text:
Internet and Project Competence/group3

2. Types of instruction and learning theories - Outline for the powerpoint presentation
1. Definitions of the main theories in the U.S. / in Germany (-> explain what each theory means)

a) behaviorism

b) information processing

c) constructivism

2. Which theories are widely used?

a) in the U.S.

b) in Germany

3. Do teachers have to teach a certain theory or is there some flexibility?

a) in the U.S.

b) in Germany

4. Did the theories change or have teachers always been encouraged to teach a certain method?

a) in the U.S.

b) in Germany

5. How are the theories taught to teacher education students?

a) in the U.S.

b) in Germany

6. What types of instructions exist?

a) teacher-centered approaches

b) learner-centered approaches

7. Examples of use for the types of instructions

a) in the U.S.

b) in Germany

8. List of references

4. Links

 * forum to our project: types of instruction and learning theories
 * theories and explanations
 * instructional methods

a) behaviorism
Definition

Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.

Discussion

Experiments by behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a different behavioral pattern:

 * 1. Classic conditioning occurs when a natural reflex responds to a stimulus. The most popular example is Pavlov's observation that dogs salivate when they eat or even see food. Essentially, animals and people are biologically "wired" so that a certain stimulus will produce a specific response.

 * 2. Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviorist B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.

There have been many criticisms of behaviorism, including the following:

 * 1. Behaviorism does not account for all kinds of learning, since it disregards the activities of the mind.

 * 2. Behaviorism does not explain some learning--such as the recognition of new language patterns by young children--for which there is no reinforcement mechanism.

 * 3. Reserach has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements.

How Behaviorism Impacts Learning

This theory is relatively simple to understand because it relies only on observable behavior and describes several universal laws of behavior. Its positive and negative reinforcement techniques can be very effective--both in animals, and in treatments for human disorders such as autism and antisocial behavior. Behaviorism often is used by teachers, who reward or punish student behaviors.

--Vroni 15:21, 20 November 2008 (UTC)

b) information processing
The information process focuses on how one takes in information, how one encodes the information, and how one retrieves that information and relates it to what they already know. It deals with storing information in ones memory. This theory suggests that learning is a change in knowledge stored in memory.

Focus attention on the new material, Compare it to old material already in long term memory, and Either add the new material to the old material or create new mental categories for new material that does not fit in any established mental category.

You can help your students to improve their ability to process information.

Identify the key features to be learned. Define important concepts in their most essential terms. Focus students’ attention on important concepts – highlight the main ideas. Be selective about the ideas you offer. Giving too much material will make the situation worse by overloading working memory. Help your students attach new information to what they already know. Organize your information into categories. Fill in details that elaborate on the concepts. Give examples. Ask students to suggest connections among new and old material. Give students practice in using new information. This needs to happen during a lecture as well as in homework. After defining, highlighting, and elaborating on a concept, ask the students to do something with it, like solve a short problem, write a sentence, draw a picture. Giving them two or three different kinds of tasks that use the same information is even better.

c) constructivism
Definition

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Discussion

There are several guiding principles of constructivism:

 * 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.

 * 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.

 * 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.

 * 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.

How Constructivism Impacts Learning

Curriculum -> Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction -> Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment -> Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.

--Vroni 15:22, 20 November 2008 (UTC)

a) in the U.S
Behaviorism is the primary learning theory used for creating lessons in the United States. The behaviorist theory is used the most because it a easier and more measurable than constructivism and cognitivism (information processing). Constructivist approaches have become more important and valued in the classroom because research shows children learn more from doing. In recent years, there has been a huge emphasis on the constructivist approach. We are taught all of the different learning theories, but the constructivist theory is stressed as the most affective for most lessons (not all) Possible Quote/Stat: “We Learn. . . 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss 80% of what we experience 95% of what we teach others.”

b) in Germany
In germany, in modern didactics, constructivist approaches gain more and more in importance in terms of teaching methods which aspire to an expanding personal responsibility of the students and therefore give bigger space to forms of selfsteered learning. Particularly in connection with a stronger individual support of students,  aspects like feedback and selfappraisal or reflexion of learning progress have turned out purpose-leading. But it’s also undoubted, that there exist issues, that could be communicated much faster and more effectively by introduction. Therefore, there is not just a constructivist approach to teaching nowadays. Nowadays we have a mixture of behaviorism, cognitivism (information processing) and constructivism, with a preference for the constructivist approaches. Therefore you can find parts of every theory in german elementary schools. The behaviorism theory can be found for example in the acquirement of factual knowledge, such as the multiplication tables or vocabulary. The cognitive theory is used when the teacher makes aware, that the things students learn now are in connection, with things they’ve learned before. The utilization of constructivist learning theory could be seen in the time of self-study – in every german elementary school classroom is an area, where the students can get material to work on during the lessons, if there is some time left.

--Vroni 15:22, 20 November 2008 (UTC)

a) in the U.S.
The United States current federal administration has implemented The No Child Left Behind Act. This is implementing a standards-based education reform. This has made individualized testing standard across the board. This has effected the learning theories that teachers have implemented in their classroom. For teachers the learning theories used is not as important as his or hers standardized test results. Also, there are different types of elementary schools in the United States. The structure of the school influences the learning theories implemented in the classroom. Possible powerpoint slide: Flexibility of Learning Theory Use -No one learning theory is standard across the board -Federal Administration affects learning theory implementations -School Structure influences learning theory implementations -In North Carolina, objectives help guide teachers use of learning theories in the classroom.

b) in Germany
In Germany teachers have to create their lessons conform to a specific curriculum. Each state and each kind of school have their own curriculum. Curricula are general planning instruments for the lessons and are remitted by the state school supervision. They claim traditionally a high degree of obligation what concerns the orientations towards the general educational goals or the enacted teaching contents. Curricula contain very generally held learning purpose formulations, a learning matters distribution plan (split on years) and informations about the teaching methodology. Curricula are educational programs, didactical operation instructions, instruments of equal opportunities and aid for the teachers, in order to create their lessons. The current effective issue of the curriculum for bavarian elementary schools from the year 2001 tells us, that traditional and proven teaching forms should be complemented supplemental with individual work, work in pairs and in groups, forms of free practice, project oriented operation methods, differentiating and individualizing measures. Furthermore the teaching should be learner-centered. The curriculum doesn’t state explicit any learning theory, but from what I’ve written above, you could abstract, that it claims a mixture of all theories named above. Moreover, it doesn’t state which contents should be teached in a certain theory. Therefore teachers are allowed to be relatively flexible in using the theories.

--Vroni 16:27, 20 November 2008 (UTC)

a) in the U.S.
Behaviorism used to be the dominant teaching theory. However, in more recent years, there has been a huge emphasis on constructivism. Constructivism has proven to be more effective for most lessons and subjects, however this does not mean that it is the best for all lessons and subjects. Research has shown that students learn better when they facilitate their own knowledge.

As a result, during recent years, more emphasis is placed on the constructivists approach to learning. Teachers are seen more as facilitators who scaffold their students’ learning. Students are expected to look to themselves and each other to come up the answers to the questions that are asked. It is the teacher’s responsibility to make sure that the questions that are asked aren’t simply ‘recall’ but require the student to think. See Bloom’s Taxonomy.

Other factors which influence how a teacher teaches are: the teachers’ personal belief on how students learn, the location of the school; different school systems have different requirements for their teachers, and the federal and state government, the federal government tend to leave schools up to their own devices with a few exceptions i.e. The NO CHILD LEFT BEHIND ACT which requires teachers and states to be held more accountable for the success and failures of their students. The state government tends to be more hands on. Since funding usually has strings attached to them, it is up to the states to make sure that al the requirements that the federal government have are being met.

In conclusion, it is safe to say that ultimately it is left up to teachers to decide what specific or combination of theories will be the most effective when teaching a particular subject.

b) in Germany
The methods of teaching that have been used in Germany have experienced a constant change, especially in the second half of the 20th century.

The cognition theoretical didactics were used from about 1958 on. Learning is seen as an active process of an individual, when he or she builds up knowledge through the active examination of the environment. Thereby learning is not only an accommodation of information, but the information is also always evaluated and processed by the individual. Hence everybody experiences the same information differently and builds up diverse knowledge. An important part of this teaching method is the well-balanced use of different types of media. That means books and videos as well as multimedia-based learning components.

In the early 1960’s Paul Heimann, Günter Otto and Wolfgang Schulze developed the “Lerntheoretische Didaktik” ( = learning theoretical didactics). They requested a close relationship of the theoretical and the practical parts of the teacher education. The teacher is seen as the “professional”, who helps the students to maturity. The method is characterized by a value-free empirical-positivistic methodology. Teaching is a combination of intentions, methods and media.

From approximately 1962 until 1985 a popular method was the “Bildungstheoretische Didaktik” ( = educational theoretical didactics). The main focus of this method had been on choosing the most adequate contents and topics for every class. Teaching this method meant presenting exemplary problems, through which the students were able to understand greater topics by generalizing it. Teachers were urged to do didactical analyses in which they had to evaluate the relevancy of the problem, its appropriateness as example, its structure, its meaning for the present etc. These analyses were supposed to help teachers find the most suitable exemplary problems.

In 1965 the “Lernzielorientierte Didaktik” ( = educational objective orientated didactics) emerged. The selection of educational objectives is of particular importance. By observing the students’ final behavior, teachers can see whether the educational objectives have been understood. It is similar to the behaviorist’s view of learning.

The information-processing-cybernetic didactics (1970s) request a deliberate control of learning in order to reach all educational objectives. This theory includes parts of the cybernetic model as well as thoughts from the information-processing one.

The critical-communicative didactics (1970s) demand a more student-centered way of teaching and learning and a raise of its relation to life. The concept is based on 11 axioms: permanence, relationship, determination, economics, organization, anticipation, rules and roles, contents and relations, control, disruption, method and end in itself.

Parts of these didactics are still used today, but the three main theories behaviorism, information processing and constructivism have a much greater influence than the rest, especially the constructivist view.

--VerenaK 15:19, 23 November 2008 (UTC)

a) in the U.S.
There are various approaches used to teach teacher education students about the different theories of learning that are used in classrooms. One way of teaching the theories is through the psychological aspect of it and those who have contributed through history to the benefits and drawbacks of teaching according to either of the theories. The ideas are presented by evaluating what may be effective towards students' learning and the different aspects of each. Teacher education students are also required to complete lesson plans and teach them in area schools. After doing so, you are asked to reflect on how the students responded to the lesson. Today, teacher education students are presented with the idea that the Constructivist approach is much more effective and engaging for students. On the other hand, we are also presented with the fact that there are times when the behaviorist approach is more appropriate and needed when teaching students straightforward facts. -Taylor

b) in Germany
Teacher education students are confronted with the learning theories in different classes during their course of studies. Various psychological classes deal with behaviorism including classic conditioning as well as operant conditioning, information-processing and constructivism. Numerous psychology classes inform about different aspects of the three theories and give a great deal of examples how they could be put into action in school.

But the most recommended one is the constructivism. Students are urged to use more and more student-centered methods, to apply innovative ways of learning instead of the obsolete teacher-centered learning, mainly consisting of lectures by the teacher and very little active involvement of the students.

--VerenaK 22:38, 23 November 2008 (UTC)

a) teacher-centered approaches
Teacher-centered approaches include instruction where the teacher's role is to present the information that is to be learned and to direct the learning process of students (Shuell, 1996). The teacher identifies the lesson objectives and takes the primary responsibility for guiding the instruction by explanation of the information and modeling. This is followed by student practice. Methods that fall into the teacher-centered approaches include demonstration, direct instruction, lecture and lecture-discussions.

--Vroni 15:21, 20 November 2008 (UTC)

b) learner-centered approaches
Grounded in constructivism, learner-centered approaches involve instruction where the teacher is a facilitator (or guide) as the learners construct their own understandings. Examples are: case studies, cooperative learning, discussion, discovery learning, graphic organizers, journals / blogs, KWL, learning centers, role-play, scaffolding, problem-based learning & inquiry learning, simulations and storytelling.

--Vroni 15:21, 20 November 2008 (UTC)

a) in the U.S.
Teacher-centered Approaches: Learner-centered Approaches:
 * Presentation- a presentation is where the teacher presents information to students. It is one-way and there is not interaction with the students. For example, In America many teachers use power-point presentations to present content to the students.
 * Demonstration- in a demonstration the teacher shows students how to do a task or perform a procedure. For example, In America the teacher may demonstrate a science experiment in front of the class without the students doing anything themselves.
 * Drill-and-practice- in drill and practice the teacher drills students on newly learned skills or to practice previously learned skills to enforce the skill. For example, In America, drill-and-practice is often used to reinforce math facts, such as addition and multiplication facts.
 * Cooperative Learning- in cooperative learning students work collaboratively toward a common goal or task. Tasks are shared equally among the group and groups should be heterogeneous.
 * Discovery- discovery learning is when students learn through an inductive or inquiry approach in which students are encouraged and enabled to find answers for themselves. This lesson follows the 5E approach. Engage- gains students’ interest in the topic but does not explicitly teach the topic. Explore- students aquire knowledge themselves, through questioning and experimenting. Explain- students explain their learning and the teacher provides guidance. Elaborate- students use the knowledge learned and apply it in a new context. Evaluate-teacher evaluates students learning.
 * Problem-solving- students use previously learned content and skills to solve higher-thinking problems.

-Amie Travis (amiet)

b) in Germany
teacher-centered approaches
 * Demonstration: Demonstration involves the teacher showing students a process or procedure such a science process, a cooking procedure or a computer procedure. Involving students in demonstrations allow this method to be less passive. -> Example: In German elementary schools exists a subject called “HSU” (Heimat-&-Sachunterricht = regional studies, basic sciences, local history and social studies). In this subject you do for example experiments on water, you can bring ice cubes and let them melt, you can broil water and let it boil away and so on. In all these processes you can involve the students.
 * Direct Instruction: Direct Instruction is used to help students learn concepts and skills. There are various models of Direct Instruction but all include similar steps: 1) intro & review, 2) presentation of new information, 3) guided practice, 4) independent practice. -> Example: In the subject “german” the teacher puts some sentences on the blackboard and explains, that he wants to work on sentence structure with the students. Then he asks the students what they’ve already learned about the rules of syntax in the lessons before (intro&review). After this he explains new rules to them (presentation of new information) and does some exercises about this new topic in class (guided practice). As a homework the students have to work on some more exercises (independent practice).

learner-centered approaches
 * Journals: Journals are often used in classrooms to allow students to record reflections and ideas. Typically written in a notebook and recorded each day, the journal serves as a method of communication between the student and the teacher. -> Example: In the subject “german” many teachers use reading-diarys. In this diaries, the students put information about the book they read at the moment (in class or at home), they write short summaries, draw pictures, make up little stories about the persons that appear in the book and so on. With this diaries, the teacher gets a general idea of what and how much every student is reading.
 * Role-play: Role-play deals with solving problems through action. A problem is identified, acted out and discussed. The role-play process provides students with an opportunity to 1) explore their feelings, 2) gain insight about their attitudes,and 3) increase problem solving skills. -> Example: In Germany role-plays are used very often, in order to put oneself in the position of another person or to see topics from different perspectives. In the “german”-lesson curriculum is a sector called creative writing. The students could for example make up a dialogue that could have been between two characters who appear in a poem and then play it to the rest of the class.
 * Learning by teaching: Learning by teaching designates a method (created by Jean-Pol Martin) that allows students to prepare and to teach lessons, or parts of lessons. Learning by teaching should not be confused with presentations or lectures by students, as students not only convey a certain content, but also choose their own methods and didactic approaches in teaching classmates that subject. Neither should it be confused with tutoring, because the teacher has intensive control of, and gives support for, the learning process in learning by teaching as against other methods. -> Example: A student does a HSU - lesson about the egyptian culture, including reading out a text about it, creating sketches on the blackboard and doing excersises with the other students on this topic.

--Vroni 18:14, 20 November 2008 (UTC)

a) for the american part
http://www.uky.edu/TASC/ED/inf_processing_theory.php

b) for the german part
http://itc.utk.edu/~bobannon/in_strategies.html

http://www.funderstanding.com/behaviorism.cfm

http://www.funderstanding.com/constructivism.cfm

http://www-cgi.uni-regensburg.de/Fakultaeten/phil_Fak_III/Geschichte/GeschichtsDidaktik/uploads/731225303898.pdf?PHPSESSID=9c7c5a6144782e57f714e7fa20bf3a75

http://dppd.ubbcluj.ro/germ/material/CURRICULUM%20HERMANNSTADT/LP%20schema%201.pdf

http://www.lehrplan-bayern.de/pdf/2_Grundsatz_1.pdf

http://en.wikipedia.org/wiki/Learning_by_teaching

--Vroni 18:15, 20 November 2008 (UTC)

http://de.wikipedia.org/wiki/Didaktische_Analyse#F.C3.BCnf_didaktische_Grundfragen_.28Didaktische_Analyse.29

http://www.didaktik.uni-jena.de/did_03/kognition.htm

http://www.uni-koeln.de/phil-fak/paedsem/psych/medien/didaktik/protokollss03.htm

http://www.uni-kassel.de/~refsps/Ringvorlesung/vorlesung%20Liebetrau.pdf

http://www.mightymueller.de/texte/kyberdidaktik/node6.html#SECTION00040000000000000000

http://de.wikipedia.org/wiki/Kritisch-kommunikative_Didaktik

Books:

Berner, Hans (1999): Didaktische Kompetenz. Stuttgart: Paul Haupt

Bönsch, Manfred (1981): Moderne Unterrichtsgestaltung. München: DonBosco

Jank, Werner und Meyer, Hilbert (1991): Didaktische Modelle. Berlin: Cornelson Scriptor

Von Martial, Ingbert (2002): Einführung in didaktische Modelle. Schneider Verlag Hohengehren GmbH

--VerenaK 15:18, 23 November 2008 (UTC)

Our presentation

--Vroni 21:45, 2 December 2008 (UTC)

title: Internet and Project Competence/group3


text:
Internet and Project Competence/group4

2.Discussion Board
Group Four Talks!

Topics that we are currently discussing:
 * 21st Century Skills
 * Penpals
 * International Projects
 * Areas of Specialization for Elementary Teachers

4.Outline of Our Project's Power Point Presentation

 * 1) Areas of specialization for elementary teachers
 * 2) Different meanings in USA and Germany
 * 3) German Specializations with further trainings
 * 4) School psychologist
 * 5) School counsellor
 * 6) Special needs teacher
 * 7) Teacher for talent encouragement
 * 8) American Specialization without further trainings
 * 9) How to be knowledgeable in areas that you do not specialize in.
 * 10) German (Bavarian) requirements for teacher lisensure in primary
 * 11) North Carolina requirements for teacher lisensure in primary
 * 12) Concluding Slide
 * 13) Sources Used

5.Uploads for our presentation

 * [[Image:school psychologist.pdf]]
 * [[Image:Guidance counsellor.pdf]]
 * [[Image:Teacher_for_special_needs.pdf ]]
 * [[Image:Teacher_for_talent_encouragement.pdf]]

6. Powerpoint Presentation
http://upload.wikimedia.org/wikiversity/en/4/49/International_Project_Presentation_PDF.pdf

7.schedule of responsibilities
1. Meredith 8. Marissa 9. Marissa
 * Slides

8.Useful Articles and Websites

 * Specialization/Concentrations for Teachers UNC-Charlotte
 * A Comparison of German and American Education
 * Special Needs Teacher Education in Germany / Bavaria
 * Teacher for Talent Encouragement

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

title: Internet and Project Competence/group4


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text:
Introduction to US History/Early Colonies

INTRODUCTION TO US HISTORY LECTURER:GEOFFREY PLOURDE THE EARLY COLONIES Good Morning and welcome to Week 3 of Introduction to US History. I hope that you are enjoying this course and the interesting instructional method of writing the textbook. This week we focus on the early colonies in North America. This section covers their foundation and important information about them.

As was previously mentioned, everyone wanted a piece of America. Most European nations focused on North America, because Spain had already taken over most of South and Central America. Colonists came from the Netherlands, Sweden, France, and England.

English colonization started in 1585 when Sir Walter Raleigh sent 100 men. He called the area where they landed Virginia after Elizabeth, the Virgin Queen of England. This colony only lasted a year before the colonists returned to England. This may have been because the entire colony was filled with men, leaving no incentive to put down roots. In 1587, Sir Raleigh sent more colonists to Roanoke Island. This time, there were both men and women. He went back to England for supplies and when ships arrived in 1590, the entire colony had disappeared. The only clue was the word Croatian scratched on a nearby tree. The disappearance of this colony continues to be one of history's biggest mysteries and many explanations have been put forward.

Despite their early failures, the English eventually succeeded in colonizing America. The first English colony to take off was Jamestown in 1607. The main reason Jamestown took off was tobacco, a crop that would become one of the bases of the Southern economy. The beginning of the colony was rocky, because settlers were aristocrats who did not want to work and did not understand the peculiarities of America. The local natives, led by Powhatan, assisted the colonists in adapting to the New World. While this made it a bit better, there was a systematic problem that still needed to be addressed. In one of the earliest instances of socialism, the Virginia Colony had adopted a common store system where food was taken by the community and distributed out to everyone equally. Many of the colonists decided not to work, leading to food shortages. The system demoralized those who did work because the food they produced was being distributed to non-workers. Captain John Smith abolished common store in 1608 with a famous new policy, "He who does not work shall not eat." This policy provided an incentive to work by placing responsibility on the individual.

Despite the success of Jamestown, it was not self-sufficient and depended on what is known as a triangle trade with the Caribbean and Africa. Plantation owners quickly discovered that indentured servants (white servants for a period of year) were unreliable and rebellious. Without extremely cheap labor, they would have to stop production, which is why slavery became so prevalent in the South.

Early America
Life in the North was better as the climate was temperate, had fewer mosquitos, and led to longer life spans. Their lives revolved around urban cities and manufacturing. The South was an unimpressive tail, mudded with hot and humid weather accompanied by ravaging mosquitoes. They had an agricultural-based economy and relied on permanent labor.
 * North: Plymouth, Massachusetts Bay, Pennsylvania, Rhode Island, New Amsterdam (New York).
 * South: Virginia, Maryland, Carolinas, Georgia

The Northern colonies weren't established for money, but for their own religious freedom. The Puritans in Massachusetts Bay, the Pilgrims in Plymouth, the Quakers in Pennsylvania, and the Catholics in Maryland - are all examples of this.

Carolinas
South Carolina was founded in 1670 by "The Lords Proprietors", a gang of Englishmen who helped Charles II restore the monarchy and avenge his father's removal and execution. South Carolina's trading consisted of slaves to America, golden crops sent to England (sugar, tobacco), and manufactured goods (textiles) to Africa.

The Carolinas were originally one entity, but because the main settlements were on opposite sides, Carolina was split in two. South Carolina was wealthy with its rice and indigo plantations, all requiring extensive slave labor. Charleston was the capital of the South while Wilmington was the capital of North Carolina. This was full of poor and uneducated farmers, escaping the rich in the South and the overcrowdedness in Virginia.

Georgia
Georgia was established in 1733. It served as the buffer between the English and the Spanish (Florida) and the French (Louisiana). James Oglethorpe decided that Georgia could be debtors' "second chance", those that were drowning in debt. Slavery wasn't allowed at first.

Maryland
Maryland was established in 1634. Lord Baltimore wanted a place where Catholics could practice freely and he wanted a kingdom to himself. He created the 1649 Act of Toleration, which provided religious freedom for only Christians. Lord Baltimore also realized that Feudalism didn't work: colonists move about, no one works for another and eventually, Lord Baltimore's finances fail.

Plymouth
The Mayflower was supposed to go to Virginia, but instead landed in Massachusetts in 1620. These people are known as "Puritans" because they believed that the Church of England was corrupted and needed to be "purified". Whole families, instead of just men, came just to worship God in peace. The Mayflower Compact signified that majority men must be in favor of a rule for it to be enacted.

Massachusetts Bay Colony
12 Puritan leaders controlled the Massachusetts Bay Colony, which overshadowed the Plymouth colony when they arrived 8 years afterwards. Boston was the capital and John Winthrop was the leader. The royal charter given to them was used as a constitution. John Winthrop was a well educated man that focused on education and was popular among the colonists, who believed that he was chosen by God to lead the colony. He believed that government's duty was to enforce religious ruling.

Anne Hutchinson spoke against this religious ruling and believed grace was a gift and not awarded by actions, but she and her family were banished from the colony and were forced to move to Rhode Island. She was killed in an Indian massacre. Roger Williams was able to escape the Puritans and formed Rhode Island.

Rhode Island
Rhode Island was created in 1636 after a dissenter named Roger Williams was kicked out of Massachusetts. Here, separation of church and state was a rule and attending/paying the church wasn't mandatory. Jews and Atheists were welcomed, thereby giving the name to the state: "Land of misfits and outcasts".

New Amsterdam
Controlled by "Director's General", New Amsterdam was a Dutch colony of which its sole purpose was to trade furs with the American Indians (due to its great location!). The name, "Wall Street", comes from a wall that protected New Amsterdam from Indian attacks. This colony was renamed to New York after the Duke of York got rid of all foreigners. He converted it into an English colony which was, unlike the rest, pro-English.

Pennsylvania
The Quakers refused to pay taxes to the Church of England, refused to take oaths, and refused to participate in the military. William Penn established Pennsylvania in 1681 after he agreed to enter a deal where he agreed to waive a huge loan that the King owed to him in exchange for establishing a royal colony. Penn and Lord Baltimore all share these things in common:

In Pennsylvania, the land was given to the Indians as a nice gesture, no tax support for the Church was set, and they had a Representative Assembly.
 * Make a profit in America
 * Haven for religious refugees
 * Tolerance


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Hoodings

HOW ARE GRADUATION HOODINGS DIFFERENT FROM GRADUATION CEREMONIES?

The Hooding Ceremony is an event whereby recognition is given for those graduating with master or doctoral degrees. Candidates for the hooding ceremony will be full recipients of their masters or doctorates at the graduation ceremonies. The Hooding Ceremony is symbolic of passing the guard from one generation to the next generation. During the ceremony, a candidate presents themselves to their faculty advisor or other authorized member of the faculty with their hood placed over their left arm. The candidate hands the hood to the adviser, turns away from the adviser (often to face the crowd for photos) while the adviser places the hood over the head of the graduate, signifying his or her success in completing the graduate program. The ceremony is similar to a graduation in that faculty and students are dressed in academic attire. The Hooding Ceremony is in addition to and does not replace the Graduation Exercises.

Video References of Graduation Hoodings

How to wear a Graduation Hood?

Graduation HT: Hooding

Graduation Hooding - Capella University

Academic Hoods

HOODING CEREMONIES

General Commencement Information

Kickoff to Commencement

Graduation/Hooding Photos	Hal Daumé III

How to Wear a Graduation Hood?

Graduation Hooding at KU

Doctoral Hooding Ceremony - Commencement 2008

Graduate School of Education

Caps and Gowns

History of Graduation and Hooding

UAB Graduate School Doctoral Hooding and Commencement Ceremonies

Graduation Hooding Ceremony

University of Chicago Law School - Graduation Information

Caps and Gowns Information

title: Hoodings


text:
User:Eml4500.f08.FEABBQ/HW5

Class Notes: October 20, 2008
Justification of eliminating rows 1,2,3,6 to obtain $$\mathbf{K_{2x2}}$$ in 2-bar truss shown below. refer to pages 10.1 and 23.2

The Force Displacement FD relationship can be expressed as fallows :

$$ \mathbf{K}_{6x6} \mathbf{d}_{6x1} = \mathbf{F}_{6x1} $$

$$ \mathbf{K}_{6x6} \mathbf{d}_{6x1} -\mathbf{F}_{6x1}= \mathbf{0}_{6x1} $$           Eq.(1)

From the principle of virtual work (PVW) :

$$ (\mathbf{W}_{6x1}).(\mathbf{K}_{6x6} \mathbf{d}_{6x1} -\mathbf{F}_{6x1})= \mathbf{0}_{1x1} $$ ,  Eq.(2)

where $$(\mathbf{W}_{6x1}) $$   is Weighting Matrix for all W

Proof that Eq.(1) $$\Leftrightarrow $$ Eq.(2)

 * As seen above from Eq.(1)$$\Rightarrow$$ Eq.(2) is Trivial
 * Now we need to show that Eq.(2)$$\Rightarrow$$ Eq.(1)

$$ (\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})= \mathbf{0} $$   for all W

 * Chose 1: select $$\mathbf{W}_{1}=1,\mathbf{W}_{2}=.... =\mathbf{W}_{6}=0$$

$$W^{T}= \begin{bmatrix} 1 &0 &0  &0  &0  &0 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$1\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+0\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}}\right]$$    (Eq.(1))

 * Chose 2: select $$\mathbf{W}_{1}=0,\mathbf{W}_{2}=1, \mathbf{W}_{2}= .... =\mathbf{W}_{6}=0$$

$$W^{T}= \begin{bmatrix} 0 &1 &0  &0  &0  &0 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$0\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+1\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+0\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}}\right]$$    (Eq.(2))

 * Chose 3: select $$\mathbf{W}_{1}=\mathbf{W}_{2}=0,\mathbf{W}_{3}=1, \mathbf{W}_{4}= .... =\mathbf{W}_{6}=0$$

$$W^{T}= \begin{bmatrix} 0 &0 &1 &0  &0  &0 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$0\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+1\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+0\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$    (Eq.(3))

 * Chose 4: select $$\mathbf{W}_{1}=,... ,=\mathbf{W}_{3}=0,\mathbf{W}_{4}=1, \mathbf{W}_{5}=\mathbf{W}_{6}=0$$

$$W^{T}= \begin{bmatrix} 0 &0 &0  &1  &0  &0 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$0\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+1\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$    (Eq.(4))

 * Chose 5: select $$\mathbf{W}_{1}=,... ,=\mathbf{W}_{4}=0,\mathbf{W}_{5}=1, \mathbf{W}_{6}=0$$

$$W^{T}= \begin{bmatrix} 0 &0 &0  &0  &1  &0 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$0\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+0\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+1\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$    (Eq.(5))

 * Chose 4: select $$\mathbf{W}_{1}=,... ,=\mathbf{W}_{5}=0,\mathbf{W}_{6}=1$$

$$W^{T}= \begin{bmatrix} 0 &0 &0  &0  &0  &1 \end{bmatrix}_{1x6}$$

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=$$

$$0\cdot \left[ \sum_{j=1}^{6}{k_{1j}d_{j}-F_{1}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{2j}d_{j}-F_{2}} \right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{3j}d_{j}-F_{3}}\right]$$

$$+0\cdot\left[ \sum_{j=1}^{6}{k_{4j}d_{j}-F_{4}}\right]$$ $$+0\cdot\left[ \sum_{j=1}^{6}{k_{5j}d_{j}-F_{5}}\right]$$ $$+1\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$

$$\Rightarrow  1\cdot\left[ \sum_{j=1}^{6}{k_{6j}d_{j}-F_{6}}\right]$$    (Eq.(6))

From the above derivations we can conclude that: $$ \mathbf{K}_{6x6} \mathbf{d}_{6x1} = \mathbf{F}_{6x1} $$

PVW: Accounting for boundary conditions (b.c's)
fro the same 2-bar trusses above. $$\mathbf{d}_{1}=\mathbf{d}_{2}=\mathbf{d}_{5}=\mathbf{d}_{6}=0$$

The weighting coefficient must be "kinematically admissible"-cannot violate the (b.c's) $$\mathbf{W}_{1}=\mathbf{W}_{2}=\mathbf{W}_{5}=\mathbf{W}_{6}=0$$ Weighting coefficient$$\equiv$$ Virtual displacement, (calculus of variations)

we can conclude the derivations as fallows:

$$(\mathbf{W}).(\mathbf{K} \mathbf{d} -\mathbf{F})=0$$

$$ (W)_{6x1}{K}_{6x6}\left[ \begin{array}{l} d_1=0 \\ d_2=0 \\ d_3=? \\ d_4=? \\ d_5=0 \\ d_6=0 \end{array} \right]_{6x1}-F_{6x1}= (W)_{6x1}\left[ \begin{array}{ll} K_{13} & K_{14} \\ K_{23} & K_{24} \\ K_{33} & K_{34} \\ K_{43} & K_{44} \\ K_{53} & K_{54} \\ K_{63} & K_{64} \end{array} \right]_{6x2} \left[ \begin{array}{ll} d_3 \\ d_4 \end{array} \right]_{2x1}-F_{2x1} = 0 $$

$$\begin{Bmatrix} W_3\\W_4

\end{Bmatrix}\left(K_{2x2}\cdot d_{2x1}-F_{2x1} \right)=0 $$

$$K =\begin{bmatrix} k_{33} &k_{34} \\ k_{43}& k_{44} \end{bmatrix} $$

$$d=\begin{Bmatrix} d_3\\d_4 \end{Bmatrix}$$

$$F=\begin{Bmatrix} F_3\\F_4

\end{Bmatrix}$$

Notes Mon. 27 Oct. 08
Deriving $$ \mathbf{k_{4x4}^{(e)}} = \mathbf{T_{4x2}^{(e)T} \hat{k}_{2x2}^{(e)} T_{4x4}^{(e)}}$$,

Recall FD relation with axial dof's $$ \mathbf{q^{(e)}} $$

$$ \mathbf{\hat{k}_{2x2}^{(e)} q_{2x1}^{(e)} = p_{2x1}^{(e)} } $$ → $$ \mathbf{\hat{k}^{(e)} q^{(e)} - p^{(e)} = 0_{2x1}} $$ [1]

PVW that is equivalent to [1]

$$ \mathbf{\hat{W}_{2x1}} \bullet (\mathbf{\hat{k}^{(e)} q^{(e)} - p^{(e)})= 0 } $$

NOTE: $$ (\mathbf{\hat{k}^{(e)} q^{(e)} - p^{(e)}}) $$ is 2x1 matrix

Recall: $$\mathbf{q_{2x1}^{(e)} = T_{2x4}^{(e)} d_{4x1}^{(e)}}$$

Similarly $$ \mathbf{\hat{W}_{2x1} = T_{2x4}^{(e)} W_{4x1}} $$

Notes Wed. 29 Oct 08
$$\mathbf{\hat{W}}_{2x1}$$ = Virtual axial displacement, corresponding to $$\mathbf{q^{(e)}_{1x1}}$$

$$\mathbf{W}_{4x1}$$ = Virtual displacement in the global coordinate system.

Replace equations (3) and (4) into equation (2)

$$\left( \mathbf{T^{(e)}w} \right)\bullet \left[ \mathbf{\hat{k}^{(e)}\left(T^{(e)}d^{(e)} \right)-p^{(e)}} \right]=0$$ for all $$\mathbf{W}_{4x1}$$  (5)

Recall $$\mathbf{\left(AB \right)^{T}=B^TA^T}$$  (6)

Recall: $$\mathbf{a_{nx1} \cdot b_{nx1}=a^T_{1xn}b_{nx1}=S_{1x1}}$$ (7)

Apply (6) and (7) into equation (5):

$$\mathbf{\left( T^{(e)}w \right)^T} \left[ \mathbf{\hat{k}^{(e)}\left(T^{(e)}d^{(e)} \right)-p^{(e)}} \right]=0_{1x1}$$

$$\Rightarrow \mathbf{ w^TT^{(e)T}} \left[ \mathbf{\hat{k}^{(e)}\left(T^{(e)}d^{(e)} \right)-p^{(e)}} \right]=0_{1x1}$$

$$\Rightarrow \mathbf{ w^T}\cdot \left[ \mathbf{ \underbrace{ \left( T^{(e)T}\hat{k}^{(e)}T^{(e)} \right) }_{k^{(e)}} }d^{(e)} -\underbrace{ T^{(e)T}p^{(e)}}_{f^{(e)}} \right]=0_{1x1}$$

$$\Rightarrow \mathbf{ w^T}\cdot \left[ \mathbf{{k}^{(e)}d^{(e)} -f^{(e)}} \right]=0_{1x1}$$

$$\Rightarrow \mathbf{{k}^{(e)}d^{(e)} =f^{(e)}}$$

The Continuous Case

So far we have only been analyzing discrete cases (with matrices). These cases are not continuous. The next phase of the class will look at the continuous case (with Partial Differential Equations, PDEs). There are many motivational problems such as an elastic bar with varying A(x), E(x), varying axial load (distributed and concentrating), and inertia forces (dynamics).

Literature Search
Composite Materials at E(x) varying Young's modulus

Although many links on the subject can be found, a very thorough article is provided at http://www.iop.org/EJ/article/0022-3727/3/5/319/jdv3i5p778.pdf?request-id=7d001542-606d-4bda-9cd9-6cd05e4c4042, which discusses two-layer composites and their varying elastic moduli. In this experiment, a composite of steel-brass and steel-araldite shows an elastic modulus vs. material thickness/transition graph wherein the steel has a typically higher elastic modulus with a greater thickness showing a trend of decreasing elastic modulus towards the transition to brass/araldite.

Another good read is the article found at http://www.mech.utah.edu/~rusmeeha/labNotes/composites.html, which describes, amongst other things, the nature of composite materials to have different moduli in compression and tension.

Continuing with the discussion of Partial Differential Equations (continuous case), we have the following model image and equation of forces...

$$ \Sigma{F}_{x}=0=-N(x,t)+N(x+dx,t)+f(x,t)dx-m(x)\ddot{u}$$

$$ = \frac{\partial N(x,t)dx}{\partial x}+h.o.t.+f(x,t)dx-m(x)\ddot{u}dx$$

We can call the equation above Eq(1), where h.o.t. are the higher order terms, which can be neglected...

Recall Taylor Series

$$ f(x+dx)=f(x)+ \frac{df(x)}{dx}dx+\frac{1}{2}\frac{d^{2}f(x)dx}{dx^2}+...$$

where the second order derivative and beyond are the higher order terms.

We now have, from Eq(1) $$ \frac{\partial N}{\partial x}+f=m\ddot{u}$$ and we call this Eq(2), the equation of motion.

Further expanding on the $$N(x,t)$$ term, we have

$$ N(x,t)=A(x)\sigma(x,t)$$

where $$ \sigma(x,t)=E(x)\epsilon{x,t}$$

where $$ \epsilon{x,t}=\frac{\partial u(x,t)}{\partial x}$$

We call these relations Eq(3).

Putting Eq(3) into Eq(2) yields

$$\frac{\partial}{\partial x}(A(x)E(x)\frac{\partial u}{\partial x})+f(x,t)=m(x)\ddot{u}$$

which we call Eq(4), the Partial Differential Equation of Motion.

We need two boundary conditions (2nd order derivative with respect to x), two initial conditions (2nd derivative with respect to t) and the initial displacement, initial velocity...

For the image above,$$ u(0,t)=0=u(L,t)$$

For the image above

$$ u(0,t)=0$$

$$ N(L,t)=F(t)$$

where $$ N(L,t)$$ is the Area x Stress, $$ A(L)\sigma(L,t)$$

In turn, $$ \sigma(L,t)=E(L)\epsilon(L,t)$$

and finally, $$\epsilon(L,t)=\frac{\partial u(L,t)}{\partial x}$$

Which leads us to $$ \frac{\partial u(L,t)}{\partial x}=\frac{F(t)}{A(L)E(L)}$$

=Rederivation of 3-D Matrix Relations= Axial F-D Relation

Now that a 3 dimensional system is being considered, there is now one more additional degree of freedom at each node. However, in any element there can still only be two forces and those forces always be in the direction of the element. This means that the relation of P to Q remains unchanged:

$$\begin{bmatrix} P^{(e)}_1\\ P^{e)}_2 \end{bmatrix} = k^{(e)}\begin{bmatrix} 1 & -1\\ -1 & 1 \end{bmatrix} \begin{bmatrix} q^{(e)}_1\\ q^{e)}_2 \end{bmatrix}$$

Element DOF's and Element Forces in global XYZ coordinates (6x1 matrices)

$$ \mathbf{d^{(e)}}=\begin{bmatrix} d^{(e)}_1 \\ d^{(e)}_2 \\ d^{(e)}_3 \\ d^{(e)}_4 \\ d^{(e)}_5 \\ d^{(e)}_6 \end{bmatrix} $$

$$ \mathbf{f^{(e)}}=\begin{bmatrix} f^{(e)}_1 \\ f^{(e)}_2 \\ f^{(e)}_3 \\ f^{(e)}_4 \\ f^{(e)}_5 \\ f^{(e)}_6 \end{bmatrix} $$

=Matlab Matters=

2-Bar Truss Code Correction
The original 2-Bar Truss Matlab Code given had a small but significant error in the use of one of the functions, PlaneTrussResults.m. Since the code assumed a constant cross-sectional area and Modulus of Elasticity, the code looked as follows...

It should have read...

The following is the revised code with the results following...

6-Bar Truss Example From Textbook
Below is the Matlab code which is used to solve the 6-bar truss example given on page 226 of the text.

 * Note that this script requires the following three functions:

PlaneTrussElement.m

NodalSoln.m

PlaneTrussResults.m

Below is a figure showing the deformed and undeformed truss for the book's example.

The following Matlab code was appended to the given code above to facilitate the plot above:

6-Bar Truss with Varying Moduli
The following is the 6-Bar Truss code modified to handle various elasticities.

Three-Bar Truss in 3-space
The following 3 functions were used in solving this problem, and were supplied by Bhatti, 2005.

SpaceTrussResults.m
The following -.m file enters the parameters such as the original positions of the nodes, the cross sectional areas of the trusses, the material modulus of elasticity, as well as the applied load. This -.m file also calls the required functions and solves the three-bar truss example on page 230.

ThreeBarSpaceTrussEx.m
The following code was appended to the given code to server the function of creating plots from different perspectives to illustrate the results

Results
to be completed in the future....work in progress

=Contributing members:=
 * Esmail Hadman 14:02, 1 November 2008 (UTC)
 * Andy Koby 15:27, 3 November 2008 (UTC)
 * Stark 19:48, 3 November 2008 (UTC)
 * J.Jayma 22:23, 6 November 2008 (UTC)
 * Nik Vitt16:04, 5 November 2008 (UTC)
 * William Kurth 21:04, 7 November 2008 (UTC)

title: User:Eml4500.f08.FEABBQ/HW5


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User talk:IceKarma

 Hello IceKarma, 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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Wiki Campus Radio
Thanks :) ShakespeareFan00 22:35, 29 October 2008 (UTC)

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Wiki Campus Radio/Active audio stream/31-10

The Actual playlist
First figure is Schedule runtime, second number is file length (Both are HH:MM:SS)

Link from network/ standard rotational (at Oct 31st 2008 00:00 UTC
This is played when the stream switches from the normal Rotational to the Halloween one.

 * 00:00:00
 * ? 00:00:25 Image:Intro_to_WikiWay_theme.ogg
 * ? 00:02:27 Image:Wikiwaytheme.ogg

Halloween rotational
This is an approximately 6 hour 52 minute rotational loop...
 * 00:00:00 00:02:28 Image:Halloween intro.OGG
 * 00:02:28 00:12:13 Commons:Image:Modest_Mussorgsky_-_night_on_bald_mountain.ogg
 * 00:14:41 00:00:23 Commons:Image:MM Night on Bald Mountain attribution.ogg
 * 00:15:04 00:31:53 http://www.archive.org/download/ghost_stories_004_librivox/g004_9_30_up_train_howard_ap.ogg(NB The attribution on the Librivox page is WRONG, The attribution in the audio file is correct(by checking against Wikisource)
 * 00:46:57 00:15:44 http://www.archive.org/download/ghost_stories_002_librivox/gs002-beast_in_the_cave_lovecraft_br.ogg
 * 01:02:41 00:16:46 http://www.archive.org/download/horror_002_librivox/tell_tale_heart_poe_st.ogg
 * 01:19:27 00:09:30 http://www.archive.org/download/raven/raven_poe.ogg
 * 01:28:57 00:08:18 Commons:Image:Gustav Holst - the planets, op. 32 - i. mars, the bringer of war.ogg
 * 01:37:15 00:00:25 Commons:Image:GH Mars Attribution.ogg
 * 01:37:40 00:02:46 Commons:Image:Somebody Deleted the Main Page Again.ogg

 * 01:40:26 00:00:07 Image:Short wikio sound bite.ogg
 * 01:40:33 00:25:52 http://www.archive.org/download/ghost_stories_003_librivox/gs003-return_of_imray_kipling_mf.ogg
 * 02:06:25 00:08:34 Commons:Image:Toccata et Fugue BWV565.ogg
 * 02:14:59 00:00:14 Commons:Image:Metadata_BWV565_Attribution.ogg
 * 02:15:13 00:28:28 http://www.archive.org/download/ghost_stories_003_librivox/gs003-phantom_bennett_wsc.ogg

 * 02:43:41 00:00:07 Image:Short wikio sound bite.ogg
 * 02:43:48 00:59:25 http://www.archive.org/download/ghost_stories_003_librivox/gs003-withered_arm_hardy_erp.ogg

 * 03:43:13 00:00:07 Image:Short wikio sound bite.ogg
 * 03:43:20 00:02:50 Commons:Image:Ode to Ryan Postlethwaite.ogg
 * 03:46:10 00:49:52 http://www.archive.org/download/ghost_stories_antiquary_librivox/ghost_stories_antiquary_v1_07_james.ogg
 * 04:36:02 00:00:07 Image:Short wikio sound bite.ogg

 * 04:36:09 00:02:11 Macbeth Introduction
 * 04:38:20 00:03:05 http://www.archive.org/download/macbeth_0810_librivox/macbeth_0_shakespeare.ogg (actually about 04:37:00, all oggs being truncated)
 * 04:41:25 00:28:34 http://www.archive.org/download/macbeth_0810_librivox/macbeth_1_shakespeare.ogg
 * 05:09:59 00:21:13 http://www.archive.org/download/macbeth_0810_librivox/macbeth_2_shakespeare.ogg (actually about 05:08:00)
 * 05:31:12 00:27:36 http://www.archive.org/download/macbeth_0810_librivox/macbeth_3_shakespeare.ogg
 * 05:58:48 00:28:17 http://www.archive.org/download/macbeth_0810_librivox/macbeth_4_shakespeare.ogg
 * 06:27:05 00:22:52 http://www.archive.org/download/macbeth_0810_librivox/macbeth_5_shakespeare.ogg (actually about 06:26:00)
 * 06:49:57 00:03:05 http://www.archive.org/download/macbeth_0810_librivox/macbeth_0_shakespeare.ogg
 * 06:53:03 (end first cycle)

Playout to Rotational (at roughly 00:00 Nov 1st(local time)
This is the playout, used at the end of a playlist, and return to a standard rotational).

 * 00:00:35 Image:End Halloween sound bite.OGG "Wiki Campus Radio has now reached the end of it's Halloween Special, We thank you for listening, and would like to thank all the contributors who have made this possible. Wiki Campus Radio hopes you have enjoyed the programming. If you have comments or feedback please visit wikiversity dot org."

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text:
Talk:Angles

Renaming
This page should be renamed to angle (without the s), as in wikipedia the page angles_(disambiguation) does not list the geometrical concept of angle. Whereas the page angle_(disambiguation) does.--Fatka 23:14, 29 October 2008 (UTC)

Conventions
I came here looking for the following basic information: Where is zero degrees conventionally located? I think of it as being at the top of a circle, at the 12 o'clock position, but I have a feeling it might normally be at the right. Which direction is considered a positive change in angle? I assumed clockwise, but the wikipedia page on angles says the opposite. My first thought was it couldn't be true, but all kinds of awkwardly incompatible conventions can come to exist, I know. So, it would be nice if the answers were here. 213.122.22.31

title: Talk:Angles


text:
Talk:Wiki Campus Radio/Active audio stream/31-10

Programming suggestions

 * http://librivox.org/ghost-story-collection-004/ ShakespeareFan00 21:21, 24 October 2008 (UTC)
 * And others 62.56.124.53 16:44, 25 October 2008 (UTC)

 * Commons:Image:Lars_Luthman_-_Full_moon.ogg - Will need attibution V.O done :)

- Included because it must have seemed like magic to some of the original customers :) ShakespeareFan00 21:53, 24 October 2008 (UTC)

in particular commons:Category:Organ_sound
 * Bach

http://www.archive.org/download/canterburytales_librivox/canterburytales_17_chaucer_64kb.mp3

 * I can do ogg to mp3 conversions. If someone could record a few short blurbs such as "This is the WCR Halloween special" I will include those in the playlist. --JWSchmidt 22:14, 24 October 2008 (UTC)

JWS This disscusion should be brought to the attention of the community :) . I am sure there are some people on Wikiversity interested in para-science, which could be an intresting skypecast. Shame it's only 6-7 days notice ShakespeareFan00 22:57, 24 October 2008 (UTC)

Possible music source subject to license confirmation: [] 62.56.124.53 14:19, 25 October 2008 (UTC)

http://www.incompetech.com/m/c/royalty-free/ - CC-BY So usable - Great composer :) ShakespeareFan00 19:05, 25 October 2008 (UTC) http://www.jmtr.com/jmtr-royalty-free.html/ - CC-BY Usable - Another find ! :)

Playlist
see: Wiki Campus Radio/Active audio stream/31-10


text:
Wiki Campus Radio/Jargon file

A list of terms that may be encounted in relation to audio engineering, webcasting technology, and program production.

 * Intro:The entry to a programme or programming block.

 * ‘Level’(i):the general loudness of a recording or signal.
 * ‘Level’(ii):The intened style of a program, in relation to its content and audience.

 * Noise:Unwanted audio in a recording.
 * OGG:Spefically OGG Vorbis an audio codec.

 * ‘Puh’ filter:An addition to a microphone, designed to reduce the effect of percussive sounds, to improve signal quality.

 * Sting:A short musical cue, used to introduce, or end a particular item, program or section.

 * IceCast:Software server (daemon) used to transmit programming over the network

title: Wiki Campus Radio/Jargon file


text:
The Effects of Road Salt on the Environment and the Alternative

The Effects of Road Salt on the Environment and the Alternatives

The impacts that Road Salt has not only for our environment, but also on our wildlife is tremendous. The heavy use of road salts can lead to damage to vegetation. An example of this is road-side vegetation, which is damaged by salt-splash. Road salt rusts cars, can hurt trees and plants, and can even get into water supplies and harm freshwater, fish, and other organisms. It also leads to damage to organisms in soil, to birds, and other wildlife. 1)	The effect on soil: Some of these effects include impact on soil structure, soil dispersion, soil permeability, soil swelling and crusting, soil electrical conductivity, and soil osmotic potential. These effects can in turn have a biotic impact on the environment. Biotic impacts include loss of soil stability during drying and wetting cycles, and during periods of high surface runoff and wind. Meanwhile, biotic impacts include osmotic stress on soil flora, as well as salt-induced mobilization nutrients that affect flora. 2)	The effect on animals: Specific species such as mammals and birds have also been exposed to behavioral and toxicological impacts of road salts. The ingestion of road salt increases the vulnerability of birds to car strikes. Some calculations suggest that road salts may poison some of these birds. The reason for this being that, during severe winters, water is not freely available to birds, so they end up ingesting snow to relieve their thirst. 3)	The affect on groundwater contamination: According to the Act 307 Sites of Environmental Contamination, road-salt is listed as a pollutant. In a 1992 groundwater awareness survey conducted by the Center for Science & Environmental Outreach, road salt was ranked as the most serious groundwater contaminant. It was ahead of other choices such as gasoline/oil, bacteria, pesticides, solvents and nitrates. What we can use for alternative: A.	Calcium Magnesium Acetate, is an alternative to road salt. It is made from limestone and acetic acid and biodegrades easily. It is less damaging to soils, less corrosive to concrete and steel, and non-toxic to aquatic organisms. It may also reduce oxygen level in streams or ponds receiving runoff from roads. (Wyatt and Fritzche, 1989) According to a 1990 survey conducted by the book,” Better Roads”, 45 percent of highway engineers reported using calcium chloride, and one-fifth used CMA. The biggest disadvantage of CMA is that it is expensive. Costs of the major alternative de-icers such as calcium chloride, CMA, and corrosion-inhibited salt range from $110 to $1,200 a ton, compared to $25 a ton for road salt. B.	Calcium Chloride, It is the second most commonly used de-icing chemical. It is effective in as low temperatures as 0 F. Calcium chlorides can be used to pre-wet salt and sand. There are also disadvantages to calcium chloride. The first one is already stated above, that it is more expensive than salt. The second disadvantage is that it is difficult to handle and store. The third disadvantage is it is corrosive to structural materials and toxic to aquatic life as salt. C.	Sand, can provides additional traction in slippery conditions. A disadvantage of salt is it cannot melt snow or ice on the road. Another disadvantage is that, at the end of winter, sand has to be cleaned up in order to prevent clogging and sedimentation in water bodies. Road salt can have many positive and negative effects on the environment, mostly negative, basically to try to find alternatives to using road salt to primarily benefit our environment.

Sources: •	Better Roads Magazine, 1989 Salt Alternatives tests. March 1989:43-45 •	CEPA 1999, Canadian Environmental Protection Agency, section 64 •	Institute for Safety Analysis, 1986 De-icing salt facts. Alexandria, Va, p. 4


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Talk:The Effects of Road Salt on the Environment and the Alternative

* (cur) (last) 18:04, 27 October 2008 Orangemike (Talk | contribs) (4,094 bytes) (decline speedy (no category to cover); prod as essay/school paper) (undo) * (cur) (last) 17:58, 27 October 2008 II MusLiM HyBRiD II (Talk | contribs) m (3,849 bytes) (Requesting speedy deletion (CSD G1). (TW)) (undo) * (cur) (last) 17:57, 27 October 2008 Bbg2 (Talk | contribs) (3,833 bytes) (←Created page with 'The Effects of Road Salt on the Environment and the Alternative The impacts that Road Salt has not only for our environment, but also on our wildlife is tremendous...')
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Conception of social security

The conception of social security - is the idea of building the society that will be worthy of the name of a Human, and at once is the world-understanding allowing to put this idea to life.

It can hardly be a secret that the modern civilization has created a vast amount of different problems connected not only with ecology and biospherical crises – in the social life one can see no kind of well-being. And the matter is not only in somebody’s personal activities on depressing the biosphere and other people – the matter is in passivity, inactivity of others! And moreover, aims announced by a government often differ greatly from ones that the government really has. However, such a ruling (when the aims being achieved really differ from those, which a state power pretend to work for; and the aims achieved remain unknown even after their achievement; in the same time the aims declared are called “temporarily unachieved” because of some problems ) cannot have place save in the society of people completely ignorant in politics and ruling. And such phrases as “But what can I done being alone?” which are told by the millions, or “Let the guys from the White House make people’s life better” cannot help to solve the problems. They just shows one’s agreement with the situation existing – they shows that one is agree to be ruled; that he or she is agree that some “elite” lives better than others even without any reasons for this; that he or she is agree not to understand how the society lives as if his or her own life were independent from the life of the humankind in whole. But things don’t go such way.

Society managment
Every society is managed in one way or another, and therefore the global historical process may be perceived as a global process of ruling which, at the first place, comprises many processes of regional ruling (policies of regional states and international policies, forces which are not institutionalised within state: mafias, Jewish diaspora); secondly, it proceeds within life processes of the Earth and Space, standing higher than it in the hierarchy. The theoretical basis of the Conception of Social Security (COB ) is the Sufficiently Universal Theory of Ruling (DOTU) (one can generalize forever, but is there a reason for doing it? DOTU is sufficiently universal for describing any process of ruling or self-ruling with its terms). Accordingly to the Sufficiently Universal Theory of Ruling all means of ruling can be divided into general groups which are hierarchically displaced from the most effective to the less one. Such instruments of influence on society, whose reasonable use allows controlling its life and death, are:

Management priorities
Although there are no evident distinctions between the instruments of influence because many of them, by their capacities, could be related to different priorities, their classification in hierarchical order, as presented above, allows nonetheless to identify the dominating factors of influence that may be used as instruments of ruling, and in particular, as instruments of suppression and elimination of those phenomena in the social life that are conceptually inadequate in the sense of ruling.
 * Information of worldview nature, or methodology, which, once adopted, allows men to project – individually and socially – their “standard automations” of identification with regard to particular processes within the completeness and integrity of the World, and to define in their individual perception the hierarchic order of these processes in their mutual interconnection. This information lays foundation for the culture of thinking and for the completeness of ruling activities including also intra-social absolute power both on regional and global levels.
 * Information of annalistic, chronological nature, in all do-mains of Culture and all domains of Knowledge. It allows seeing, in which direction the processes are developing, and to correlate particular domains of Culture as a whole and of branches of Knowledge. To those, whose worldview is based on the sense of proportion and is conformable to the World, this information allows identifying particular processes while sieving the “chaotic” flow of facts and phenomena through the worldview “sieve” – subjective human measure of identification. (Within the present context the culture means all information, which is not transferred genetically in the succession of generations).
 * Information of fact-descriptive nature: description of particular processes and their interconnections constitutes the substance of information of the third priority, which includes the faith-teachings of religious cults, secular ideologies, technologies and facts of all domains of science.
 * Economic processes, as an instrument of influence subordinated to purely informational instruments of influence through finances (money), which embody a totally generalized type of information of economic nature.
 * Genocide practices, affecting not only those who live today but also the generations to come, eliminating the genetically determined potential for learning and for development by them of the cultural heredity of ancestors: nuclear blackmail-threat of use; alcohol, tobacco and other kinds of narcotic drugs genocide, food additives, all ecological pollutants, some medicines-real use; “gene engineering” and “biotechnologies” – potential danger.
 * Other instruments of influence mainly by force – weapons in traditional sense of this word; killing and crippling human beings; destructing and exterminating material and technical objects of civilization, cultural monuments and bearers of their spirit.

When used within one social system this set is tantamount to generalized means of ruling this system. But when applied by one social system (social group) to others, which have different internal concepts of ruling, it is tantamount to generalized weapons, i.e. means of warfare, in most general sense of this word, or – instruments of support for self-ruling within another social system, when there is no conceptual incompatibility of ruling in both systems. This approach determines the priority order of the above classes of instruments of influence on the society because the changes in society’s state under the impact of the instruments of supreme priorities, entail much more significant consequences than those incurred by the instruments of minor priorities, al-though such changes proceed more slowly, without “noisy effects”. In other words, within the historically long intervals the level of effectiveness is increasing from the first point to the sixth, while the level of irreversible results of their application, which by and large determine how efficiently problems of the social life are solved in ‘now and forever’ terms, is falling.

For making the full ruling of the society one needs not just know about the highest ruling means priorities, but to act within them as well. And accordingly it is impossible to avoid the influence of the informational means of ruling. One can run away from the war, he or she can choose not to use drugs (including even alcohol and tobacco); theoretically a farmer can even live without trading with other world – so to be independent economically. But no one is able to replace the whole mankind with his own person. That’s why one living in the society will need to take it and those, who rule it, into consideration. The position of COB is that real true democracy is able only when everyone understands and knows HOW the society in the whole is ruled and WHAT FOR is it ruled. It means that everyone must master all means of ruling, and consciously supports with his activity the aims standing before him as the member of society and before the society in a whole. But for getting the unity of aims of the whole society the achievement of the certain culture of world-understanding by every member of the society is necessary.

Types of psychical structure
If to remember the school course of Biology and to look deep inside your own psyche you can discover that the informational and algorithmic provision of man’s behaviour includes

 * 1) basic instincts and unconditioned reflexes (of intracellular and cellular levels, and also of levels of tissues, organs, systems and organism), as well as their cultural veneers;
 * 2) cultural traditions that are above instincts;
 * 3) his or her own limited understanding;
 * 4) «intuition on the whole» — things emerging from the subconscious level of an individual’s psyche, coming from collective psyche, external delusions and from being possessed as this term was interpreted by the Holy inquisition;
 * 5) God’s guidance on the basis of the previously named things except for external delusions and possessions that are direct intrusions into another person’s psyche against the will of its bearer.

These are things, which are possibly or actually contained in every individual’s psyche. But there is something that puts a mankind away from the other biosphere, though neither biology, nor psychology and sociology don’t notice it and one cannot read it in any learn book. The matter of this reticence is:

Every specimen of Homo Sapiens can have one of the next types of psychical structure more or less stable during his or her adult life.
 * Animal type of psychical structure – when the whole behaviour obey instincts, and becomes a satisfaction of instinctive needs without considering the circumstances;
 * Biorobotical-zombie type of psychical structure – when culture-defined automatisms comes as the basis of behaviour, and the inner conflict between instincts and culture-defined automatisms is solved for the last in the majority of cases. But if changing social and historical circumstances demand to reject the traditional norms of behaviour and to work out new ones, “zombie” declines the creation and continue following the already-formed customs;
 * Under the demonic type of psychical structure one understands that its representatives are able to create and using their will can overpass the dictation of instinct and historically formed culture. They can work out new lines of behaviour and of solving problems appearing before them and the society. Whether it will be a good or evil, as others understands them, depends on “demon’s” real morality. Getting any power in the society demonism demands an unconditional service to it, creating the most cruel and subtle forms of depressing the people;
 * Human type of psychical structure is characterised like this: every its bearer realises the mission of a human – to be the God’s representative on the Earth. Consequently he or she makes his relations with the God during his or her life, and consciously, with his or her own ill, sincerely contribute to the God’s Providence in the way he or she understands it. The feedback (showing one’s mistakes) is closed from Above in a way that he (or she) founds himself (or herself) in the certain circumstances correlating to the sense of his (or her) prays and intentions. In other words: the God speaks to people using the language of life’s cirqumstances.

Moreover people gave birth to the fifth type of psychical structure themselves:

 * The dropped into unnaturalness type of psychical structure – when a subject belonging to the specie “Homo Sapiens” intoxicates himself with different psychotropic substances: alcohol, tobacco or more strong drugs of nowadays. It leads to the unnatural distortion of the organism physiology character in the aspect of metabolism and in the aspect of biofield physiology as well. And its effect is: plural different errors of psychical activity in all its kinds (from sense organs work to the intellect and will), which are typical to the types of psychical structure of animal, zombie or demon (since bearers of human type of psychical structure don’t intoxicate themselves). Thus the anthropoid person becomes a bearer of psychic structure that has no natural place in the biosphere. And by the kind of his behaviour not corresponding to the circumstances he appears to be the worst of all animals. And for this breach of the status in the Earth biosphere predetermined for him (or her) such person inevitably gets the punishment from Above.

In the same time if a person became an addict for any fuddle he gets the stable distortion of his biofield, and consequently according to the parameters of his spirit he doesn’t belong to the specie Homo Sapiens any more. Moreover the most fuddles are genetic poisons, i.e. they break the work of chromosomal system and destroy chromosomal structures of those, who takes these poisons. Then defective chromosomes are inherited by the descendants and it undermines their health and potential for individual development and creative activity. It has even harder effect if the conception is made before recovering the chromosomal structures by systems acting in the organism. However if the genetic poisons come to the organism too often and in the huge portions systems of chromosomal recovering have no chance to repair all damages – in such case the descendants are doomed to degeneracy.

And this fact allows calling this type of psychical structure – created by men themselves and reproduced by the social culture – dropped into unnaturalness. For the human psychical structure the non-formal, non-dogmatic and non-ritual belief to God during the Life and activity in course of God’s Guidance of his or her own choice are normal.

A type of psychical structure is determined by the upbringing and education. Thus if one doesn’t achieve human’s type of psychical structure by his youth it is because of social culture’s viciousness and also because of unrighteous bringing up by his parents. However being adult and understanding this fact one is able to change his psychical structure from any to a human one. This is a basis for a following individual development. Depending on the statistics of distribution of people by types of psychical structure the society forms its social organisation, develops its culture; either supporting the conservation of the state achieved and slave-holding system recurrence attempts; or supporting the recognition of the human type of psychical structure as the norm in the society, and its reproducing during the change of generations as a basis for a following individual and social development of nations and the whole mankind. And it is impossible for the people to get the power and to solve the problems standing before the Homo Sapiens in the beginning of the 21st century without achievement of the human type of psychical structure by the majority of people.

Works and developers
Among the information of COB there are economical studies and a theory; there are analyses of ideologies and historical works (the large section of the main book of COB “Dead Water” is called “Decapsulation” and is mainly historical); and what is the most important there is the information on the cognition methodology that allows coming to harmony with yourself and with the God, achieving the human type of psychical structure, learning to cognise the world around us. These and other materials one can find on the sites Mera.com.ru. There are works translated into English as well base in section In English. The conception of social security in its modern variant (2005) has being developed since 1987 by the initiative group consisting of common people, that took the name of “the Internal Predictor of the USSR” (IPUSSR). From those times the USSR as a state has disappeared but the social initiative continues its work under the same name. And it’s not only because it has become a special brand but because we don’t admit (in the juridical sense) the liquidation of the USSR made for execution of directives of the “world backstage”, different mason lodges, CIA and the National Security Council of the USA.

About copyrights
© These materials represent the heritage of the Russian culture. Therefore no private individuals or companies possess copyright with regards to these materials. In case someone ventures to privatize copyright in accordance with the applicable law, he will face the retaliation for theft, manifesting itself in the unpleasant “mystical” developments, reaching far beyond the legal limits. With all that, everyone whose wishes are based on per-sonal understanding of public good has full power and authority to copy and circulate these materials by the whole or by part, also with commercial purposes. Those who use these materials in their activities, bear full personal responsibility if fragmentary citing or ref-erence brings about the meanings, different to the true contents of these materials as a whole, and thus he has a chance to face the “mystical” retaliation, overpassing the legal punishments.

Internal Predictor of the USSR: explanation of the terminology used
The term “predictor-corrector” originates from calculus mathematics, where it names the whole group of methods. In them the solution is found with successive approximations. The algorithm represents a cycle with two consequent operations executed: the first one is the solution prediction and the second is checking if the predicted solution satisfies the problem accuracy requirement. The algorithm comes to its end when the prediction satisfies the accuracy requirement.

Moreover, the scheme of ruling, in which the ruling signal is formed using the prognosis of the future system behaviour as well as the information of its present state, is also sometimes called “predictor-corrector” (though it is possibly more right to call it “predirector-corrector” – it directs the way in advance). With the scheme of “predictor-corrector” the highest quality of ruling is provided since the part of information circuits is completed through the predicted future but not through the accomplished past. This fact allows to reduce the lateness of ruling relative to the perturbation action to zero; and to use the forestalling ruling, (where the ruling action forestalls the cause that forces ruling), if it is needed. Considering different conflicts, from the view of the theory of ruling the scheme of predictor corrector often excludes even a possibility to strive with the system using it in advance.

So, the term “predictor-corrector” is widely known among mathematicians and technicians in the West.

As it follows from the history, the predictor-corrector scheme was used for ruling the social systems even in the ancient times. The superior zhrechestvo of the ancient Egypt was called “hierophants”, which meant their ability to read the fate (i.e. the matrix of possible states), to foresee the future. The last one is the basis of any ruling, since to rule a system (here: a society) is to lead it to the chosen certain variant from many possible ones on the basis of knowing these possible states. It’s naturally that choosing the variant depends on the real morality and will of those, who have achieved the foresight and ruling on its base.

The Russian word “жрец” (“zhrets”) is a composed word as many other ancient Russian words. The letter Ж (Zh – is read as French ‘j’) means the word ЖИЗНЬ (Life); and the word РЕЦ means “the one who speaks”. “Жречество” (“zhrechestvo”) means something like a community of zhretses; the suffix ‘-stvo’ refers to the English suffix ‘-hood’ like in “brotherhood”, or to ‘-ship’ as in “friendship”; and the stem variation is widely used in Russian, so ‘ts’ (is read as German ‘z’) in zhrets turns to ‘ch’ in zhrechestvo with adding a suffix. Thus zhrets can be understood as he who speaks about the Life (the Life in its whole sense, about the Life of men, of the mankind and the Humanity, of Cosmos the whole Universe, and of God), and zhrechestvo speaks about the Life for the Good of the society. In English there is a word “a priest” which is usually translated into Russian as “zhrets”, but it is not right, since “a priest” is an adherent of a certain confession, church or pagan beliefs, a pope, a clergyman etc. We will use it in such sense. The nearest analogue to the word “zhrets” in English is the word “soothsayer”, but understood not as “a foreteller” or “a fortune-teller”, but as “he who tells (and speaks) the sooth (the truth) [ about the Life]”. We will use the word zhrets using this Latin transliteration.

===Жречество занято жизнеречением во благо общества.===

Zhrechestvo speaks about the Life for the Good of the society.
The phonetics, the lexical and conceptual systems of Russian language are rather special. This phrase cannot be translated into other languages without loosing many sides of sense and many associative relations. So the term “predictor-corrector” was introduced for better understanding of this and for using in English. However, today we introduce the word zhrets to English and will use it.

It is useful for an English speaking reader to learn Russian language to understand many particular features of its root, lexical, conceptual systems. We translate many works into English today, but it is sometimes impossible to translate all meanings of the word and all its relatives! Moreover, “to translate” means “to find a word in another language for the same thing, for the same image”. But how can one translate the concept, if there are no images in another language, no such things at all! Thus one should do not “a trans-lation” but “intro-lation” (introduction, intromission). So we “introlate” the word zhrets. And also we introlate another word: знахарь “znakhar”. “Znakhar” (‘kh’ is a single consonant as Scottish ‘ch’ in “loch”) originates from the verb “знать” (“to know”), which is very close to the word “значить” (“to mean”, “to sign”); the suffix ‘-арь’ (‘-ar’) refers to the Latin suffix (‘-ist’), so znakhar is “he who knows”, who has some knowledge but doesn’t share it with people.

Today in Russian all the words with such meaning: “ведун”, “ведьма” (from “ведать”=“to know” ), “знахарь” means something like “a witch”, “a quack doctor”. But it doesn’t mean that one cannot understand the word in its literal meaning. And in literal meaning the word znakhar means only “he who knows ”. Zhretses with their foresight, knowledge, words in advance lead the course of life of society to an absence of poverty and to the well-structured and comfortable state, with all this keeping the society in harmony with the Earth biosphere, the Cosmos and the God. Znakhars are self-interested while exploiting the society on the basis of their knowledge, and they wittingly cultivate the ignorance and perverted knowledge in the society exploited. And this is the difference between zhrechestvo and znakharstvo. The harmony of society, its culture and Earth biosphere needs the global level of responsibility and of CARENESS about the well-being (not only a material one) of all nations on the Earth. English is today the most popular for international communication. So we take care of that you, English speakers, understand that what we want to say you but not what the masters of “false horses of enlightenment”9 want to give you as our opinion. Russians don’t need such words as “conception” – we have the word “жизнестрой” (“Life organization”), and English can also find some its old roots to avoid the dead Latin. '''Our opponents must understand that their monopoly on the knowledge is over. Using imagery: We pour our “spring water” into their “old wine-skins” for their “skins” split: we don’t like their “skins” and their stupefying narcotic “wine”.'''

One of the questions, which both enemies and supporters of COB usually ask, is the question referring to the persons – authors of COB. As an answer we’ll print the extract from the work by IP USSR: “Questions to the Metropolitan of Saint-Petersburg and Ladoga Ioann and to the hierarchy of the Russian Orthodox Church”.

About the anonymity
A person in our ill civilisation is not perfect. That’s why any creation of the cult of person (even if this person has rendered real services to the society), shows the viciousness of everyone following the cult; in the sense, that he or she wants to impose his or her own responsibility for solving problems to the cult person, who can be vicious (in his or her own way) as well. So we use anonymity when writing about the conceptual power and other sociological themes for avoiding an insouciant following this or that authority (formed by a chance or created for purpose) and for avoiding inattention while reading opinions of “non-authorities”. As we see it the anonymity should put away all prejudices, so everyone reading should understand the text according to his own conscience and morality. So he gets a chance to correct his mistakes without a psychological oppression of those, whom he considers to be doubtlessly authoritative. The deeds, the results of activity are important for people, for the society; but not persons who do it. If the action is good – he who does will lose nothing; if it is evil – none will avoid the God’s punishment, even if he or she wants. After saying this, we ask you not to understand the anonymity of the letter as an offence or distrust. Moreover the anonymity can disappear only after a personal communication, even if letters are signed and stamped.

Links

 * dotu.ru -In English

title: Conception of social security


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Talk:Conception of social security

* (cur) (last) 11:30, 28 October 2008 RHaworth (Talk | contribs) (28,766 bytes) (essay / original researvh) (undo) * (cur) (last) 06:18, 28 October 2008 Daftedoff (Talk | contribs) (28,531 bytes) (undo) * (cur) (last) 06:06, 28 October 2008 Daftedoff (Talk | contribs) (28,498 bytes) (←Created page with 'The conception Conception''' – n. 1. conceiving or being conceived. 2. idea, plan. 3. understanding (has no conception). conceptional adj. [French fro...')
 * (cur) (last) 11:31, 28 October 2008 RHaworth (Talk | contribs) (28,766 bytes) (essay / original researvh) (undo)

title: Talk:Conception of social security


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Social sustainability

The concept of social sustainability should be thought of as a cultural and societal ideal which can be moved toward through design. It is best characterized by its ability to foster and sustain social interactions, as well as, create equitable opportunities for participation between the built environment and all of its users. By creating environments which do not disadvantage or disable its users; the environment becomes more socially sustainable.

It is important to understand that the definition of what makes an environment socially sustainable can evolve as fast as the technology used in the processes of reaching for this form of sustainability. Designs and technology which may seem to be state of the art today could become outdated by advances in technology tomorrow. A good example of technology evolving behavior can be seen in the advances in communication technology. The internet is one prime example of a technological revolution which has completely changed the civilized world. We can expect unimaginable changes in technology to again reshape our future and the way we view the world. The principles set forth in this thesis should not be drastically affected by changes in technology. Creating principles which can transcend time and cannot be easily dated was a major goal of this undertaking. For this reason the guiding principles of this thesis will not be prescriptive designs but rather about the prescriptive methods for the creation of designs.

In order to create guiding principles for achieving socially sustainable college campuses, this thesis will explore what it takes to create environments which promote social interaction and equitable participation. Since social sustainability can be thought of as the outcome of other processes, it is important to explore the other processes which contribute to more socially sustainable environments. It is here where guiding principles for creating socially sustainable college campuses will be derived.

title: Social sustainability


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Talk:Social sustainability

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title: Talk:Social sustainability