text:
Theology as Seen in Prophets and Psalms/Study Guide for Final Exam

Key Psalms
Psalm 1 - way of the righteous and the way of the wicked - meditation on the word (Torah)

Psalm 2 - enter the political realm - the righteous align with Gods reign expressed through the Davidic king

Psalm 3 - extremely important for understanding the righteous in the psalter and the shape of the psalter.David is fleeing from his son Absalom. Destiny of the righteous and David are bound together. David represents the poor and needy, the destiny of the righteous will go through trials, destiny of the righteous connects with future of David as Lords annointed.

Psalm 41 - 2 parts - favor on those who consider the poor and Gods healing and protection from enemies

Psalms 42,43 - these are considered one psalm- cry out to God for help and express confidence in God - similar to psalm 3

Psalm 72- declares God is righteous through king on behalf of the righteous

Psalm 73  - some believe this psalm is central to the book theologically and canonically

Psalm 74 - community lament - people complain about being cast-off

Psalm 88- most despairing psalm in the psalter - the presence of God seems completely gone - psalmist prays "like those who have no help"

Psalm 89- pleads for Gods presence - but mentions Gods steadfast love (hesed) covenant - Gods faithfulness to David is wrapped up in Gods care for His people

Psalm 90- only psalm in the psalter attributed to Moses - Moses offers comfort to people - Moses' petition drawn from Ex.32

Psalms 93-100- "the Lord reigns"/"the Lord is king" law of Moses primary sign of that reign - God is still in control

Psalms 105,106- "gather your people" God will gather his scattered people - prayer for Israel in exile

Psalm 107 -"o give thanks to the Lord for He is good/His steadfast love endures forever"

Ephramite Prophecy
This line runs from the Elohist narrative strand in the Pentateuch, deemed to have originated in the kingdom of Samaria, through prophetic and Levitical groups that opposed the role and person of Moses as the first and paradigmatic prophet mediator.

Max Weber
(21 April 1864 – 14 June 1920) was a German political economist and sociologist who was considered one of the founders of the modern study of sociology and public administration. He began his career at the University of Berlin, and later worked at the universities of Freiburg, Heidelberg, and Munich.Weber's major works deal with rationalization in sociology of religion and government. His most famous work is his essay The Protestant Ethic and the Spirit of Capitalism, which began his work in the sociology of religion. In this work, Weber argued that religion was one of the non-exclusive reasons for the different ways the cultures of the Occident and the Orient have developed, and stressed importance of particular characteristics of ascetic Protestantism which led to the development of capitalism, bureaucracy and the rational-legal state in the West. In another major work, Politics as a Vocation, Weber defined the state as an entity which claims a monopoly on the legitimate use of physical force, a definition that became pivotal to the study of modern Western political science. His analysis of bureaucracy in his Economy and Society is still central to the modern study of organizations. His most known contributions are often referred to as the 'Weber Thesis'.Max Weber’s book Ancient Judaism deals with Sociology of Law and the Analysis of Israelite Law Codes and Types of Prophetic Legitimation: Traditional, Charismatic and Rational-legal Authority. The Sociology of Religion.After Weber's immense productivity in the early 1890s, he did not publish a single paper between early 1898 and late 1902, finally resigning his professorship in fall 1903. Freed from those obligations, in that year he accepted a position as associate editor of the Archives for Social Science and Social Welfare next to his colleagues Edgar Jaffé and Werner Sombart. In 1904, Weber began to publish some of his most seminal papers in this journal, notably his essay The Protestant Ethic and the Spirit of Capitalism. It became his most famous work, and laid the foundations for his later research on the impact of cultures and religions on the development of economic systems. This essay was the only one of his works that was published as a book during his lifetime.

Deutronomistic History
contained in the books Joshua through IIKingsDTR History

Cyrus
Blinkinsoff Pp. 181 - 191 Bottom p149 "It is unfortunate that the sixty years from the first deportation to the edict of Cyrus (598-538 BCE) are so poorly documented."Cyrus

Anathoth
Blinkinsoff Pp. 138,140,144-5  page 60-62 Anathoth Anathoth - the name of one of the cities given to "the children of Aaron" (Josh 21:13,18; 1 Chron 6:54,60), in the tribe of Benjamin (Josh. 21:18, 1 Chron. 6:60). Since the Israelites often did not change the names of the towns they found in Canaan, the name of this town may be derived from a Canaanite goddess, ‘Anat. However, it is also given as the name of an Israelite person in 1 Chron 7:8, and in Neh 10:19.

Anathoth is mentioned as the native place of Abiezer, one of David's "thirty" (2 Sam. 23:27), and of Jehu, another of his mighty men (1 Chr. 12:3). It is perhaps best known as the home town of the prophet Jeremiah (Jer. 1:1; 29:27; 32:7-9). In 11:21-23, he delivers a prophecy of tribulation by the sword against the residents of Anathoth, who were plotting against him.

Anathoth suffered greatly from the army of Sennacherib, and only 128 men returned to it from the Babylonian exile (Neh. 7:27; Ezra 2:23). It lay about 3 miles north of Jerusalem. The Arab village of ˤAnātā was identified as the site of Anathoth by Edward Robinson. The modern Israeli settlement of Anatot (also known as Almon) was named after it.

Sitz im Leben
- literal translation means "setting in life" scholars refer to this as part of form criticism of the text. They are in the case of the prophets looking to find the setting in which the prophet lived before any oral or written tradition was recorded. As opposed to historical criticism which looks for the historical setting of when the text was actually written.

Hermann Gunkel
(1862-1932) was a German Protestant Old Testament scholar. He is noted for his contribution to form criticism and the study of oral tradition in biblical texts. He was an outstanding representative of the "History of Religion School.Hermann Gunkel felt that the prophets represented the apex of Israelite religion. Not only in terms of religious ideas and a drive for religious ideology but in their communion with God. For him prophetic ecstasy was part of how they received their messages. He perceived the prophets as preachers. He applied his form critical method to the study of the prophets by analyzing their speech forms. The prophets as primarily spoke and their words were recorded by subsequent generations.Gunkel became an outstanding representative of the "History of Religions School" (die religionsgeschichtliche Schule), which addressed the history of traditions behind the biblical text. In addition to Gunkel, the original group also included Albert Eichhorn, William Wrede, Wilhelm Bousset, Johannes Weiss, Ernst Troeltsch, Wilhelm Heitmüller, and P. Wernle. In the beginning they were primarily concerned with the origins of Christianity, but this interest eventually broadened to include the historical backgrounds of ancient Israelite and other Near Eastern religions.His "Creation and Chaos in the Beginning and at the End of Time"(1895) compared the biblical creation/destruction myths from Genesis 1 to Revelation 12. His most important work was probably his commentary on Genesis (1901), in which he applied to that book the new critical methodology of source criticism. Source criticism was based on identifying and examining the genres used in the text to reach the "literary history" behind them, on the assumption that each form belonged to a quite definite 'setting in life' (Sitz im Leben); in this way, Gunkel and his circle believed, the previous history of a written biblical text could be reconstructed in terms of its social and liturgical setting. Nineteenth-century source criticism had examined texts on the grounds of style, vocabulary, and other criteria to identify distinctive theological and religious outlooks and thus separate the text into its original sources; source criticism, because it offered a way of going beyond the text, became immensely influential in Germany and Europe for much of the 20th century, being used and developed by important scholars such as Martin Noth.

Form Criticism
Form criticism is a method of biblical criticism that classifies units of scripture by literary pattern (such as parables or legends) and that attempts to trace each type to its period of oral transmission.[1] Form criticism seeks to determine a unit's original form and the historical context of the literary tradition.[2] Hermann Gunkel originally developed form criticism to analyze the Hebrew Bible. It has since been used to supplement the documentary hypothesis explaining the origin of the Pentateuch (the first five books of the Hebrew Bible) and to study the Christian New Testament.

Form Criticism on Wikipedia

Zadokite Priests
Blenkinsopp Pp 170, 179, 180, 207, 213, 218, 272, 277

Ezekiel ordained that of all the Levite priests only the Zadokites, who had ministered to God in His legitimate sanctuary at Jerusalem, should be admitted to the service of the altar; the rest, who had defiled themselves by officiating at the local sanctuaries, should be degraded to the position of mere servants in the sanctuary, replacing the foreign Temple attendants who had heretofore performed all menial services (Ezek. xl. 46, xliii. 19, xliv. 6-16)

THE CONFRONTATION between Moses and Aaron over the golden calf at Sinai led to the divide between the Zadokite priesthood of Aaron and the Levitical priesthood of Moses. This division became more apparent when the Aaronic priests, with the wilderness Tabernacle, accompanied Caleb the Kenezite (Midian) as they entered the Promised Land from the south and settled at Hebron in Judah (Judges 1:16-20). Meanwhile, the Levitical priests, with Moses’ tent, accompanied Joshua as they crossed the Jordan River, entered the Promised Land from the east, and settled the Ark of the Covenant in Shiloh (Joshua 18:1).1, 2

The separation between the Zadokite and Levitical priesthoods continued throughout the time of the judges and the kingship of Saul. It was only after David became king in Hebron and captured Jerusalem from the Jebusites that the northern and southern tribes were reunited, with a common place of worship. David then called Zadok, a descendant of Aaron, to come from Hebron to Jerusalem to serve as priest (2 Samuel 8:15, 17). David also asked Abiathar, a descendant of Levi, to come from Shiloh to serve as priest (1 Samuel 22:20-23). For the first time in centuries, the Zadokite and Levitical priesthoods were united. However, this union was not to last. When Abiathar opposed the appointment of Solomon as king, Solomon exiled Abiathar to Anathoth (1 Kings 2:26, 27). Solomon then felt free to introduce the worship of other gods, including Chemosh and Molech, since he — like his Zadokite priests — believed that the covenant made with Abraham was unconditional (1 Kings 11:7, 8).

With the inauguration of Solomon’s son, Rehoboam, as king, the northern ten tribes separated from Judah and instituted their own worship under Jeroboam. Calf shrines to YHWH as the divine son of El were established at Bethel and Dan (1 Kings 12:26-29). The shrines were presided over by a third priesthood entirely separate from the Zadokites and Levites. These three separate Israelite priesthoods continued until the Assyrians destroyed the northern kingdom. It was only then that Hezekiah, king of Judah, attempted to reunite the Zadokite and Levitical priesthoods (2 Chronicles 29:1-5). Tragically, Hezekiah’s son, Manasseh, abandoned these efforts. He limited the priestly ministry to the Zadokites and returned to polytheism. Finally, Josiah tried to reunite the priesthoods (2 Kings 23). However, upon his death and the apostasy of his successors, the priesthoods were again separated and eventually sent into Babylonian exile.

The underlying problem that led to this catastrophic outcome was an antithetical understanding of who YHWH was and what he intended to do:

1. For Aaron and his Zadokite successors, YHWH was one of the divine sons of the supreme God, El. Thus, El had other divine manifestations (Ba’els), represented by the air/sky, water, fire and earth. Furthermore, the Zadokite priests believed that when they entered the Most Holy Place (of the covenant), they themselves became divine.3 For the Zadokites, the covenant with El/YHWH was unconditional — not requiring the obedient and authentic witness of the people.

Like Moses, the Levitical priests recognized YHWH as the “I AM” — and therefore as El himself.

2. Like Moses, the Levitical priests recognized YHWH as the “I AM” — and therefore as El himself. There was no other authentic deity. Thus, the Levites believed that the offspring of YHWH were not divine but human.4 Neither were the forces of nature divine, nor were they manifestations (Ba’els) of divinity.5 They were simply created instruments that God could use for his own purposes. Furthermore, the Levitical priests understood their own role to be the prophetic and tutorial representatives of God to the people. For the Levites, the fulfillment of YHWH’s covenant was conditional — requiring the obedient and authentic witness of the people.

It was not until the appearance of Jesus Christ that these millennial-old antitheses were resolved. Jesus Christ was both El and YHWH. He was both divine and human. He was the human Son of Man and the divine Son of God. In his humanity Jesus Christ was the Levitical priest together with the Mosaic covenant and its inaugural fulfillment. In his divinity Jesus Christ was the Zadokite priest together with the Abrahamic covenant and its inaugural fulfillment. As the prophet, Jesus represented God to the people; and as the priest, he represented the people to God. Jesus Christ is indeed the “One God and Father of all, who is above all, and through all, and en [with] you all” (Ephesians 4:6).

Zerubbabel
Zerubbabel was the governor of Judah that led the first band of Jews from Babylonian captivity during the first year reign of Cyrus. He is referred as Yahweh’s servant. Haggai told Zerubbabel and the people in general that it was the time for rebuilding. Haggai relates the economic and social conditions to people not really wanting to rebuild. He says that rebuilding is a precondition for the new age put forth by prophets. Zerubbabel was governor of Judah in the second year of Darius Hystaspis (520 B.C.; Hag. i. 1, 14; ii. 2). According to the story of the chronicler in Ezra iii.-iv. 5, Zerubbabel, together with the high priest Jeshua and others, erected an altar for burnt offerings in the seventh month, offered morning and evening sacrifices, and kept the Feast of Tabernacles. In the second month of the second year of the return they laid the foundation of the Temple, but the opposition of "the adversaries of Judah and Benjamin" (either descendants of Jews who had not gone into exile or interlopers who showed hostility to the returning exiles) caused a delay of seventeen years. Roused to fresh activity by the prophets Haggai and Zechariah, work was resumed in the second year of Darius (520 B.C.), but fresh obstacles were encountered in the suspicions of Tatnai, "governor beyond the river" (R. V.), and an appeal was made to Darius, who promulgated a decree authorizing the completion of the work. The Temple was finished and dedicated four years later (Ezra v.-vi.). Nothing further is certainly known of Zerubbabel, although a Jewish tradition says that he returned to Babylon and died there. His sons are named in I Chron. iii. 19, and in Ecclus. (Sirach) xlix. 11 his name appears in the list of the famous men of Israel. Blenkinsopp Pp 154, 155, 191, 195, 197, 201, 202

Zedekiah
King butt head named Zedekiah. II Kings (xxiv. 17-xxv. 7), in II Chronicles (xxxvi. 10-21), and in more than a dozen chapters of Jeremiah. The eleven years of Zedekiah's reign were notable for a steady decline in Judah's power and for the desperate efforts of Jeremiah to avert the coming disaster. As a ruler he was pliant in the hands of his princes and of Jeremiah, yielding readily to the influence of any adviser, whether prince or prophet. He made a journey to Babylon in the fourth year of his reign to assure Nebuchadrezzar that he would stand by his oath (Jer. li. 59); but the undying ambitions of the Egyptian kings kept turning toward Asia, and Zedekiah, with his usual wavering policy, could no longer resist the persuasions of Hophra (Apries), King of Egypt (589-569 B.C.), and in 588 B.C. broke off his allegiance to Nebuchadrezzar. This brought the Babylonian army against Jerusalem; but it had no sooner settled down to a siege than Judah's Egyptian ally appeared from the southwest. The Babylonians hastily raised the siege and gave Hophra's army such a blow that it retired to the land of the Nile. The siege of Jerusalem was then resumed, and after an investment of one and one-half years the walls yielded. Zedekiah and his retinue escaped through some hidden gate and fled toward the Jordan; but the Babylonians overtook him on the plains of Jericho, and carried him captive to the King of Babylon, whose headquarters were at Riblah. Here Zedekiah's sons, heirs to the throne, were slain in his presence, his own eyes were put out, and he was bound with fetters and taken to Babylon as an ignominious rebel prisoner. As a result of his conspiracies Jerusalem was taken, plundered, and burned; its best population was deported to Babylon as captives; the Jewish kingdom perished; and Israel ceased to exist as an independent nation. Zedekiah passed the remainder of his days in a Babylonian dungeon.

Other butt-head named Zedekiah was one of the four hundred prophets (I Kings xxii. 11, 24, 25) whom Ahab summoned to inquire of them before Jehoshaphat whether he should attack the Syrians in battle at Ramoth-gilead. Zedekiah appeared as a rival of Micaiah, whom Ahab always feared, and who on this occasion ironically foretold Israel's defeat. Zedekiah struck him on the cheek.

Third butt-head named Zedekiah was one of the evil men of Israel in the Captivity, whose false utterances and immoral acts aroused even Nebuchadrezzar, King of Babylon, to such a pitch of wrath that he ordered them to be roasted in the fire (Jer. xxix. 21-23),

Jeremiah, 39:4-8; 52:7-8 Kings I, 5:29; 6:35-38; 7:1. Kings II, 25:4-5

Gedaliah
Son of Ahikam, through whose influence Jeremiah was saved from the fury of the mob, and grandson of Shaphan the scribe (Jer. xxvi. 24; II Kings xxii.; II Chron. xxxiv.); probably cousin of Michaiah, son of Gemariah (Jer. xxxvi. 11). Gedaliah was thus a scion of a noble and pious family. Nebuchadnezzar appointed him governor of Palestine after the conquest of the land, and entrusted Jeremiah to his care (Jer. xxxiv. 14, xl. 5). Gedaliah made Mizpah his capital, where the scattered remnants of the nation soon gathered round him. Not only the poor peasants and laborers, but also the generals and military men came back from their hiding-places among the surrounding tribes, and settled in the deserted towns of Palestine. Gedaliah exhorted them to remain loyal to the Babylonian rulers, and to lay down their arms and be-take themselves to agriculture and to the rebuilding of their razed cities. He permitted them to gather the crops on lands which had no owner.

His Death.

Baalis, king of the Ammonites, envious of the Jewish colony's prosperity, or jealous of the might of the Babylonian king, instigated Ishmael, son of Nathaniel, "of the royal seed," to make an end of the Judean rule in Palestine, Ishmael, being an unscrupulous character, permitted himself to become the tool of the Ammonite king in order to realize his own ambition to become the ruler of the deserted land. Information of this conspiracy reached Gedaliah through Johanan, son of Kareah, and Johanan undertook to slay Ishmael before he had had time to carry out his evil design; but the governor disbelieved the report, and forbade Johanan to lay hands upon the conspirator. Ishmael and his ten companions were royally entertained at Gedaliah's table. In the midst of the festivities Ishmael slew the unsuspecting Gedaliah, the Chaldean garrison stationed in Mizpah, and all the Jews that were with him, casting their bodies into the pit of Asa (Josephus, "Ant." x. 9, § 4). The Rabbis condemn the overconfidence of Gedaliah, holding him responsible for the death of his followers (Niddah 61a; comp. Jer. xli. 9). Ishmael captured many of the inhabitants of Mizpah, as well as "the daughters of the king" entrusted to Gedaliah's care by the Babylonian general, and fled to Ammon. Johanan and his followers, however, on receiving the sad tidings, immediately pursued the murderers, overtaking them at the lake of Gibeon. The captives were rescued, but Ishmael and eight of his men escaped to the land of Ammon. The plan of Baalis thus succeeded, for the Jewish refugees, fearing lest the Babylonian king should hold them responsible for the murder, never returned to their native land. In spite of the exhortations of Jeremiah they fled to Egypt, joined by the remnant of the Jews that had survived, together with Jeremiah and Baruch (Jer. xliii. 6). The rule of Gedaliah lasted, according to tradition, only two months, although Grätz argues that it continued more than four years.

(Blenkinsopp p145)

Enthronement Psalms
Unifying Feature The phrase “Yahweh reigns” marks this type of Psalm.

Various interpretations have been suggested for this phrase including
 * 1) reference to an annual enthronement festival celebrating Yahweh’s rule over the earth
 * 2) as speaking of God’s universal reign
 * 3) as referring to Yahweh’s historical reign over Israel and
 * 4) as looking forward to the millennial reign of Christ (the most probable interpretation).

from James Van Dine's Analyses of the Bible
 * Psalm 47: Celebrating the Rule of the Great King
 * Psalm 93
 * Psalms 96-99

Royal Psalms
Blenkinsop Online go to page 109

These psalms are classified by content. They focus on the Davidic king in his rule and also cultivate expectation of the messianic son of David, especially after the exile. From the content of these psalms clues to the occasions when they may have been used may be found.

These occasions could include:
 * weddings (Psa 45),
 * royal celebrations(such as coronations and anniversaries of royal accession—Psalms 2; 21; 72; 110), and
 * prayers before or after battle (Ps 20).9

These psalms view the king as reigning by God’s authority and, therefore, celebrate His present control as well as the ultimate establishment of His rule on earth. In light of the exile this type of Psalm would be focused on the restoration of David’s royal dynasty, which thus took on more direct Messianic overtones.

Psalms that treat this subject include 2, 20, 21, 45, 72, 89, and 110.

from James Van Dine's Analyses of the Bible

Individual Lament
A Type of Psalm

The Parts These are the usual components of the personal lament, not always in this precise form (the associated letter will be used to identify that element in the accompanying Psalm example):

(A) An introductory cry for help or appeal in the form of an address to God, (B) the complaint (lament) itself, (C) a confession of trust, sometimes quite long, (D) a petition, sometimes two, frequently with reasons for expecting a divine response, and (E) a vow of praise (to be rendered upon God’s answer) or declarative praise actually given in confident anticipation of deliverance.

This is the largest single category of Psalms. Other examples include Psalms 5—7, 12, 13, 17, 25, 26, 28, 31, 35, 38, 39, 42, 43, 51, 54, 55, 57, 59, 61, 64, 69, 70, 71, 86, 88, 102, 109, 120, 130, 140, 142, and 143.

from James Van Dine's Analyses of the Bible

Temple Community
Judah was considered the Temple Community because the temple was the center of worship while Northern kingdom Israel worshiped idols.

Blenkinsopp reference ?

Book of Consolation
Blenkinsopp page 21 (see also pp. 134 & 139)

Sigmund Mowinkel applied Gunkel's theories about the original and characteristic forms of speech to Jeremiah. He distinguished between the original sayings of the prophet and:
 * Source A - Poetic oracles (mostly found in Jeremiah 1-25)
 * Source B - stories about the prophet
 * Source C - speeches and sermons in the deuteronomic style

and the Book of Consolation, Jeremiah Ch 30-31 (also argued by Theodore Laetsch that it is Ch. 30-33)

The Book of Consolation, then, concentrates on prophecy of the Messiah and the new testament without the admixture of any reference to the return from the Babylonian Exile, as so many commentators imagine.

The "book" was originally written as a separate scroll, not for public proclamation, but for the personal consolation of Jeremiah himself and his fellow-believers. Such is the explicit witness of its second verse: "Write thee" -- which is to say, "for thyself" -- "all the words that I have spoken unto thee in a book" (Jeremiah 30:2).

The Book of Consolation, then, came into being between the second and third editions of the Book of Jeremiah, which is to say between 604 and 586 B.C. For Jeremiah composed his second edition following the destruction, in December of 604, of his first edition by King Jehoiakim as it was being read aloud to him by Baruch, the prophet's secretary (36: 9-32). The third edition, on the other hand, of the Book of Jeremiah emerged in 586 B.C. following the destruction of Jerusalem by the army of Nebuchadnezzar, the King of Babylon (1:3). During these same eighteen years or so intervening between his second and third editions, Jeremiah not only uttered and reiterated many prophecies orally, but also reduced to writing at least two instances of revelation in addition to the Book of Consolation. Thus, the Letter to the Jews in Babylonia now found in the twenty-ninth of his chapters (verses 4-23) was presumably dispatched already in 597 B.C., within the same year as the deportation of King Jehoiachin and many others of high standing in March of 597 (29:2). Several years subsequently, in 593 B.C., a copy of the so-called Book of Babylon, which comprises the chapters now enumerated as 50 and 51 of the Book of Jeremiah, was likewise transmitted to the capital of the empire (considering the reference to the fourth year of Zedekiah in 51: 59-61a).

The Book of Consolation falls into two main divisions following the three introductory verses. These two units may be distinguished as the "Sleeping Revelation" and the "Waking Revelation" respectively on the basis of the verse bisecting them: "Upon this I awaked and beheld, and my sleep was sweet unto me" (Jeremiah 31: 26).

The portion containing the verses currently under study consists in an introductory verse and six subsequent sections which are clearly distinguished one from another by the recurring clause ko amar YHWH ("thus has the LORD said"). The following outline of the Book of Consolation thus emerges with special emphasis on chapters 30:4-31:25 of the Book of Jeremiah:

1. The Introduction (30: 1-3) 2. The Sleeping Revelation (30:4-31:25) 1. The Introduction (30:4) 2. The Six Oracles (30:5-31:25) 1. The First Oracle (30: 5-11) 2. The Second Oracle (30: 12-17) 3. The Third Oracle (30:18-31:1) 4. The Fourth Oracle (31: 2-6) 5. The Fifth Oracle (31: 7-14) 1. The Oneness of the Catholic Church (verses 7-9) 2. The Holiness of the Catholic Church (verses 10- 14) 6. The Sixth Oracle (31:15) 7. The Seventh Oracle (31: 16-22) 8. The Eighth Oracle (31: 23-25) 3. The Waking Revelation (31: 26-40)

The connection is, to be sure, so close between the sixth and seventh of the oracles distinguished above (on the formal grounds previously stated) that the seventh can be understood correctly only in conjunction with the verse preceding it.

Community Lament
Blenkinsopp

The Parts These Psalms contain the same components as Individual Lament Psalms but are generally shorter. They include:

(A) an introductory address and petition,

(B) the lament,

(C) a confession of trust,

(D) the main petition (Dmp) with motivation to answer(Dma), and

(E) a vow of praise.

Example Psalm 74: Complaint over the Devastation of the Sanctuary

Message: Asaph calls on God to remember His people, lamenting the destruction of the sanctuary by the enemy, and prays that God would not permit this reproach since he had destroyed His enemies in the past.

Structure:

Form

I. Asaph utters his complaint to God that He not forget His people and Zion (1-3) A

A. He pleads with God not to continue in anger against His flock (1)

B. He calls on God to remember His redeemed people (2)

C. He calls on God to rescue Zion from the devastation of the enemy (2b-3)

''II. Asaph laments the enemy’s destruction of the sanctuary and threat to the Nation(4-9) B''

A. The sanctuary has been overrun and torn down (4-6)

B. The worship of God is threatened (7-8)

C. There is no prophet to give encouragement (9)

''III. Asaph appeals to God to overturn the reproach of the enemy reminding Him of His past deliverances through nature (10-17) D''

A. He appeals to God by asking “How long?” (10,11) Dmp

B. He seeks to motivate God by reminding Him of past help (12-17) Dma

''IV. Asaph appeals to God to protect the afflicted because of His covenant (18-23) Dma''

A. He reminds God of the reproach of the blasphemers (18)

B. He asks God to not forsake His people but remember His covenant (19-21)

C. He calls God to action because the enemies have risen against Him (22-23)

Other National Lament Psalms: Other prayers by the congregation in times of national crisis are 44, 60, 79, 80, 83, 85, 90, and 126.

The division of the Book of Isaiah
- discussion and essays

1.	Delimination a.	Traditional divisions, i.	1-39 ii. 40-55         iii. 56-66

b.	Persisting problems i.	Isa. 35//40 -           ii. Isa. 2. 1-4, 60, 61, 62

2.	Location of the Prophet a.	Babylon? (see 46.1-4) i.	Israel’s God in relation to Babylonian deities

b.	Jerusalem? (see 44.24-38, 24-28, 43) i.	Less popular idea ii. Jerusalem is the focus of many of these ideas iii. Highway theme is not a highway for people, but rather a highway for God to bring people home from exile

3.	Theology a.	God’s universal sovereignty 1.	Even controls Babylon and anyone who overthrows Israel i.	Control of History (45:1-4, 13) 2.	One of the clearest dating passages ii. Creator (45.18-19) 3.	God created everything… iii. Savior (46.8-11) 4.	God has a plan to restore the people of Judah b. God as Sole Power (44.9-20, 46.1-9, 5-7) i.	Really close to Monotheism c.	The role of God’s Servant( 42.1-4, 49.1-6, 50. 4-12, 52.13-53.12) i.	4 poems in 2nd Isa. 1.	42.1-4 – one who is devoted to God who does His bidding 2.	49.1-6 – seems to identify who the servant is                       a.	Israel – the people who have suffered defeat at the hands of the Babylonians b.	V.6 – how can Israel as God’s servant restore itself? may point to an individual 3.	52.13-53.12 – seems to point towards Jesus a.	Has had more attention than any other verse/pericope by Church Fathers b.	Who is the servant in the mind of 2nd Isaiah? i.	Talks about “his death” being the end… ii. Only reference in OT to vicarious suffering iii. Is this a prophet/another individual/Israel/Jesus? 1.	It is not unusual for the language of a suffering individual to represent the suffering of a group 2.	Singular images do not necessarily mean an individual iv. Left ambiguous 1.	NT sees Jesus as suffering singularly and for a group 4.	Isaiah 40 as microcosm of 2nd Isaiah a.	Opening words of Isa. 40 characterize all the words of Isaiah 40-55 i.	Israel restored and revived, suffering about to end ii. Comfort, O comfort my people 1.	Who does it comfort? a.	God’s messenger (divine council) b.	The prophets iii. 10-11                                       1.	Returning God’s people home iv. The promise at the end of the chapter is the power of God in the world – humanity is nothing – God will restore the people of Judah, by His might and His might alone. God controls all things.

Second Isaiah on Exile
- - discussion and essays

Main Lines of Division in late prophecy - This should be mostly found in the class notes. The two lines of division were the pragmatics and the visionaries.The pragmatics focused on priestly orientation and on the temple primarily as an institution. Also stressed the nature of worship and the practices within the temple. The pragmatics stressed the importance of the nature worship over righteousnes and compassion. The 3 pragmatics given in class were Haggai, 1st Zechariah, and Malachi. Malachi means "my messanger" and some scholars believe it could actually fit into the book of Zechariah. Also parts of Ezekiel inspires pragmatic prophets.Ez. 40-48 (grand vision of the temple) EZ. 44:4-14 (who is to be included and excluded from temple duties)EZ.44:8 (Israel condemned for allowing foreigners take leadership roles in the temple). The visionaries emphasized the renewal of creation, universal scope of salvation, and the ideals of the exodus. The visionaries stressed the importance of righteousnes and compassion over the nature of worship. 2nd Zechariah and 2nd Isaiah and parts of 3rd Isaiah are in line with the visionaries. Isa. 24:14,15 (universal salvation) Isa.26:1-6 (people restored because of trust in YHWH - this verse is key verse to tie in with 1st Isaiah which has the theme of community of trust and faith) Zec.12:10 (suffering servant imagery) Zec. 14:20,21 (temple will be the place for all to worship). Isa 66:1,2 (de-emphasis on the temple, it is just a building)Isa. 56:3-8 (vision of universal salvation which ties back to 2nd Isaiah)

Clear Signs of Shaping of Psalter
-First the DIVISIONS of the Psalter: A.The Intro (pss.1,2) B.BookI (pss.3-41) C.Book II (pss.42-72) D.Book III (pss.73-89) E.Book IV (90-106) F.Book V (pss.107-145) G. (pss.146-150) H.The Conclusion (pss. 146-150)   2 major features of the SHAPE of the psalter: 1st - Psalter has a framework that holds the whole together; Pss 1&2 are an intro Pss 146-150 is the conclusion; 2 main sections in-between are Pss 3-89(Books 1-3) and 90-145(Books 4&5) 2nd - Psalter has a movement from laments(complaints and petitions to God) which appear at the beginning in greater number to psalms of praise which appear greater in number toward the end. Pss. 1,2 form a dual intro - they show 2 ways that lie before a person - way of the righteous and the way of the wicked - the "way" is a direction of life for or against God - way of the righteous endures and the way of the wicked perishes - these 2 psalms lack superscription which separates them from other psalms - Ps 2 enters the political realm - the righteous align with Gods reign expressed through Davidic king - Pss 1,2 show way to security and blessing is through submission to the rule and word of God. Psalms 1-89 (intro + Books I-III ) are like the first portion of a complaint psalm - illustrates important truth about the faith of the righteous: their faith does not ward of trouble but helps them live rightly and hope for a better future.Pss.90-145 (Books IV&V) assure that "the Lord still reigns" and He will keep His promises - Moses and David are the main speakers. The conclusion Pss.146-150 end with a crescendo of praise linked by the phrase "Praise the Lord" - God will right all wrong for the righteous.

TExES exam Who else wants to 'Crack-the-Code' of the TExES test? TX teachers push you pass your TExES test FASTER than you ever thought possible. Discover a 'brain dead' simple TExES study guide to pass your TExES test now.


text:
Theology/Seminary Notes/Timeline from Reformation Handout

Time Line

1304 B Petrarch

1415 D Hus

1453 D Constantine XI http://www.youtube.com/watch?v=H8dByaJ2X1A

1498 D Savonarola

1516 Erasmeus NT

1517 95 Theses http://www.youtube.com/watch?v=aTnrtOJLRFk

1519 Charles V becomes Emperor

1520 Three Tretises

1521 Magellan Sails World

1521 Loci Communes

1523 First Zurich Disputation

1523 D Hutton

1525 Battle of Pavia http://www.youtube.com/watch?v=gK4jrTfqV28&feature=related

1525 Peasant's War

1526 Battle of Mohacs http://www.youtube.com/watch?v=W0yK2PLlGBk

1527 Henry VIII seeks divorce

1527 Sack of Rome http://www.youtube.com/watch?v=k8nwZs_gN9M

1527 Schleitheim Confession

1529 Marburg Colloquy

1530 Diet of Augsburg

1531 D Zwingli

1534 Affair of Placards 17 October 1534. One posted on the bedchamber door of King Francis I at Amboise

1536 First Institutes

1540 Society of Jesus

1542 D Contarini

1545 Council of trent

1546 D Luther

1546 Smalkald War

1547 D Henry VIII

1547 D Francis I

1549 Zurich Concensus

1553 D Servetus

1555 Peace of Augsburg

1559 D Menno Simons http://www.flickr.com/photos/blythedesign/2314976302/

1559 Last Institutes

1561 Colloquy at Poissy

1563 Heidelburg Cathechism

1572 Massacre of St Bartholomew's day

1578 D Bullinger

1584 D William of Orange

1598 Edict of Nantes

1675 Helvetic Consensus Formula http://www.theopedia.com/Helvetic_Consensus_Formula

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User talk:Egm6322.s09.mafia/HW3

My only concern for the pop-open boxes is that whomever did the bio on Laplace didn't cite where they got the information from. Egm6322.s09.Three.ge 02:49, 20 February 2009 (UTC)

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User:Egm6322.s09.bit.gk/r3

Solution:

The complete form of the equations 1.2.6 to 1.2.8 from Lapidus and Pinder:

Let,

$$  \xi =\phi (x,y)$$

and

$$ \eta =\psi (x,y) $$

$$\therefore $$ by chain rule we have

$$\frac{\partial u}{\partial x}=\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial x}$$

and

$$\frac{\partial u}{\partial y}=\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y}$$

EXPRESSION FOR $$\frac{\partial^2 u}{\partial x^2}$$
We Know that

$$\frac{\partial^2 u}{\partial x^2}=\frac{\partial }{\partial x}\left (\frac{\partial u}{\partial x} \right )$$ $$ \therefore$$ from chain rule we have

$$ \frac{\partial^2 u}{\partial x^2}=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial x} \right )\frac{\partial \phi}{\partial x} + \frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial x} \right )\frac{\partial \psi}{\partial x}$$

$$\frac{\partial^2 u}{\partial x^2}=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial x} \right )\frac{\partial \phi}{\partial x} + \frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial x} \right )\frac{\partial \psi}{\partial x} $$

Let,

$$\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial x} \right )\frac{\partial \phi}{\partial x} =I$$

and

$$\frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial x} \right )\frac{\partial \psi}{\partial x}=II

$$

Differentiating $$I$$ We have

$$I=\frac{\partial }{\partial \xi}\left(\frac{\partial u}{\partial \xi}\right)\left(\frac{\partial \phi}{\partial x}\right)^2 + \frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x}$$

$$ + \frac{\partial }{\partial \xi}\left(\frac{\partial u}{\partial \eta}\right)\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \phi}{\partial x} $$

and

$$II=\frac{\partial }{\partial \eta}\left(\frac{\partial u}{\partial \xi}\right)\frac{\partial \phi}{\partial x}\frac{\partial \psi}{\partial x} + \frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial x} $$

$$+\frac{\partial }{\partial \eta}\left(\frac{\partial u}{\partial \eta}\right)\left(\frac{\partial \psi}{\partial x}\right)^2 + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \psi}{\partial x}

$$

$$\Rightarrow I=\frac{\partial^2 u}{\partial \xi^2}\left(\frac{\partial \phi}{\partial x}\right)^2 + \frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} + \frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \phi}{\partial x}

$$

$$\Rightarrow II=\frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x} + \frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial x} + \frac{\partial^2 u}{\partial \eta^2}\left(\frac{\partial \psi}{\partial x}\right)^2 + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \psi}{\partial x} $$

The complete expansion of $$u_{xx}=$$

$$ I+II=\frac{\partial^2 u}{\partial x^2}=\frac{\partial^2  u}{\partial \xi^2}\left(\frac{\partial \phi}{\partial x}\right)^2+2\frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x}+\frac{\partial^2 u}{\partial \eta^2}\left(\frac{\partial \psi}{\partial x}\right)^2$$

$$+\frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial x} +\frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \phi}{\partial x}+\frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial x}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial x}+\frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial x}\right)\frac{\partial \psi}{\partial x}$$

EXPRESSION FOR $$\frac{\partial^2 u}{\partial y^2}$$
Similarly,

$$\frac{\partial^2 u}{\partial y^2}=\frac{\partial }{\partial y}\left (\frac{\partial u}{\partial y} \right )$$ $$ \therefore$$ from chain rule we have

$$ \frac{\partial^2 u}{\partial y^2}=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial y} \right )\frac{\partial \phi}{\partial y} + \frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial y} \right )\frac{\partial \psi}{\partial y}$$

$$\frac{\partial^2 u}{\partial y^2}=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial y} + \frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial y} $$

Let,

$$\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial y} =I$$

and

$$\frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial y}=II

$$

Differentiating $$I$$ We have

$$I=\frac{\partial }{\partial \xi}\left(\frac{\partial u}{\partial \xi}\right)\left(\frac{\partial \phi}{\partial y}\right)^2 + \frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y}$$

$$ + \frac{\partial }{\partial \xi}\left(\frac{\partial u}{\partial \eta}\right)\frac{\partial \psi}{\partial y}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \phi}{\partial y} $$

and

$$II=\frac{\partial }{\partial \eta}\left(\frac{\partial u}{\partial \xi}\right)\frac{\partial \phi}{\partial y}\frac{\partial \psi}{\partial y} + \frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial y} $$

$$+\frac{\partial }{\partial \eta}\left(\frac{\partial u}{\partial \eta}\right)\left(\frac{\partial \psi}{\partial y}\right)^2 + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \psi}{\partial y}

$$

$$\Rightarrow I=\frac{\partial^2 u}{\partial \xi^2}\left(\frac{\partial \phi}{\partial y}\right)^2 + \frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial y}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \phi}{\partial y}

$$

$$\Rightarrow II=\frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial y}\frac{\partial \phi}{\partial y} + \frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial y} + \frac{\partial^2 u}{\partial \eta^2}\left(\frac{\partial \psi}{\partial y}\right)^2 + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \psi}{\partial y} $$

The complete eypansion of $$u_{yy}=$$

$$ I+II=\frac{\partial^2 u}{\partial y^2}=\frac{\partial^2  u}{\partial \xi^2}\left(\frac{\partial \phi}{\partial y}\right)^2+2\frac{\partial^2 u}{\partial \xi{\partial \eta}}\frac{\partial \psi}{\partial y}\frac{\partial \phi}{\partial y}+\frac{\partial^2 u}{\partial \eta^2}\left(\frac{\partial \psi}{\partial y}\right)^2$$

$$+\frac{\partial }{\partial \xi}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} +\frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \phi}{\partial y}+\frac{\partial }{\partial \eta}\left(\frac{\partial \phi}{\partial y}\right )\frac{\partial u}{\partial \xi}\frac{\partial \psi}{\partial y}+\frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left(\frac{\partial \psi}{\partial y}\right)\frac{\partial \psi}{\partial y}$$

EXPRESSION FOR $$\frac{\partial^2 u}{\partial x\partial y}$$
$$\frac{\partial^2 u}{\partial x\partial y}=\frac{\partial }{\partial x}\left (\frac{\partial u}{\partial y} \right )$$

$$\Rightarrow \frac{\partial^2 u}{\partial x\partial y}=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial x} + \frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial x}$$

$$I=\frac{\partial }{\partial \xi}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial x}$$

$$II=\frac{\partial }{\partial \eta}\left (\frac{\partial u}{\partial \xi}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \eta}\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial x}$$

$$\Rightarrow I=\frac{\partial^2 u }{\partial \xi^2}\frac{\partial \phi}{\partial x}\frac{\partial \phi}{\partial y} + \frac{\partial u}{\partial \xi}\frac{\partial }{\partial \xi}\left (\frac{\partial \phi}{\partial y} \right )\frac{\partial \phi}{\partial x} + \frac{\partial^2 u}{\partial \xi\partial \eta}\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left (\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial x} $$

$$II=\frac{\partial^2 u}{\partial \xi\partial \eta}\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x} + \frac{\partial u}{\partial \xi}\frac{\partial }{\partial \eta}\left (\frac{\partial \phi}{\partial y} \right )\frac{\partial \psi}{\partial x} + \frac{\partial^2 u }{\partial \eta^2}\frac{\partial \psi}{\partial y}\frac{\partial \psi}{\partial x} + \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left (\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial x} $$

$$\Rightarrow \frac{\partial^2 u}{\partial x\partial y}=I+II=\frac{\partial^2 u }{\partial \xi^2}\frac{\partial \phi}{\partial x}\frac{\partial \phi}{\partial y}+ \frac{\partial^2 u}{\partial \xi\partial \eta}\left(\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x}+\frac{\partial \psi}{\partial x}\frac{\partial \phi}{\partial x}\right)+\frac{\partial^2 u }{\partial \eta^2}\frac{\partial \psi}{\partial y}\frac{\partial \psi}{\partial x}$$

$$+\frac{\partial u}{\partial \xi}\frac{\partial }{\partial \xi}\left (\frac{\partial \phi}{\partial y} \right )\frac{\partial \phi}{\partial x}+ \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \xi}\left (\frac{\partial \psi}{\partial y} \right )\frac{\partial \phi}{\partial x}+ \frac{\partial u}{\partial \xi}\frac{\partial }{\partial \eta}\left (\frac{\partial \phi}{\partial y} \right )\frac{\partial \psi}{\partial x}+ \frac{\partial u}{\partial \eta}\frac{\partial }{\partial \eta}\left (\frac{\partial \psi}{\partial y} \right )\frac{\partial \psi}{\partial x}$$

The matrix form of the above expressions
We Have

$$\begin{bmatrix} \frac{\partial }{\partial x} \\ \frac{\partial }{\partial y} \end{bmatrix} =J^T\begin{bmatrix} \frac{\partial }{\partial \overline x} \\ \frac{\partial }{\partial \overline y} \end{bmatrix}$$

Let this be 1

and

$$\begin{bmatrix} \frac{\partial }{\partial x} \\ \frac{\partial }{\partial y} \end{bmatrix}

\begin{bmatrix} \frac{\partial }{\partial x} & \frac{\partial }{\partial y} \end{bmatrix}= \begin{bmatrix} \partial_{xx} &\partial_{xy} \\ \partial_{yx} &\partial_{yy} \end{bmatrix}$$

Let this be 2

Also

$$\because \left (AB \right )^T=B^TA^T$$

$$\begin{bmatrix} \partial_x & \partial_y \end{bmatrix}= \begin{bmatrix} \partial_ \bar x & \partial_\bar y \end{bmatrix}J$$

Let this be 3

Applying equation 2 and 3 in equation 1 ,we have

$$\begin{bmatrix} \partial_x \\ \partial_y \end{bmatrix} \begin{bmatrix} \partial_x & \partial_y \end{bmatrix} = J^T \begin{bmatrix} \partial_\bar x \\ \partial_\bar y \end{bmatrix} \begin{bmatrix} \partial_\bar x & \partial_\bar y \end{bmatrix} J$$

$$\Rightarrow \begin{bmatrix} \partial_{xx} &\partial_{xy} \\ \partial_{yx} &\partial_{yy} \end{bmatrix} =\begin{bmatrix} J_{11} & J_{21}\\ J_{12} & J_{22} \end{bmatrix} \begin{bmatrix} \partial_{\bar x\bar x} &\partial_{\bar x\bar y} \\ \partial_{\bar y\bar x} &\partial_{\bar y\bar y} \end{bmatrix} \begin{bmatrix} J_{11} &J_{12} \\ J_{11}& J_{22} \end{bmatrix}$$

$$\Rightarrow \begin{bmatrix} \partial_{xx} &\partial_{xy} \\ \partial_{yx} &\partial_{yy} \end{bmatrix}$$

$$= \begin{bmatrix}

\partial_{\bar x \bar x} (J_{11})^2 +2 \partial_{\bar x \bar y} J_{21} J_{11} + \partial_{\bar y \bar y } {J_{21}}^2 & \partial_{\bar x \bar x} J_{11} J_{21} + \partial_{\bar x \bar y} J_{22} J_{11} + \partial_{\bar x \bar y} J_{12} J_{21} + \partial_{\bar y \bar y} J_{22} J_{21} \\

\partial_{\bar x \bar x} J_{11} J_{21} + \partial_{\bar x \bar y} J_{21} J_{12} + \partial_{\bar x \bar y} J_{11} J_{22} + \partial_{\bar y \bar y} J_{21} J_{22} & \partial_{\bar x \bar x} (J_{12})^2 +2 \partial_{\bar x \bar y} J_{12} J_{22} + \partial_{\bar y \bar y } {J_{22}}^2

\end{bmatrix}$$

$$\therefore u_{xx}=\partial_{\bar x \bar x}(J_{11})^2+\partial_{\bar x \bar y}J_{11}J_{21}+\partial_{\bar y \bar y}(J_{21})^2=\partial_{\xi \xi}(\phi_{x})^2+2\partial_{\xi \eta}\phi_{x}\psi_{x}+\partial_{\eta \eta}(\psi_{x})^2$$

$$u_{xy}=\partial_{\bar x \bar x} J_{11} J_{21} + \partial_{\bar x \bar y} J_{22} J_{11} + \partial_{\bar x \bar y} J_{12} J_{21} + \partial_{\bar y \bar y} J_{22} J_{21} =u_{\xi\xi}\phi_x\phi_y + u_{\xi\eta}\left( \phi_x\psi_y + \phi_y\psi_x \right) + u_{\eta\eta}\psi_x\psi_y $$

$$u_{yy}=\partial_{\bar x \bar x} (J_{12})^2 +2 \partial_{\bar x \bar y} J_{12} J_{22} + \partial_{\bar y \bar y } {J_{22}}^2 =u_{\xi\xi}\phi_y^2 + 2u_{\xi\eta}\phi_y\psi_y + u_{\eta\eta}\psi_y^2 + $$

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Survey research

{| style="background:transparent;"
 * style="vertical-align:top;"|
 * style="vertical-align:top;"|

Overview
This section explores the main features of survey research in the social sciences and addresses questions such as:
 * 1) What is survey research?
 * 2) What is a survey?
 * 3) What types of surveys are there?
 * 4) What the strengths and weaknesses of survey research?
 * 5) What types of sampling are there?

Survey research is a commonly-used research method in the social sciences. It involves gathering quantitative and/or qualitative data from participants typically using a questionnaire (or survey) or interview. A questionnaire might be delivered via mail, face-to-face, or online. Interviews may be conducted via phone, face-to-face, or live the internet.

By using carefully controlled sampling procedures and research designs, it is assumed that a sample's responses to the survey will be representative of the target population's likely responses. It is important to appreciate the pros and cons of survey research designs (e.g., surveys can be a cost-efficient way to gather a lot of data, however, it can be costly to obtain representative data).

For more information how to design surveys, see survey design.
 * style="vertical-align:top;"|
 * }

Readings

 * 1) Trochim, W. (2006). Survey research
 * 2) For more, see external links

title: Survey research


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Talk:Templates

Don't merge
I don't think Topic:MediaWiki templates should be merged with this page. Templates can refer to more than just MediaWiki templates, so Topic:Templates should be a more general page than it is. --darklama 14:10, 20 February 2009 (UTC)
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Conservation Entrepreneurship/Case Studies

 * Kayapo ~ Read by BP, with discussants M&M and E
 * Vegetable leather ~ Read by E, with discussants M&M and R
 * Xapuri ~ Read by M&M, with discussants BP and T
 * Pronatus ~ Read by T, with discussants BP and R
 * Precious woods ~ Read by R, with discussants T and E


text: Category:Game design

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text: Category:Geophysics

title: Category:Geophysics


text: Category:Google

title: Category:Google


text: Category:HIV/AIDS

title: Category:HIV/AIDS


text: Category:Hieroglyphs

title: Category:Hieroglyphs


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User talk:Murray F. White

 Hello Murray F. White, 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! --Juan de Vojníkov 21:07, 20 February 2009 (UTC)

title: User talk:Murray F. White


text: Template:User Unified

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User:Uwknowledgetransfer

Welcome to UW Knowledge Transfer Wikiversity Site.

title: User:Uwknowledgetransfer


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Talk:Fantasy and Science Fiction Writing Group

Thus far I have leaned heavily on young adult books on the recommended reading list - as this is what I write, it's a lot of what I read. If anyone reads this, I would appreciate some new recommendations! --Trinity507 04:58, 21 February 2009 (UTC)
 * Your note on the resource is a little bit terse and harsh, and instead of posting such a message there, we're probably better off creating a small resource explaining the problems with online-publication in any format, mentioning public blogs, wikis, etc. Explain why, and we've done a lot more than provided a helpful warning.  The Jade Knight (d'viser) 04:17, 28 February 2009 (UTC)

Note: please do not edit these pages until further notice or if it is specifically allowed in a particular section, and also, never publish your writing on any Wikiversity page, especially this one! If you post any original writing on these pages, not only could it be stolen and passed off as somebody else's, it will also mean that you will probably not ever be able to publish that work in a magazine, etc! Signed, Trinity507 19:40, 14 December 2008 (UTC)


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User:Tariqul.islam39

HELLO, I am TARIQUL ISLAM MISHU. I am ma resident of BANGLADESH. I live in the capital city of BANGLADESH which name is DHAKA ,"THE MEGA CITY". DHAKA is very dirty but it is the most precious thing in my life.DHAKA is is a city of historical importance. 'I HAVE A DREAM' to make my city as the world's most beatiful city that every one ever seen.

My country is very small in area but we have a large and world densiest populaton. Our people are very strugglig and dumb and they are our inspiration and hope. I am very ordinary man. I like to meditate and contemplate by my myself.I like to read books specialy on - "SOCIOLOGY, BIOGRAPHY,SCIENCE&TECHNOLOGY" My favourite person is "ABRAHAM LINCOLN- THE former US president". My idle person is "PROPHET (SM)". I AM A STUDENE OF "DHAKA UNIVERSITY". I am a friendly, energetic,honest & romantic person. I am very happy to creat an account in wikiversity. I found "WIKIMEDIA FOUNDATION" is the " MOST HELPFUL ONLINE RESOURCE" among others. I hope "WIKIMEDIA FOUNDATION" will enrich their treasure more and keep update and keep it available for everylearners. Thanks to "WIKIMEDIA FOUNDATION" and I will be happy if I get the chance to help 'WIKIMEDIA FOUNDATION" With best regards- MD. TARIQUL ISLAM

title: User:Tariqul.islam39


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User:Thewinster/Sandbox

 UNDER CONSTRUCTION  This page will act as the basepage for all the new little experiments on forums and threads. The page will have the details of what has been tried, implemented and suggestions when it is finished.

/Preloadforphysics /Preloadforphysics-large
 * threading experiment: /Forum-Watch

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Dharav talk 16:02, 21 July 2009 (UTC)

 * reply[]

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Dharav talk 16:07, 21 July 2009 (UTC)

 * reply[]

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Dharav talk 17:33, 21 July 2009 (UTC)

 * reply[]

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Dharav talk 17:35, 21 July 2009 (UTC)

 * reply[]

title: User:Thewinster/Sandbox


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User talk:Gogochiben

title=Welcome!
 Hello Gogochiben, 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 random project.
 * Browse everything on 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! --Kanjy Kanji 08:17, 21 February 2009 (UTC)

chibenwakayama
joso gakuin and chibenwakayama --Okanosato 08:33, 21 February 2009 (UTC)

hello
Hello Gogochiben--Kanjy Kanji 08:39, 21 February 2009 (UTC)

野球チーム
あなたは智弁和歌山が好きなようですが、僕は阪神タイガースとPL学園が好きです. --MASA 08:59, 21 February 2009 (UTC)

Japanese school songs and baseball notes
Hello. Please notice that wikiversity is not a place for posting school songs, especially when the copyright status are unclear. Similar pages have been deleted from before: if you want to study baseball results in the Japanese language, please go to the Wikiversity in Japanese. Best, Hillgentleman | //\\ |Talk 07:42, 13 February 2009 (UTC)

Youtubeから離れてくれませんか
どうも. YoutubeのOkanosatogakuenです. 僕は常総学院を応援しています. あなたは智弁和歌山を応援しているのですね. プロ野球はあまり好きじゃないんですか. 僕は好きなチームが4チームあります. あなたもプロ野球を見て、日本シリーズも見たほうがいいんじゃないですか. --Okanosato 23:22, 21 February 2009 (UTC)

vandal

 * Hi! This is not the first time you create pages speedy deleted afterward. If you will continue this way you will be blocked. This is the last warning. --Gbaor 16:55, 14 February 2010 (UTC)

Japanese
Please create any pages you wish to write in Japanese at The Japanese Wikiversity. Thanks. Adambro 08:54, 15 March 2010 (UTC)

title: User talk:Gogochiben


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User:Thewinster/Sandbox/Forum-Watch

 * Comment []

title: User:Thewinster/Sandbox/Forum-Watch


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User:Thewinster/Sandbox/20090221090542

A reply to the page, for the first time
20090221091009
 * Comments:

I can see a time stamp here. Also, the page, substitution templates and everything below. Kind of getting the feel how everything works...

--Dharav talk 09:10, 21 February 2009 (UTC)

 * reply[]

What links here

title: User:Thewinster/Sandbox/20090221090542


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User:Thewinster/Sandbox/20090221091455

Hi, what's up!
20090221091641 This is the second reply, this time, it is with substitution template on Sandbox. It might be because the basepage name sees only one thing after Namespace. Or whatever. Or what is it? I am confused! --Dharav talk 09:16, 21 February 2009 (UTC)
 * Comments:

 * reply[]

What links here

title: User:Thewinster/Sandbox/20090221091455


text:
User:Thewinster/20090221091728

First page after creating the base page...
20090221094107
 * Comments:

First page after posting the reply code with preload template on the sandbox rather than the page under sandbox.

That's it... --Dharav talk 09:41, 21 February 2009 (UTC)

 * reply[]

What links here

title: User:Thewinster/20090221091728


text: Category:Wikiversity vandalism

title: Category:Wikiversity vandalism


text: Category:Introduction to graph theory/Lectures


text: Category:Irish studies

title: Category:Irish studies


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User:MathTeacherTony

I'm a math teacher, working in my fourth year at Perry Street Preparatory Public Charter School. I'm teaching Geometry this year, and doubling as our school's Technology Coordinator; I help other faculty use our various resources, such as our Safari Montage video server or the A+ Learning System.

Before joining PSP in 2010, I taught at McKinley Technology high school. Both schools are in Washington, D.C.

You can see some of my teaching videos on YouTube: MathTeacherTony

You can see my Teaching Page at Perry Street Prep:

You can keep up with my school-related blogging here:

You can keep up with some of my other blogging here: Tony's Teaching & Learning Page

You can read (and see) more about me at my older Google Web page: DC Words and Numbers

title: User:MathTeacherTony


text:
Assistant teacher course/Teachers' handbook/Policy framework Galileo

—

Policy framework Galileo
The policy framework Galileo is an example framework that is intended to become useful as a framework for the self-imposed policies of an assistant teacher effort. The philosophy of the framework is to motivate the assistant teachers to derive their own policies from questions and general requirements. The framework emphasizes freedom of decision and independence but is expected to require very thorough analysis and monitoring through the faculty as a consequence.

Context
The expected context for the framework is an educational environment in which pupils between grades eight and ten predominantly learn in classes and courses but work in a learning resource centre or school library media center is possible and individual curricula are possible. The participation in the assistant teacher effort is expected to be mandatory and should result in the permission for independent study; this should not be confused with open learning, which can be offered for younger pupils and independent from the assistant teacher program. The framework will make recommendations for high school grades past grade ten but an attempt will be made not to rely too much on the presence of older pupils.

Initial qualification

 * The initial group of assistant teachers is chosen at the end of grade seven.
 * The initial group should consist of between 10% and 25% of the pupils of a grade.
 * The choice is made by a committee of class teachers and subject teachers who teach in the grade. Parents can be admitted to the committee on request by a parents' society.
 * A formal requirement for being considered for the initial group is a grade point average that is above the average of the grade, but this is not a sufficient condition.
 * The committee can request counterproposals to its list from the parents' society and other groups but has no obligation to follow counterproposals.
 * The initial group of assistant teachers is a single group that receives voluntary tuition during the summer break. Failure to participate leads to disqualification.

Subsequent qualification

 * All assistant teacher groups can qualify assistant teachers according to their published policies.
 * The class teacher must be informed immediately about qualifications and retains a veto right but is admonished to employ the right of veto reluctantly.
 * In the absence of pupil-defined policies the following default procedure is effective. The default procedure is designed to irritate.

Default procedure

 * Assistant teachers can only qualify in one subject at a time.
 * Applicants have to apply to the subject teacher of the subject of their choice. The subject teacher can demand additional preconditions to be met in order to accept an application.
 * A teacher can only qualify two applicants per class and subject at once. The assistant teacher candidates have to assist in their own class as assistant teachers until the subject teacher confirms their qualification.
 * The minimum duration for the probationary period is one month.
 * The teacher can demand additional exercises and additional work outside regular lessons during the probationary period.
 * An assistant teacher can only assist teachers in subjects in which he is qualified.

Separation

 * Assistant teacher groups can split into several groups according to their published policies. If the published policies do not allow for separation then separation is not possible.
 * In the grades eight to ten pupils are allowed to form single-sex groups (and demand that by policy), because the female groups may benefit from not being dominated by male participants.
 * A policy that restricts participants of a group according to any other criteria than gender is invalid.
 * The initial group is not allowed to split until it has at least doubled in size.

Disqualification of assistant teachers

 * In the absence of pupil-defined policies assistant teachers can be disqualified by teachers according to the following rules. The process is intended to irritate in order to motivate pupils to protect their independence and to keep their pupil-defined procedures functional.

Default procedure

 * An assistant teacher is disqualified if two or more teachers experience difficulties with the assistant teacher. The teachers do not have to demand disqualification, any kind of problem that is reported is sufficient.
 * A disqualified assistant teacher remains disqualified for the remainder of the semester.
 * A disqualified assistant teacher loses his qualification in all subjects.
 * Disqualification can be revoked by the school administration, but appeals against disqualification are discouraged. The school administration is encouraged to recommend pupil-defined qualification procedures instead.
 * To regain qualification the assistant teacher has to pass the Default_procedure@original qualification procedure again.

Disqualification of groups

 * The disqualification of assistant teacher groups can be requested as a recommendation or as necessity.
 * A recommended disqualification can be requested by all class teachers concerned, by all department conferences, by other assistant teacher groups and by all class councils, grade councils and the pupils' parliament(s).
 * A recommended disqualification can be rejected by the assistant teacher group and can be discussed in class councils and grade councils.
 * A grade council Powers_of_a_grade_council@can disqualify an assistant teacher group at any time but the procedure must follow published policies.
 * The pupils' parliament, the school administration and the school conference retain a right of veto against disqualification of assistant teacher groups.

Powers of a class council

 * A class council can make binding decisions for its own class only. The class teacher retains a veto right where the authority of the teacher would be affected.
 * A class council can decide on formal communication with other parties of the school community, for instance formal complaints about assistant teachers to an assistant teacher group or to another class council.
 * A class council can monitor the work of assistant teachers who are pupils of the class.
 * A class council can contribute to an initial charter of a grade council@undefined.

Powers of an assistant teacher group

 * An assistant teacher group cannot participate in the school democracy by default.
 * An assistant teacher group can apply to the pupils' parliament or one of its committees for affiliation in order to be granted the right to represent its members in the wording and ratification of an initial charter of a grade council@undefined.

Charter of a grade council

 * The charter of a grade council must be ratified by all class councils of a grade in accordance with their published policies.
 * The grade council cannot be constituted without an initial charter.

Powers of a grade council

 * A grade council Disqualification of groups@can disqualify assistant teacher groups. The procedure must follow published policies of the grade council and its committees. The pupils' parliament, the school administration and the school conference retain a right of veto against disqualification of assistant teacher groups.
 * A grade council can protect assistant teacher groups against disqualification. In the case of disqualification of an assistant teacher group the grade council can veto against the disqualification but requires a three-quarter majority to employ the right of veto.
 * A grade council can request to Permissible_modifications_of_school_policy@modify the applicability of school policy in its grade.

Powers of a pupils' parliament

 * A pupils' parliament can consist of two independent parliaments for junior high school and high school. The rationale is that this leaves more room for the younger pupils to experiment and to devise their own procedures. The junior high school parliament is formed as an alliance of grade councils, if no such alliance exists the high school parliament represents the whole school community as the only pupils' parliament.
 * A pupils' parliament enjoys a right of veto against disqualification of assistant teacher groups. The application of the right to veto must follow published policies of the pupils' parliament and its committees.
 * A pupils' parliament can request to Permissible_modifications_of_school_policy@modify the applicability of school policy in its school or in its set of grades.

Publication

 * A policy is accepted as published if it has been published according to the policies of the publishing entity.
 * It is the responsibility of the publishing entity to define publication in a way that is useful for the school community.
 * Before a policy can be published it must be submitted to the responsible Policy committees@policy committee.
 * The policy committee is not responsible for publication and should not accept that responsibility.

Publication format

 * The publication format should follow the recommendations of the pupils' parliament and its committees.

Ratification

 * Mutual agreements and agreements between more than two parties require ratification.
 * The procedure of ratification must follow the published policies of all parties concerned.

Revocation

 * A set of policies can be revoked by a superior council or office if the policies implement a procedure that is seen as detrimental.
 * The responsible policy committee should be consulted before a set of policies is revoked.
 * The hierarchy that is used for the purpose of revocation is shown to the right; class councils are not expected to publish policies.
 * Revocation can be regulated by policies of the entity whose policies are to be revoked but cannot be denied.

Policy committees

 * The faculty must nominate a policy committee for each grade.
 * The obligation of the policy committee is to approve or reject pupil-defined policies.
 * The policy committee must approve policies that are not in violation of superior school policies or in violation of laws but may postpone and advise against the implementation of policies that appear silly or otherwise unadvisable.
 * The school administration retains a veto against pupil-defined policies, which can be requested by a policy committee but should be used sparingly.
 * A policy committee must respond to a request for evaluation during the semester within ten days and can postpone a request for another ten days.

Obligations of the school conference

 * The school conference must nominate a board of arbitration for policy issues.

Board of arbitration

 * The board of arbitration and its committees offer consultation and mediation in all policy issues between all parties, including the school administration.
 * The board of arbitration can only interpret policy, mediate and offer compromises, it cannot make binding decisions.
 * The board of arbitration has a right to make public all conflicts brought to its attention as deemed necessary.

Democracy

 * 1a) How are decisions made?
 * 1b) How are policies made?
 * 1c) Who decides when a new policy can be ratified?

Code of conduct

 * 2a) What is the code of conduct of the group?

Education

 * 3a) How are assistant teachers qualified?
 * 3b) How are assistant teachers disqualified?
 * 3c) How are disqualified assistant teachers retrained?
 * 3d) How is the quality of training procedures ensured?

Communication and cooperation

 * 4a) Which offices and committees of the assistant teacher group do exist and how are people appointed and dismissed?
 * 4b) Which outside offices and groups does the assistant teacher group formally recognize and are there any rules for formal cooperation with these offices and groups? (e.g. department conferences, class councils, grade councils, pupils' parliament, school administration, school conference)
 * 4c) Who are the representatives towards outside offices and groups and what are their obligations and powers?
 * 4d) Does the group cooperate with other groups in shared committees or is the group willing to do so?
 * 4e) How are complaints from teachers or from pupils of assistant teachers handled?

Research and reporting

 * 5a) Does the group conduct education research?
 * 5b) Does the group provide reports and statistics?

Permissible modifications of school policy
A modification of school policy is a request from a Powers_of_a_grade_council@grade council or from a Powers_of_a_pupils.27_parliament@pupils' parliament to modify the applicability of school policy in the sphere of influence of the requesting entity. The following rules should serve as guidelines how to handle requests for modification of school policy.

The school administration should generally respond to any non-trivial request with the formation of a committee that can consist of teachers and parents. The committee should demand extensive planning and research for any proposals to modify school policy. A request to abolish homework, for instance, should be accompanied by education research documenting the chances of success of alternative methods.

Homework

 * Pupil-defined policies can regulate the amount of homework if the intended educational objectives can be accomplished by other means.
 * Regulation of homework may require independent consultation with department conferences and coordination between these negotiations.
 * The means to accomplish educational objectives that are intended to replace homework must be given credibility by education research conducted by the requesting entity or by references to credible publications (references to Wikimedia publications are insufficient).

Curriculum

 * Possible changes to the curriculum are very limited in required subjects. If a group of pupils intends to propose changes to require subjects these changes must be in line with the educational objectives of the official curriculum.
 * Changes to the curriculum in voluntary courses and elective subjects are recommended. The responsible department conference is the negotiating party.
 * Changes to individual curricula do not require permission but the requesting entity may not be recognized as an authority either. Pupils are free to reject the authority of a grade council in matters concerning individual curricula.

Schedule of lessons

 * The schedule of lessons can be subject to negotiation if the pupil representatives take an interest in the problem in time; once the schedule of lessons has been published the schedule is not negotiable any longer.
 * If older pupils propose a schedule of lessons that is biased towards their own interests the faculty should represent the interests of the younger pupils.

Test schedule and procedure

 * Only details surrounding test schedule and procedure are negotiable. This can include but is not limited to the appropriate time of day, appropriate staff, policies for leaving the room, frequency of tests, number of tests per week or month, and publication of example solutions after the test.

Work load

 * Policies for work load are subject to the same restrictions as policies for homework@undefined.

Teachers

 * Assistant teacher groups can offer coaching lessons for assistant teachers and teachers.
 * Assistant teacher groups can request the participation of teachers in coaching lessons only according to published policies.
 * Assistant teacher groups can request the removal of a teacher only after coaching lessons have been attempted and have been unsuccessful (including lack of participation).

Quality of education

 * This section applies only to assistant teacher groups that conduct education research.
 * Assistant teacher groups can conduct education research with the aim to measure and to document the qualify of education.
 * Assistant teacher groups have the right to publish their results to the whole school community.
 * Assistant teacher groups have a right to demand response from the faculty and the school administration and to publish research and response according to their published policies for education research.

Monitoring

 * An assistant teacher effort should be assessed at the end of each semester.
 * Resulting interventions and especially disqualifications should be communicated in time for the pupils to react to disqualifications with their own arrangements, as for instance summer schools for disqualified assistant teachers.
 * Measured indicators are:

 * A || Number of assistant teachers
 * A1 || Number of assistant teachers that have been disqualified exactly once
 * A2 || Number of assistant teachers that have been disqualified exactly twice
 * A3+ || Number of assistant teachers that have been disqualified three times or more
 * Q || Average number of qualifications per week during the preceding semester
 * D || Average number of disqualifications per week during the preceding semester
 * }
 * All indicators should be measured for the whole grade and for individual assistant teacher groups.
 * Q || Average number of qualifications per week during the preceding semester
 * D || Average number of disqualifications per week during the preceding semester
 * }
 * All indicators should be measured for the whole grade and for individual assistant teacher groups.
 * All indicators should be measured for the whole grade and for individual assistant teacher groups.

Criteria for recommended intervention and required intervention
Criteria for recommended intervention and required intervention apply to the whole assistant teacher effort and to intervention concerning individual groups or pupils. The specified criteria aim to provide a framework but are not sufficient as the only reasons for intervention; specific problems may occur only in relation to specific pupil-defined policies.

Required intervention

 * The school administration can decide to extend a variable entry phase for assistant teachers into grade ten.
 * Intervention may be required if pupils fail to qualify in time relative to the official end of a variable entry phase or relative to the anticipated end (in grade ten) of a variable entry phase. In both cases should the class teacher be instructed to intervene and to provide additional motivation for stragglers.
 * The number of qualified assistant teachers should approximate linearity with an assumed number of zero assistant teachers at the beginning. If the number of assistant teachers is more than 25% below the expectancy intervention is required.
 * If A3+ is not zero these assistant teachers may require individual attention.

Recommended intervention

 * The number of qualified assistant teachers should approximate linearity with an assumed number of zero assistant teachers at the beginning. If the number of assistant teachers is below the expectancy intervention is recommended.
 * Recommended intervention should be appropriate for the phase of the assistant teacher effort. During the first semester or year special considerations for intended problems for pupils and assistant teachers may be necessary. Recommended intervention during this phase should respect those problems.
 * Significantly decreasing performance compared to earlier semesters in any of the indicators A/A1, A/A2, A/A3+, Q and D can be a reason for recommended intervention.

Obligations of parent representatives

 * Parent representatives should observe the development of an assistant teacher effort and be prepared to recommend interventions themselves.


text: Category:United Kingdom Law

title: Category:United Kingdom Law


text: Category:Non-Genetic Darwinism

title: Category:Non-Genetic Darwinism