

Before Or During Week 6

 * What is it?
 * Bad examples
 * Internment of Japanese-Americans in WWII
 * Good examples
 * Serial Killers
 * Your own perspective - middle ground

Outline
I. History of criminal profiling or offender profiling:

- Mid-evil/1800s

- Thomas Bond

- Walter C. Langer

- James A. Brussel

- Howard Tenten

- Richard Walter and Bob Koppel

- John Douglas and Robert Ressler

- David Canter

II. The process:

- generalizations

- Psychology

- Organized and dis-organized.

- personality traits that parallel other people who have committed similar crimes.

III. The Good:

- Focuses the investigation

- locates possible suspects

- Identifying suspects

- assists the prosecution of suspects

IV The Bad:

- Bias

- Stereo-Typing

- Cold Reading -Rainbow ruse -The Jacques statement -The Barnum Statement -The fuzzy fact

- False Imprisonment.

offender profiling
The Psychological analyzing of criminals; known as 'Offender Profiling', is the modern interpretation of crime solving. Offender profiling is generally used by the FBI and in cases of psychopathy; serial killers and the like. There are many examples of it on television, books, and movies; such as the television show law and order: Criminal intent, or the book 'The Silence of the Lambs.' Both of these show the high-lights of offender profiling and the actual psychological analyzing of the criminal. The media interprets it as a highly skilled profession. We all know that the media has its way in exaggeration for effect. With offender profiling (Or better known as criminal profiling) there seems to be a 50/50 stand-point. One side looks upon it as the greatest thing to happen in crime-solving. The other side views it as outrageous stereotyping and cheap tricks.

There has been evidence of criminal profiling since way back in the Middle Ages and the 1880’s, but it hasn’t been in defined use since the 1940’s. It has been said that a detective by the name of Thomas Bond was the first to make a profile of a criminal. That criminal being Jack the Ripper. He noted the sexual nature of the crimes and how it seemed to point to the fact that he was quite possibly a misogynist. Jack the Ripper was never found and Thomas bond was actually a medical doctor. (Guillen -2)

James A. Brussel was a psychiatrist whom the FBI asked to make a profile of a criminal that was bombing notable buildings in New York City from 1940 to 1956. They showed him pictures of the crime scene and the notes that the bomber left behind. Brussel concluded that the offender would be an un-married man living with a relative, and a former disgruntled employee of Con-Ed; which was the company his notes were addressed to. Brussel also stated that he would be Slavic and neatly dressed. Sure enough the man the FBI found was living with his two older sisters, un-married, neat and angry at con-ed for firing him when he was injured. The actual profile that Brussel made is rather debated. It’s said he exaggerated the original profile for his book; to make it seem as if he was right on the mark. (Gladwell -1) Brussel is also accredited to the profile of the Boston Strangler.

Brussel is accredited to modern profiling. Other notable profilers who followed in his footsteps were; Howard Teten, Richard Walter, Bob Koppel, John Douglas, Robert Ressler, and David Canter. Bob Koppel is accredited to criminal profile of The Green River Killer. Both he and Richard Walter developed a system of profiling. (Gladwell -3) The system states that the criminal is either organized or disorganized. David Canter is accredited to the profile of the railway rapist in England. (Gladwell -4)

Profiling sounds complicated, but it really isn’t. All it takes is analytical skills and a basis in psychology. Some say that is it is nothing but bias stereo-typing. It is said that there are four phases to a profile. First one is the anecdote; which is basically how the murder was acted out or planned. This part is usually an educated assumption. The 2nd phase is what is the method and the manner of the murder; what type of person did they select, how did they kill them. The 3rd phase is how did they dispose the body; did they throw it just anywhere or did they hide it? The last phase is called post offense behavior; is the offender trying to help with the investigation? (Gladwell-6) The Green River Killer was said to have had called the police to help with the investigation.(NPR) They also then group their profile into an organized killer; did they plan it out? Or a disorganized killer; basically meaning spur of the moment or completely unplanned. An organized killer will also pick out there victim according to some specification, and a disorganized killer might just kill the first person it sees. Some assumptions they make is that if the victim is white; then more than likely the killer is white as well. If the killer is killing only women it must mean the killer is a misogynist. (Gladwell-5) They also tend to parallel a crime to another crime. Let say a man out there is killing prostitutes and burying them in a forest somewhere. They might as well use the same profile as green river killer. That is where the claims of stereotyping comes in.

Good things that can be accredited to profiling is that it focuses the investigation so that it doesn't stray too much off the path. The profile is meant to simplify the investigation so that the investigators won’t be wasting time on too many different scenarios. A profile is also meant to help investigators narrow the field of possible suspects by listing types of people whom might commit that crime. When the investigators come down to a list of suspects they can be narrowed down. A profile is also an aid in the prosecution of the suspect. A profile is not supposed to be the end all of detective work. The profile is intended to be a minor part of the investigation. Profiling is only 2nd to hard evidence like DNA, finger prints or eye-witness reports. (NPR)

When profiling goes array is when the profile is the main focus of the investigation instead of hard evidence. To almost anything positive there comes a negative. A criminal profile is intended to narrow down the investigation. This could also be perceived as ‘tunnel vision’ which is when they focus too much on something instead of considering other possibilities. (Gladwell - 5) A profile is used as a tool to narrow down a list of suspects. This can be perceived as stereo-typing; the most general known thing about that person or group and use that against them, even though people are all multi-faceted and different.

Many who oppose criminal profiling describe it as ‘cold reading’. Cold reading is used by fake psychics, it’s a technique where you make a very general statement and the person you tell it to makes their own conclusion. (Gladwell - 5) Let’s say you’re an elderly woman and you meet with a so-called psychic. He knows absolutely nothing about you. He makes a statement about how someone dear to you died. He can make this generalization because you’re an elderly old woman and more than likely someone dear to you has died. Why else would you go see him. There was a study done where they showed a profile to investigators whose profile was meant for their case. They said that everything was logically. They showed the same profile to a different group of investigators whose case the opposite of the profile. They too thought that the profile fit. Another claim is that a lot of criminal profilers have huge egos. Many notable ones have written books.

Many people claim that the profilers change what the original profile was after the investigation to something that makes more sense. (Gladwell-5) Lets take James A. Brussel as an example. In his book he wrote his profile for the con-ed bomber as such; unmarried, living with a sibling, disgruntled former employee, neatly dressed, a slav, and that when the investigators find him he’ll be wearing a double-breasted suit. In actuality Brussels profile was that he’d have a facial scar, be born and educated in Germany, has a night job, and live in Westchester. (Gladwell- 6)

TV displays profiling in a positive - almost super hero like light. TV shows will show the profile in the field dealing with the criminals first hand. In reality they sit in an office and the investigators bring them crime scene information. Criminal profiling can be a useful tool in crime-solving when it’s used as an aid to hard-evidence and not the only evidence.

"Criminal Profilers Investigate Murderous Minds.(14:00-15:00 PM)(Broadcast transcript)(Audio file)." Talk of the Nation. National Public Radio, 2007. NA. Opposing Viewpoints Resource Center. Gale. Seattle Public Library. 1 Mar. 2010 .

Gladwell, Malcolm. “Dangerous Minds; Criminal Profiling made easy.” The New Yorker. 12 Nov 2007. 17 Feb 2009.

Guillen, Tomas. Serial killers issues explored through the Green River murders. Upper Saddle River, N.J: Pearson Prentice Hall, 2006. Print.

REFLECTION: Looking back on everything I thought about criminal profiling, I definitely had an idealistic view on it. I viewed it like the profilers were out there active in the investigation, interviewing suspects, battling bears with their pure strength and agility. What I found out was that they sit in an office somewhere in the FBI playing cup golf, while frustrated detectives bring them their crime-stuff and plead for them to make an educated guess on what their culprits are like. They totally have no other thing that they do. They sit in an office, occasionally go to a crime-scene to look at stuff, or look through some folder with crime photos in it. They then make a broad statement, and the detective can make of it whatever he wants. Talk about a cush job. I think it could be more effective if they actually were like a part of the investigation instead of some guy on the side they contact to make a profile. I think a basis of psycology would be good for a detective to know. Just a basis on how the mind works or something. I don’t think psychology is 100% though. I think people are too complex to really group in sociopaths or empaths or whatever. What I’ve come down to though is that crime-solving should stick to hard-evidence and not so much, “what was this guy thinking when he blew up that peanut-butter jar in the car, causing grandma to have a heart-attack.” I think it could help but it shouldn’t be the end all. Kind of like salt, you only need a pinch of it.

SELF ASSESSMENT
What did I learn in this class? How to self motivate. Having my own deadlines was a really new experience for me. I was able to learn how to set time for research and stuff. What I could learn more of really is not to procrastinate and to be ready for anything. I mis-judged the workload of my other classes and had to push my paper aside for like two weeks, which I felt was pretty harmful for my paper. What I did do well I felt was not falling to behind my own deadline. I guess it would’ve been sad if I fell way behind on my own deadline, but I often do that normally. So I felt I was able to overcome my incessant procrastination. Then again it helped a lot that I was researching something I had a great interest in and it was something I had no real idea about. I do feel like I could have put more time into my paper though. Like, I felt I put more time and interest into the research but not into the actually writing of the paper. I feel absolutely prepared for future studies. I think it allowed me to gain more skill sets. Such as, self motivation and stuff like that. I feel like those are hard things to accomplish in a class, but I was able to kick it. I’ll be honest though I didn’t contribute too much to the actual class discussion. I’m not much of a eloquent speaker and I usually describe sopmething as a thing. BUT! I did try to put As much imput  on the workshop papers as I could. I also feel like you; Steven Arnston, should get an award for the most super hyper awesomest teacher in the universe. You are way too cool for school. You and your little concertina.

title: User:TasiaD


text:
User:Egm6341.s10.Team4.nimaa&m/HW1

= Exercise #6 =

Given
Use following Integration
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle f(x)=f(x_0)+\dfrac{x-x_0}{1!}f^1(x_0)+\int\limits_{x_0}^{x} (x-t)f^2(t)\, dt

 * }
 * }

Find
Repeat integration by parts to reveal:
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \dfrac{(x-x_0)^2}{2!}f^2(x_0)+\dfrac{(x-x_0)^3}{3!}f^3(x_0)

 * }
 * }

Solution
For solving this problem we should show that:

I=\int\limits_{x_0}^{x} (x-t)f^2(t)\, dt = \dfrac{(x-x_0)^2}{2!}f^2(x_0)+\dfrac{(x-x_0)^3}{3!}f^3(x_0)+.... $$

From integration by parts; we can define functions u and dv as:

f^2(t)=u; (x-t)dt=dv \rightarrow\ v=\int\limits_{x_0}^{x}(x-t)\, dt = xt-\dfrac{(t^2)}{2} $$

\Rightarrow\ \int\limits_{x_0}^{x} (x-t)f^2(t)\, dt=[(xt-\dfrac{t^2}{2})f^2(t)]-\int\limits_{x_0}^{x}(xt-\dfrac{t^2}{2})f^3(t)\, dt= $$

=\dfrac{x^2}{2}f^2(x)-xx_0f^2(x_0)+\dfrac{x_0^2}{2}f^2(x_0)-\int\limits_{x_0}^{x} (xt-\dfrac{t^2}{2})f^3(t)\, dt $$

Then, by adding and subtracting following term to the integral,

\dfrac{x^2}{2}f^2(x_0) $$

We obtain:

=\dfrac{x^2}{2}f^2(x)-\dfrac{x^2}{2}f^2(x_0)+\dfrac{x^2}{2}f^2(x_0)-\dfrac{2xx_0}{2}f^2(x_0)+\dfrac{x_0^2}{2}f^2(x_0)-\int\limits_{x_0}^{x} (xt-\dfrac{t^2}{2})f^3(t)\, dt= $$

=\dfrac{(x-x_0)^2}{2!}f^2(x_0)+\dfrac{x^2}{2}\int\limits_{x_0}^{x} f^3(t)\, dt-\int\limits_{x_0}^{x} (xt-\dfrac{t^2}{2})f^3(t)\, dt= $$

=\dfrac{(x-x_0)^2}{2!}f^2(x_0)-\int\limits_{x_0}^{x} (\dfrac{x^2}{2}-xt+\dfrac{t^2}{2})f^3(t)\, dt $$

The first term of the expression has already been attained. Now, we should reveal that:

\int\limits_{x_0}^{x} (\dfrac{x^2}{2}-xt+\dfrac{t^2}{2})f^3(t)\, dt=\dfrac{(x-x_0)^3}{3!}f^3(x_0)+.... $$

Again by integration by parts we have:

f^3(t)=u; (\dfrac{x^2}{2}-xt-\dfrac{t^2}{2})dt=dv \rightarrow\ v=\int\limits_{x_0}^{x}(\dfrac{x^2}{2}-xt+\dfrac{t^2}{2})\, dt = (\dfrac{x^2}{2}t-\dfrac{x}{2}t^2+\dfrac{1}{6}t^3) $$

\Rightarrow\ \int\limits_{x_0}^{x} (\dfrac{x^2}{2}-xt+\dfrac{t^2}{2})f^3(t)\, dt=[(\dfrac{x^2}{2}t-\dfrac{x}{2}t^2+\dfrac{t^3}{6})f^3(t)]-\int\limits_{x_0}^{x} (\dfrac{x^2}{2}t-\dfrac{x}{2}t^2+\dfrac{1}{6}t^3)f^4(t)\, dt $$

=\dfrac{x^3}{6}f^3(x)-\dfrac{x^2}{2}x_0f^3(x_0)+\dfrac{xx_0^2}{2}f^3(x_0)-\dfrac{x_0^3}{6}f^3(x_0)-\int\limits_{x_0}^{x} (\dfrac{x^2}{2}t-\dfrac{x}{2}t^2+\dfrac{1}{6}t^3)f^4(t)\, dt $$

=\dfrac{x^3}{6}f^3(x)+\dfrac{(-3x_0x^2+3x_0^2x-x_0^3)}{6=3!}f^3(x_0)-\dfrac{x^3}{6}f^3(x_0)+\dfrac{x^3}{6}f^3(x_0)+....=\dfrac{(x-x_0)^3}{3!}f^3(x_0)+\int\limits_{x_0}^{x} (\dfrac{x^3}{6}-\dfrac{x^2}{2}t+\dfrac{x}{2}t^2+\dfrac{1}{6}t^3)f^4(t)\, dt $$

 * {| style="width:60%" border="0"

$$ \Rightarrow\ f(x)=f(x_0)+\dfrac{x-x_0}{1!}f^1(x_0)+\int\limits_{x_0}^{x} (x-t)f^2(t)\, dt+\dfrac{(x-x_0)^2}{2!}f^2(x_0)+\dfrac{(x-x_0)^3}{3!}f^3(x_0)+.... $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= |
 * }

= Exercise #9 =

Given

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \dfrac{e^x}{x}=\dfrac{1}{x}[e^x-1]=:f(x)

 * }
 * }

Find
1) Expand
 * {| style="width:100%" border="0" align="left"

e^x $$ in Taylor series with remainder.
 * $$\displaystyle
 * $$\displaystyle
 * {| style="width:100%" border="0" align="left"

$$
 * 2) Find Taylor series expansion and remainder of f(x).
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

Solution
Generally, f(x) can be expressed in Taylor series as follows:

f(x)=P_n(x)+R_{n+1}(x) $$

\Rightarrow\sum_{i=0}^n \dfrac{(x-x_0)^n}{n!}f^n(x_0)+\dfrac{(x-x_0)^{n+1}}{(n+1)!}f^{n+1}(\gamma) $$

\gamma\in [0,x] $$

\Rightarrow\ e^x=\sum_{i=0}^n \dfrac{x^n}{n!}f^n(0)+\dfrac{x^{n+1}}{(n+1)!}f^{n+1}(\gamma)=\sum_{i=0}^n \dfrac{x^n}{n!}+\dfrac{x^{n+1}}{(n+1)!}e^\gamma $$

Using the first part will lead us to solve second part:

\Rightarrow\ e^x=1+\sum_{i=1}^n \dfrac{x^n}{n!}+\dfrac{x^{n+1}}{(n+1)!}e^\gamma $$

\Rightarrow\ e^x-1=\sum_{i=1}^n \dfrac{x^n}{n!}+\dfrac{x^{n+1}}{(n+1)!}e^\gamma $$

\Rightarrow\ \dfrac{e^x-1}{x}=\sum_{i=1}^n \dfrac{x^{n-1}}{n!}+\dfrac{x^n}{n+1}e^\gamma $$

\gamma\in[0,x] $$

= Exercise #10 =

Given
Use following Integration
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \int\limits_{a}^{b} \sum_{i=0}^{n=1} l_i(x)f(x_i)\, dx

 * }
 * }

Find
To obtain

 * {| style="width:100%" border="0" align="left"

I=\dfrac{b-a}{2}(f(a)+f(b)). $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

Solution
First we expand the summation inside the integral:

I=\int\limits_{a}^{b} \sum_{i=0}^{n=1} l_i(x)f(x_i)\, dx = \int\limits_{a}^{b}[l_0(x)f(x_0)+l_1(x)f(x_1)]\, dx $$

From Lagrange equation we have:

l_i(x)=\prod_{i=1}^{n=1} \dfrac{x-x_j}{x_i-x_j} $$

\Rightarrow\ l_0(x)= \dfrac{x-x_1}{x_0-x_1}; l_1=\dfrac{x-x_0}{x_1-x_0} $$

Trivially,

x_0=a;   x_1=b $$

\Rightarrow\ I= \int\limits_{a}^{b}[\dfrac{x-b}{a-b}f(a)+\dfrac{x-a}{b-a}f(b)]\, dx $$

\dfrac{1}{b-a} \int\limits_{a}^{b}[(b-x)f(a)+(x-a)f(b)]\, dx $$

=\dfrac{1}{b-a} [\int\limits_{a}^{b}(b-x)f(a)\, dx]+[\int\limits_{a}^{b}(x-a)f(b)\, dx] $$

Now, integration can be easily solved in its interval:

=\dfrac{1}{b-a}[f(a)(bx-\dfrac{x^2}{2})+f(b)(\dfrac{x^2}{2}-ax)]=\dfrac{1}{b-a}[f(a)(\dfrac{b^2}{2}-ab+\dfrac{a^2}{2})+f(b)(\dfrac{b^2}{2}-ab+\dfrac{a^2}{2})] $$

=\dfrac{1}{2(b-a)}[f(a)(b-a)^2+f(b)(b-a)^2]=\dfrac{b-a}{2}[f(a)+f(b)] $$

title: User:Egm6341.s10.Team4.nimaa&m/HW1


text:
User:OliviaB

=Humanities I/The Commons=

Midterm Research Project
Sydney Opera House

The original Sydney Opera House was considered to small for all the performances going on. The country of Australia was open to new ideas therefor allowing architects to send in there ideas in 1954. They received over 233 entries from people in 32 countries. The winner was announced in 1957 to a Danish architect by the name of Jorn Utzon. His design is an expressionist design that cost about $102 million to make and was finally completed in 1973. In order to build this opera house, it needed 588 concrete piers that sink up to 25 meters below sea level. The covering of the opera house is referred to as “shells” because of the color and that way that they are shaped. The outer cover appears to be a bright white but really it is all titles that are white and matte cream colored. There were some changes done to the original design, but then later that was changed. Like any other major project, it was late by ten years and was over the original cost by 14 times the amount. The Sydney Opera House now belongs to the World Heritage Site, that also includes Stonehenge. Thanks to this unique design it is now one of the recognizable performing art centers in the world. This building is considered public art not because of what takes place inside the building but what is on the outside. The design itself is considered a work of art and anyone who passes by is able to appreciate it.

http://www.wayfaring.info/wp-content/uploads/2007/03/800px-sydney_opera_house_sailsk.jpg

http://www.richard-seaman.com/Travel/Australia/Sydney/Harbour/SydneyOperaHouseAndSpeedBoat.jpg

http://hornconcerto.net/wp-content/uploads/2009/07/sydney_opera_house_concert_hall.jpg

http://www.blather.net/abroad/australia/_MG_0585_sydney_opera_house_500.jpg

title: User:OliviaB


text:
User talk:ColtonC.Cooper

Please post your week 6 Project review today.
 * Best, Stevenarntson

Thanks. I went home today and wrote out like 3500 words. I'm feeling better about it now. I think I'm going to stop trying to write in a linear form, just write the parts that I know and hopefully the rest will come in time. I'm just worried I'm not going to be able to connect them all. I guess we'll see what happens.

 * Colton,

As an addendum to our discussion this morning, two favorite quotes I think about when working on writing. The first is Samuel Beckett: "Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better. " The second is by Goethe: "Without haste. Without rest."
 * Best, Stevenarntson

 * Hi Colton,

Just wondering how it's coming along, now that we're at midterm? Best! Stevenarntson

 * Colton,

This looks great. Your note on perfectionism may be significant--dissatisfaction with quality can be a significant bugbear to progress on a project this large. As you've already completed 15K words, though, you're making good progress. Generally, I encourage writers of long works not to worry over quality too much. Try as hard as you can as you write, but don't look back. Leave typos, uninspired paragraphs, etc--they'll still be there later when you come back to do editing.
 * Good luck!
 * Stevenarntson
 * P.S. If you're looking to publish this later on through a "real" publisher, we may want to discuss whether or not you'll post the work on the wiki, or perhaps just a short excerpt.

title: User talk:ColtonC.Cooper


text:
User talk:Csharratt

 * Christopher,

I like the contradictions idea a lot--or the notion of things that seem impossible. In terms of poetry, there are some forms that are pretty difficult. I think I've mentioned the villanelle in class. One of the most famous of them in modern times is Dylan Thomas' "Do Not Go Gentle Into That Good Night." Even harder than the villanelle is the sestina! A sestina on the subject of impossibility would be quite nice.
 * Best, Stevenarntson

 * Christopher,

How is this coming along? We'll talk about some more poetic forms today in class.
 * Best, Stevenarntson

This seems like a great idea. I'll be interested to see what sort of thread you'll use to connect the pieces. I'll definitely be talking about some poetic forms in my lectures, but also if you're ever stuck for an idea, please ask me. Poetics is a long-running interest of mine, and I have much information that probably won't make it into the class as the quarter goes on.
 * Good luck!
 * Stevenarntson

title: User talk:Csharratt


text:
User:TanaB

=Analytical Writing=

Statement of Intent
I started going to The Art Institute of Seattle a little over a year ago and, ever since then I have heard students ask the same question repeatedly, “We pay so much to go to school hear, where is all our money going?" Now at first I didn’t really think nor care about where goes. Than i started hearing so many students have said the equipment they are using are out dated or broken. I have hared teachers explain that we are a private school so no one else gives AIS money besides the students. This got me asking "Where does the money go?"Now since i might have problems with this one i also came up with another one.

Now for the next topic to research or find out more about is on a more personal level. I started out in the video program at AI then later switched into the IDT program. I am having some second thoughts about it. i am torn since i do like and have fun both programs. Some tell me video cause i already have been doing it for so long and others say IDT cause of other reasons. yet the only one who can make the choice is me and i have zero clue what i will end up doing but i would like to make my decision by the end of this quarter.

Overview
1. I hope to find out where the money goes or at lest where some of it goes. 2. I hope to find out what i really want to go to college for and yes even stick to it!

Rationale
1. I hope to find out where the money the students pay goes. A real answer to the question. 2. I hope find out what i really wanna do.

Publication
1. I would print it out in a booklet/magazine and let the students hear the answer to their question(s).

Schedule

 * 1) week 2 - make-up questions for students and staff to see their views on our school/money
 * 2) week 3 - ask questions to students and staff to see where they stand
 * 3) week 4 - write up the answers
 * 4) week 5 - find out who i need to talk to who knows where the money goes, make appointment, and write up questions for them
 * 5) week 6 - after that i am not too sure at this point am not sure until i get to this point or get started.
 * 6) week 8 - research where tuition in general goes
 * 7) week 9 - write up 1st draft
 * 8) week 10 - write
 * 9) week 11 - Polish and turn in

 * 1) week 2 - Make a list of positives and negatives for/about IDT
 * 2) week 3 - make a list of positives and negatives for/about Video productions
 * 3) week 4 - make an appointment with Don and talk to him about it
 * 4) week 5 - See if my list has changed with both video and IDT
 * 5) week 6 -

Anticipated Problems
1. Things that might go wrong in this are; I could get no one to talk to me about this on the record, hit a dead in information, or not have enough time. 2. not make a choice in time or find out i don't wanna do either

Week 6 Project Review
So far the project is going okay. I am not really finding out a lot about where MY tuition goes but more about where tuition goes on average. I am kind of just riding on that for now. I have talked to kids around the school and found out what they think and even some teachers too. Mostly the teachers tell me how the money effects them which is good to know since most people (me too) thinks a good part of their tuition goes to the teacher.

I have also decided on only doing the where does the tuition go instead of doing a few small essays.

After researching and hitting some blocks i have tried to steer my paper in a simi different direction. I did find the answer to my question but it was very simple and not what i was looking for i guess will still be writing about where tuition money goes but not just about AIS it will be about college in general. This way i can find more info even if people don't really want to talk to me about this.

This maybe kinda last min but it is where the things i was finding where leading me.

I had no clue i forgot to site my sources!

Before and Including week 6

 * Marketline - use through AIS Library
 * Personal anecdote - intersperse.
 * Secrecy thing - a fireable offense to discuss salary.
 * For-profit education.
 * Student - teacher ratio.

Project
<

Where’s my money?

Asking too many questions?

When I first walked in to the Art Instittue of Seattle the last thing on my mind was where does my tuition go. Now that I have been there for over a year its one of the top things on my mind. I wondered how many other people at not only my school but at other colleges wondered the same thing. I began going around AIS asking students what they thought.

I asked the students where they thought their money goes and where it should go. Every AIS student I talked to answered the questions just about the same. Students believe their money was going to the owner of the school or to teachers and that it needed to go towards new equipment for students to use. The best answer I got was “The money goes to doughnuts and coffee”. This made me laugh since around 4 months ago the school had boxes and boxes over filling with free doughnuts and coffee just around the corner from the finance office.

The Art Institute of Seattle is a little pricier than the average college. This is because it is classified as a private school. Basically, that means AIS has no out side resources for money only what they make. At the average 4 year college (not a community college) the price per credit is around $250.00. Now at AIS the price per credit is $471.00 (what it says on the website). Now, on top of this the average college tuition cost as been on an up rise. In 2005 a study was done to show the rise of colleges. It showed that in the last ten years (in 2005) the average four-year college has went up 5.9 percent. So if the non-privet schools are going up in price AIS must be too.

I wanted to know more about what the students thought before I looked up too much info or asked the higher power of the school questions. I didn’t really ask any questions at all I just listened to friends and classmates talk. I heard all so many students make the same complaints. The top two where, “why do we have to pay so much for printing a colored copy” and “why does our school café cost so much for crappy food”? I went and made a copy and asked why I had to pay the dollar. The answer was I don’t know it just is.

Research?

It was a shocker when I read, “only about 5% of your college tuition goes to the students”. But what does that even mean? I found out tuition is the money that powers a college. Tuition pays the bills the school has, student services, paychecks, and even for a school library. When the cost of something goes up the tuition goes up. So it was that easy, I googled it and found it from many sources all finding that answer did was make me want to know more. It couldn’t be that easy there had to be more, more factors.

Teachers? Classes?

Classes in The Art Institute of Seattle can very in size from ten to thirty five (or so I have scene in my classes) depending on the class and demand for the class. Now, after chatting with a teacher I found out how they get paid. It does not matter how many students are in a class the teacher will get paid the same amount. In my eyes that does not seem 100% fair. More students mean more money is coming in to the school/class. Won’t that leave extra money going somewhere? Teachers are said to be very underpaid for all the schooling they have and what they do for people. In 2004 the average college professor salary was $51,800. A plumber can start at $40,000 and in about twenty years they can make almost two times that. When will a teacher start making more?

The Demand?

I have only been in college for 1 year and some change yet; since I have been there even I can see the growth in the classrooms and halls. I was talking to a teacher about the growth in the school. He said that the average number for a class has even changed since I have been going to The Art institute of Seattle. The writing classes use to have no more than about 20 in a class. Now, there is about 30-35. This makes every class overly crowded; sometimes there are not even enough chairs to seat every student who has paid for the class. Since the numbers of students who are attending college are growing wouldn’t the cost be shrinking not growing?

Schools like The Art Institute is a school puts an emphasis on the time each student in a class is given buy a teacher. Now with the number of students per teacher growing isn’t that false advertising?

So, this made me think, maybe too many are going to college. When I was reading a web site called Yong Money Talks it had an article from 2006 about college students dropping out. According to it 30% of students drop out in the first year and 50% of students wont graduate.

Are some people just not made to go to college? According to author Charles Murry some people aren’t made for college. When talking to USA today he clarified why he believes this. He is not saying some are too dumb for college just, that a bachelor’s degree isn’t right for everyone. There is other after high school trainings one can do. At the same time he does not think its good to only let the top 10% in to college, its more of are you being prepared for college and the work that comes with it. The public eye looked at Murry and thought he was being rude or it was just wrong for him to say it. In the interview Murry told about what an A student had to say about his thoughts. A student said, "I knew I had to (go to college), but it wasn't right for me, and I wish it didn't stand there as this great promised land that sucked us in.”

End?

At the end of all this I did basically find the answer to my question “where does the tuition go”. It goes to the bill of the campus. But after all that it just made me ask more questions that go around the answer and dive deeper into it all.

References

1.	Kelley, Bob. "Colleges cost going no where but up." www.cnn.com. can, 1018 oct 2005. Web. 20 Mar 2010. .

2.	"Where does college tuition go?." www.associatedcontent.com. N.p., 23 feb 2009. Web. 20 Mar 2010. .

3.	"Where does college tuition go?." www.timemagazine.com. Time, 13 apr 1992. Web. 20 Mar 2010. .

4.	Garrette, Jared. "What do college teachers make ." www.helium.com. Helium, Inc, n.d. Web. 20 Mar 2010. .

5.	Marklein, Mary Beth. "Do too many people go to college? This author says yes." www.usatoday.com. USA Today, 21 aug 2008. Web. 20 Mar 2010. .

>

title: User:TanaB


text:
User:AldousFLukito

=Analytical Writing=

Statement of Intent

Overview
I intended to write an analyze about two different religions and write about the two different perspective of who God is according to each of their perspective. It is going to be between Christians/Catholics vs Buddhism/ Hinduism

Rationale
I hope that i can get better understanding of each individual perspective in order to place myself when i am speaking with other people, especially about something sensitive like religions ( believes ).

Publication
I would like to show my friends about my research and share with them my point of view from my research. From my article i really wish that people will understand others point of view and respect their believes.

Schedule

 * 1) week 1 Look for research topic
 * 2) week 2 Research and interview
 * 3) week 3 research
 * 4) week 4 research
 * 5) week 5 Begin draft
 * 6) week 6 research
 * 7) week 7 edit paper

Anticipated Problems

Week 6 Project Review

Before Or During Week 6

 * The Great Commission
 * 1) Do research on religion: Buddhism, Islam, Christianity 1,000wds
 * 2) Do interviews with adherents of each faith 1,000wds
 * 3) Their own faith
 * 4) Their reflections on other faiths
 * 5) Personal Essay: Reflections 1000wds

Project
Buddhism

Buddhism was first known in India between the 6th and the 4th BCE. Buddhism was first taught by Siddhartha Gautama, who is also known as Buddha.

Right before his birth, his father King Suddhodana, was prophesied by an astrologer that his son, Siddhartha will become a holy man, depending on what he see outside of the palace ground. After hearing that, King Suddhodana prevented Siddhartha from leaving the palace ground. By the age of 29, Siddhartha decided to go out of his palace, despite of King Suddhodana’s effort of preventing him to go out of the palace. Outside of the palace, Siddhartha learned the suffering of ordinary people, that they will encounter becoming an old man, a sick man a corpse and finally becoming an ascetic holy man. This event was recorded on the Buddhism scripture as the four sights. These experiences prompted Gautama to abandon royal life and take up a spiritual quest.

He started his quest by encountering anapanasati meditation which means 'mindfulness of breathing'. The practice of ānāpānasati varies. Typically, one begins by sitting in a comfortable position, with the back and neck straight, in a comfortable and peaceful environment. If the breath is short, the mediator should simply observe that the breath is short. If the breath is long, the mediator should simply observe that the breath is long.

	While inhaling and exhaling, the mediator practices: training the mind to be sensitive to one or more of: the entire body, rapture, pleasure, the mind itself, and mental processes

	training the mind to be focused on one or more of: inconstancy, dispassion, cessation, and relinquishment

	steadying, satisfying, or releasing the mind.

The concept of Buddhism is to life a life with good deeds and having karma as the law of cause and effects. Karma, in Buddhism means the cycle of suffering and rebirth for each being. Karma, in Buddhism also specifically refers to those actions that spring from mental intent, which brings about a consequences or result.

Buddhism believes in rebirth. Rebirth refers to a process where being will go through a succession of a lifetime as one of many possible forms of life. There are six realms recorded in the sutra

1.	Naraka Beings: these beings who lives in different realms and is suffering. (hells) 2.	Animals : beings that Is living long side with human, but is considered as different realms of  life. 3.	Preta : share the same realms with humans, but is invisible to most people, also known as the hungry ghost 4.	Human Beings: the realms of rebirth in which attainting nirvana is possible. 5.	Asuras: known as demons, titans or antigods. 6.	Devas (brahmas): Gods, deities, spirits, and dragons.

The ultimate goal for most Buddhist is to achieve arahant, which means that they don’t need to go through another rebirth and go through another life, and become one of the bodhisattvas (Buddha).

Christians

Christians is the biggest religion out there in the world, and is recognized by most countries around the world. Christianity holds a very important role in the world nowadays, The event of the birth of Christ is one of the big holiday in the world known as Christmas, while Easter, the event crucifixions of Jesus Christ become Easter one of the most anticipated holidays for kids. Christians believe Jesus as their savior and he is the Son of God. Jesus was believed as the messiah and was anointed by God as savior of humanity.

Jesus was sent by God, as a human, suffered pains and temptations of mortal human, but not sinning. According to the gospel of Matthew and Luke, Jesus was conceived by the Holy Spirit, and was born from the Virgin Mary.

After his long journey preaching about the gospel, he arrived at the day he was crucified. Christians believe that he was crucified to cleanse our sins and erase it so that we are white as snow. The death of Jesus also shows Gods power over life and death.

Bible refers to the compilations of the old testaments and new testaments. Bible was written by saints, human, with the inspiration of the Holy spirits, therefore they believe that God Himself gave it. Bible is a self-sufficient revelation, the final authority on all Christian doctrine, and has all information about the truth necessary for salvation.

It was written in the bible, john 14:6,Jesus answered,” I am the way and the truth and the life. No one comes to the Father except through me.” From this scripture alone all Christians believe that need to be a believers in order for them to be saved during the day of judgments.

Most Christians believe that human being will receive divine judgment at the end of their life, that they will only live once and that’s it. Christians believe that the second coming of Christ will occur at the end of time. They believe that Jesus will come and cleanse those who believe and do as he commended in the bible and will live happily ever after.

Islam

Islamism is as a monotheistic Abrahamic religion originated with the teachings of Muhammad. The meaning of Islam is submission, or total surrender of oneself to God. Ones one surrendered to the Islamic teaching, they are known as Muslim, meaning as the one which submits to God.

It was recorded that there are approximately 1.8 billion people across the world who are Muslims, which making them the second largest religion in the world. Muslims believes that God revealed the Qur’an to Muhammad, God’s final prophet, after Jesus. Muslims believes that Jews and Christians distorted the text God gave to their prophets by either altering the text or using a false interpretation.

According to Islam, all Muslims need to believes in God, his revelation, his angles, his messengers, and in the “ day of Judgment”. Muslims believes that Muhammad is God’s final prophet what was chosen by god through the angel Gabriel. In Islamic tradition, prophets are men selected by God to be his messengers. Although they are chosen as God’s messenger they believe that prophet is still human and they are not divine, although some of them are able to perform miracles.

Islam’s fundamental theological concept is that that belief there is only one God, whom they call Allah. Muslims are not expected to visualize God but to worship and adore him as creator and protector.

Muslims considered Qur’an as the literal word of God. The word Qur’an means recitation. To Muslims, the Qur’an is perfect only as revealed in he original Arabic, therefore Muslims are required to be able to remember the exact word presented in the Qur’an just because it is written in the Qur’an that “ interpretations of its meaning is not as the Qur’an itself”

Believing in the Day of judgments is crucial for all Muslims. They believe that it has all been scheduled by God but is still unknown to man. God has full knowledge and control over all that occurs, and according to all Muslims, nothing will happened to them unless God permitted it. Although everything has been pre ordained by God, Man has the right to choose between the right and wrong, but they need to take consequences for their actions.

There are duties and practices that needed to be done by all Muslims. The five pillars are the fives practices essentials, which are:

1.	The shahadah, is the basic creed of Islam. “I testify that there is non worthy of worship expect God and I testify that Muhammad is the messenger of God.” This testament is a foundation of all practices of Islam.

2.	Salah, ritual prayer, which must be performed five times a day, and each salah need to be performed facing towards the Kaaba in Mecca. It is intended to focus all of our mind to God as a personal communication towards God.

3.	Zakat, is a practice of giving based on accumulated wealth, and is obligatory to all Muslims. The Qur’an also suggested that a Muslims give even more as an act of voluntary.

4.	Sawm, is the act of fasting in the month of Ramadan. Muslims must not eat or drink from dawn to dusk during this month. They need to be mindful of their actions towards sins and their action to fast is to encourage all Muslims to express their gratitude and dependence towards him, and Atone for their sins, and think of the needy. All Muslims, from the rich to the poor, they need to go through hunger during the month of Ramadan so that they can feel how is it to be the needy that have nothing to eat during the day and eat what ever they had for dinner, after working all day long.

5.	The Hajj, which is the pilgrimage during the Islamic month to the Mecca. All Muslims who can afford it and is still able to walk are obligated to visit the Mecca at least once in their life.

All Muslims need to be very polite to others, and there are specific greetings that need to be addresses to other people, for example, “as-salamu ‘alaykum” which means peace be unto you. And also saying “bismillah”, which means “in the name of God” right before each meals. Even more all Muslims, are restricted to eat all products of pigs, blood, carrion, and prohibited to drink alcohol. All meat must come from herbivorous animal, which is slaughtered in the name of God by the Muslims. All food those are able to be eaten by Muslims, called Halal food.

Personal Responses

Before reading more of my personal responses, I just want to say that this is my own personal response, and don’t want to make some people become discriminated or insulted with what I have written as my analytical writing.

First of all, I myself is still confuse about this life. I have no idea why I life and what is the purpose of this life. Everybody seems to know what they are doing, but I am just going with the flow and just follow what my hearts desired. Is it wrong? I still have to ask myself again and again when I’m doing something. Is it wrong? Is it the best for me?

I have been wondering about why people discriminate other people or why are they being racist to other people. I am a very curious person. I have been asking questions about all of things to all people, why did they decided to or this or that. But I still have no answer to 2 topics, why are people racist/discriminating. And the other one is who is God?

A lot of things come to my mind everyday. Either it is a good thing or a stupid thing. I come from Indonesia, where there are 5 religions there, Christians, Catholics, Islam, Buddhism and Hinduism. I have been surrounded by all this people my entire life.

I come from a Buddhist background where my parent practices Buddhist traditions. My family has been Buddhist for generations since they came form china directly, although I have no Idea which part of china they came from.

Most of my friends are Christians; they go to church and do all the churches activity, where Muslims is 80% of the Indonesians populations. I even went to a Christian school where they are very strict about religion. They required me to go to church weekly and ask the preacher to sign the attendance list. I have been forced to read the bible since I was in the junior high school. They even have their own slot of hour for Christian study. The teacher will teach each story in the bible starting from the beginning to the very end of the bible by the end of high school and we are required to remember the stories on our exam.

80% of the population in Indonesia is Muslim. Work force in Indonesia is not that expensive. Most of the people that I know will at least have 1 butler in their house. In my case, she is a Muslim. She has been working for my parents since I was in junior high. It has been 15 years since then.

Some people around me have started to make me think why did people become so discriminating, especially about religion. I realizes that people think that there will only be one religion that is correct one and will save the human being, but everyone has choices to choose from and they have their own reason why they choose it, while some people forced their opinion on others and get angry when they did not accept it.

Although sometimes I think that way, sometimes I think the right opposite way, I make fun of my Islamic friend to eat pork meat and make them get so angry at me. I did that because I am so curious behind the real reason they cannot eat pork. It’s just another animals to be eaten. Up until now, even my Muslims friend could not tell me the answer, because they told me that they become Muslim as a obligation from their parents, because their family have been Muslims for generations.

Talking more about Muslims, in Indonesia, during the fasting month of Ramadan, I noticed that the crime rate drop down by a bit. I think that it is a good think if we have Ramadan every day that the crime rate will drop just like that. Although the crime rate do went down, most of the Muslims act out that they well behave during the dawn till dusk time, but still do sins (crime) write after dusk, where they are free to do what ever they wanted. For me, it is kind of ridiculous that they are suffering during the day, but acting like they were just released from the cage right after dusk.

But I changed my point of view about Islam after consulting with my Muslim friends; they told me that there are times when people snapped out of their minds and acted crazy. Actually It never comes to my mind that I have been discriminating them as the bad guy, but actually some people who don’t really know about their own religion have not been thinking about their action to their surrounding, and their other relatives. Its just that to me, once you admitted that you have a religion and a god to worship, you should be more educated and be more mature about their action.

I also sometimes just wondering why did Christians are forcing their will on converting people to their believes. They are forcing their believes like crazy, they are really into what they believe in. Even more sometimes, I even saw them coming to other people in the street and ask them about what they believe in and ask them questions about their life, and by the end of the day, some people changed their mind and become a Christians by the end of the day.

But later on I found out that it was written in the bible as the great commission that they need to multiply the number of Christianity before the judgments day. From hearing and reading that, I become more confuse, that way, after hearing that Jesus will cleanse the sins that we had made during our life, we can just make more sins and comeback to him for forgiveness and call it good. I heard a lot of testimonies from my Christian friends about how they changed someone who are really against Christianity just by praying over them. It is hard for me to believe to it. But it still grabbed my attention that it really happens, how miracles upon miracles do happened on sick people, and how they strangely become healed after they were prayed on.

It is very interesting that these three religion really go against alcohols, but the majority of the consumers belong at least to one of this religion.

I am still thinking about what ever I used to see is true, the only people I talked about it is my parents. I don’t expect people to believe what I said, but I used to be able to see things that are invisible to most people. I used to be really afraid about it, but when I talked to my parents about my six sense, they told me that I am gifted. They were not shocked when I told them about it, because they told me that they also have the ability to see and sense them. Those beings are called hungry ghost to most monks that I talked to.

There are huge differences about the responses that I received after I asked about this questions to the pastor (Christian), Imam (Islam), and Monk (Buddhist). Each of them responded differently. The priest told me those are evil spirits that have been haunting me and will harm me if I let them be, while the Imam told me that they are a ghost you are just there to scare me and cane really harm me, But the monk actually told me that they are hungry ghost who really need my help to be reborn as another being in their next life. I was getting really confused about their responses and have no idea what to do with my ability. Unfortunately, my ability was just gone in a blink as soon as I turned seventeen and I really have no idea what I should expect next.

But this time on, I am just going along with the flow. I visited the church on regular basis but still hearing my parent’s information about Buddhism, I know that I seems like I am having a lot of faces in front of my friend, but I think that it is the best thing for me to do since I am still looking for the best think for my future, on whom I should believe.

On the other hand I learned to respect people’s decision about their religion. Especially about what they can and cannot eat, because no matter what, somewhere within their heart they felt assaulted by my words.

Works Cited Biblegateway.com. Web. .

Boeree, C. G. "An Introduction to Buddhism." Web. .

"Buddhism -." Wikipedia, the Free Encyclopedia. Web. .

"He Great Commission - The Great Adventure." Web. .

"Islam -." Wikipedia, the Free Encyclopedia. Web. .

"The Religion of Islam." ReligiousTolerance.org by the Ontario Consultants on Religious Tolerance. Web. .

title: User:AldousFLukito


text:
User talk:Karstenwise

Please post your Week 6 Project Review today.
 * Best, Stevenarntson

 * Karsten,

Looking over what's here so far, it seems like you're conscientiously doing the work, and I hope it's going well. I wanted to mention a distinction I'm perceiving between the two profiles you've posted. In "Anonymous," I'm struck by the in-depth aspects of the interview, and the removed and largely respectful tone. "Jasmine," however, is problematic. The tone of the piece seems more judgmental, 1st person, and less informative. A statement like, "Plus, she didn’t sound like her brain was empty," implies that in most cases the women in these establishments have struck you as stupid. Leaving aside for the moment the nature of the place and the kinds of behavior encouraged there, the piece is slipping into some of the questionable territory we discussed at the outset.

Let me know your thoughts, and how you feel the project is progressing.
 * Best, Stevenarntson

 * Karsten

This seems like an interesting project, and you've written an excellent statement of intent. Here are a few things that occurred to me as I read it:
 * 1) There are obviously intense sensitivity issues here, which I'll discuss further with you during the course of the quarter. How these issues are framed, and with what degree of empathy, will make or break the project.
 * 2) I would highly recommend seeing the movie Live Nude Girls Unite which is about the efforts of some employees at a strip club to unionize.
 * 3) I'll also mention here that I have a number of personal friends who have worked as strippers. It is extremely difficult work, and often proves emotionally scarring (at least), a fact not often discussed among strip club patrons. I think your project has great potential to share some of these stories, but it may also prove difficult for those reasons as well. Let's stay in touch during the quarter, and let me know how things are going.
 * Good luck,
 * Stevenarntson

title: User talk:Karstenwise


text:
User talk:TasiaD

 * Tasia,

This is coming along well. I'd still like to see some examples of how racism can play into profiling. I'd also like to see the closing section we discussed earlier, in which you discuss how this research paper has affected your opinions of profiling.
 * Best, Stevenarntson

 * Tasia,

Good start on this. I'd like to see also some examples of times when profiling went awry. If you have a chance to see The Thin Blue Line (here it is at the Seattle Public Library), it would be a good example.
 * Best, Stevenarntson

 * Tasia,

"Might've" is as real as you want it to be. :)

Regarding your project, keep in mind also some of the fictional experiments we've done in class, using research to produce stories. I wonder if such an experiment might be interesting for you, and maybe return you somewhat to your original interest in the subject. Just an idea. ..

Best, Stevenarntson

 * Tasia,

Excellent topic. Please post your anticipated weekly schedule so I can take a look at how you're going to break it all down. Also, I'd like a sense of how long you expect the paper to be. If it's the only one you'll be writing this quarter, it will need to have some good breadth.

One other thing I'll say about this topic--I think a potentially very valuable thing that may come out of it is information about how investigators often rely on stereotypes, and how sometimes someone's biases (racial, cultural, class, &c) can get in the way of good detective work. This has been written about quite frequently. A movie that I would also highly recommend is Errol Morris' documentary The Thin Blue Line. It is an amazing story of justice gone awry because of people's assumptions.
 * Best, Stevenarntson

Schedule

 * Tasia,

You may want to put in a little more time for fine-turning and editing. Additionally, if each page is 300 words it puts you at 1800 words for the quarter. That's a good size for a paper, but I'd like to see more produced over the course of eleven weeks. Aim to complete this paper a little more quickly, and then I'd like to see you write more of a personal essay describing your opinions and feelings about what you discovered, of equal length to the first.
 * Best, Stevenarntson

title: User talk:TasiaD


text:
User:AndrewL~enwikiversity

=English Composition=

Statement of Intent

I intend to write an autobiography about myself and how it has been transitioning from my original birthplace in Nairobi, Kenya to being in Seattle for 10 years now. There have been numerous things that have passed and now I look back and wonder how it would have been if I was still back in Kenya. I am going to write every week a grade that I’ve experienced (beginning with the 6th grade) up to today. I will cover the rough, funny, and hard days that occurred in my life and overall the difference between here and Kenya. I want to make this autobiography enjoyable and funny to read and people can adapt to it in real life situations. In other words, I’d rather write a Dave Chappelle type of story than a J.K Rowling type of story.

Overview

My main goal is to write everything I can think of that has happened since I moved to the United States from Kenya.

Rationale

If all goes well, I actually intend to save this piece of writing and someday hand it down to my kids so they could see the kind of life I lived. As the years go by, I will add on more and more stories.

Publication/Presentation

My work will be posted on wikiversity as required and also as a zine in form of a essay.

Schedule

 * week 2
 * week 3: Chapter 1- 6th grade (the beginning)
 * week 4: Chapter 2 & 3- 7th & 8th grade
 * week 5: Chapter 4- 9th grade
 * week 6: Chapter 5 & 6- 10th & 11th grade
 * week 7: chapter 7- 12th grade
 * week 8: WORKSHOP!!!!!

Anticipated Problems

I dont anticipate anything to go wrong since this is all from memory.

Week 6 Project Review

My project so far isn’t going as fast as I predicted but things are going pretty smoothly. There are just so much things I remember I just need to simplify everything and just talk more about the most important things. My goal so far is not to go off topic and lead the reader out of my main statement. I also plan on outlining everything correctly without leaving any gaps where the reader might wonder what more happened in the scenario. The hardest thing that has occurred while writing this autobiography was starting the chapter and finding a good way to transition to the next chapter. I will usually just write on a piece of paper what I’m thinking of and just pick the notes and try to glue everything together. I actually found this to be very helpful throughout the process. Overall, I’ll do as much as I can cover for all the years that have passed and come workshop day, I’ll take all the advices I’ve got and use it to revise my work.

Reader's Report

Project

title: User:AndrewL~enwikiversity


text:
User talk:The22

 Hello The22, 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. --AFriedman (talk) 03:34, 19 January 2010 (UTC)

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

title: User talk:The22


text:
Nicene Creed

The Nicene Creed, Niceno-Constantinopolitan Creed or Icon/Symbol of the Faith, is the most widespread Christian statement of faith.

Since its original formulation it continues to be used in the Roman Catholic, Syrian Orthodox (Jacobite) Eastern Orthodox, Oriental Orthodox, Assyrian, Anglican, Lutheran, and most other Protestant Churches.

This page is devoted to the theological, as opposed the historical, significance and interpretation. Note that the Nicene Creed is not the same as the Apostles' Creed.

History
The Creed was originally created at the First Council of Nicaea in 325. The version created there ended after the words "We believe in the Holy Spirit". The remainder was added at the First Council of Constantinople, in 381. In 431 the Council of Ephesus reaffirmed this version and decreed that "it is unlawful for any man to bring forward, or to write, or to compose a different (ἑτέραν) Faith as a rival to that established by the holy Fathers assembled with the Holy Ghost in Nicæa."

The purpose of a creed is to act as a yardstick of correct belief. A creed is an epitome, not a full definition, of what is required for orthodoxy. It was hoped that by memorizing this summary of the faith, lay people without extensive theological training would still be able to recognize deviations from orthodox doctrines based on the Bible as interpreted in Christian Tradition.

Text
The Nicene Creed

We believe in one God, the Father, the Almighty, maker of heaven and earth, of all that is, seen and unseen. We believe in one Lord, Jesus Christ, the only Son of God, eternally begotten of the Father, God from God, Light from Light, true God from true God, begotten, not made, of one Being with the Father. Through him all things were made. For us men and for our salvation, he came down from heaven: by the power of the Holy Spirit he was born of the Virgin Mary, and became man. For our sake he was crucified under Pontius Pilate; he suffered died and was buried. On the third day he rose again in fulfillment of the Scriptures; he ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead, and his kingdom will have no end.

We believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son. With the Father and the Son he is worshipped and glorified. He has spoken through the Prophets. We believe in one holy catholic and apostolic Church. We acknowledge one baptism for the forgiveness of sins. We look for the resurrection of the dead, and the life of the world to come. Amen.

title: Nicene Creed


text:
User:AliciaC~enwikiversity

=Humanities I/The Commons=

title: User:AliciaC~enwikiversity


text:
User:Mitchmcc

Hello,

My name is Mitch McCauley, and i am a student at Yavapai College in Clarkdale AZ, a very tiny town, but i call this place home.

Currently i am getting my associates degree in computer science, and plan to transfer to one of the major universities in the area, preferably NAU.

As my education progresses i will do my very best to update the computer science Wikiversity to give those that cannot afford to actually take classes, or for those who would like to take a look and see what they are getting into.

A little about me.... Im 24 years old living in clarkdale, and enjoy just about everything there is about computers/networking etc...

I have been working on computers since the good ole BASIC (yes before windows for workgroups) since i was about 9 years old, since the good ole 386's

As of august 2009 i have started my college experience and will continue no matter what it takes to do, becuase i am motivated to get rich and buy my mommy a house, gonna be lots of fun.

If you have any questions feel free to e-mail me at Mitchmccauley420@hotmail.com

title: User:Mitchmcc