text:
Fire and emergency management/Airport Rescue Fire Fighter/Rescue

Terminal Objective Gain access into and out of an aircraft through normal entry points and emergency hatches, shut down and safety the aircraft, and assist in the evacuation process while operating as a member of a team, given PrPPE and an assignment, so that passenger evacuation and rescue can be accomplished. (A) Requisite Knowledge. Aircraft familiarization, including materials used in construction, aircraft terminology, automatic explosive devices, hazardous areas in and around aircraft, aircraft egress/ingress (hatches, doors, and evacuation chutes), military aircraft systems and associated hazards; capabilities and limitations of manual and power rescue tools and specialized high-reach devices, aircraft shutdown and safetying procedures.

Enabling Objectives Operate power saws and cutting tools, hydraulic devices, pneumatic devices, and pulling devices; operate specialized ladders and high-reach devices; secure aircraft safety and shutdown.

Terminal Objective Locate and disentangle an entrapped victim from an aircraft as a member of a team, given PrPPE, a team and an assignment, and rescue tools, so that the victim is freed from entrapment without undue further injury and hazards are managed. (A) Requisite Knowledge. Capabilities and limitations of rescue tools, search procedures, hazard identification, and control methods.

Enabling Objectives Perform search procedures, control hazards, remove victims, and operate rescue tools.

Terminal Objective Implement initial triage of the victims of an aircraft accident, given PrPPE, an assignment, and the triage protocol of the AHJ, so that each victim is evaluated and correctly categorized according to protocol. (A) Requisite Knowledge. Categories of triage according to the triage protocol of the AHJ, and methods of assessment.

Enabling Objectives Assess the critical factors of patient condition, and label patient for triage category.


text:
Fire and emergency management/Airport Rescue Fire Fighter/Fire Suppression

Terminal Objective Extinguish a 23.2 m2 (250 ft2) aircraft fuel spill fire, given PrPPE, a minimum of a 45 kg (100 Ib) dry chemical fire extinguisher, and procedures, so that the agent is applied according to procedures and the fire is extinguished in 25 seconds.

Enabling Objectives The fire behavior of aircraft fuels in spills and pools, physical properties, characteristics of aircraft fuel, agent application rates, densities, and procedures.

Enabling Objectives Operate dry chemical extinguishers equipped with a hose line, including removing and operating hose and applying agent. Terminal Objective Extinguish an aircraft fuel spill fire, given PrPPE, an assignment, agent application procedures, an ARFF vehicle hand line flowing a minimum of 359 L/min (95 gpm) of AFFF extinguishing agent, and a fire sized to the flow rate used [AFFF flow rate divided by 4.92 L/min/m2 for fire size in square meters (0.13 gpm/min/ft2 for fire size in square feet)], so that the agent is applied using the prescribed techniques and the fire is extinguished in a time proportionate to, but no longer than, 90 seconds for a 73 m2 (786 ft2) fire with a flow rate at 359 L/min (95 gpm). (A) Requisite Knowledge. The fire behavior of aircraft fuels in pools, physical properties and characteristics of aircraft fuel, and agent application rates and densities.

Enabling Objectives. Operate fire streams and apply agent.

Terminal Objective Extinguish an aircraft fuel spill fire, given an assignment, PrPPE, an ARFF vehicle turret flowing a minimum of 946 L/min (250 gpm), a fire sized to the flow rate used [AFFF flow rate divided by 4.92 L/min/m2 for fire size in square meters (0.13 gpm/min/ft2 for fire size in square feet)], and the procedures for agent application, so that the agent is applied according to procedures and the fire is extinguished in a time proportionate to, but no longer than, 90 seconds for 192 m2 (1923 ft2) fire with a flow rate at 946 L/min (250 gpm).

(A) Requisite Knowledge. Operation of ARFF vehicle agent delivery systems, the fire behavior of aircraft fuels in pools, physical properties and characteristics of aircraft fuel, the procedures for agent application, and agent application rates and densities.

Enabling Objectives Apply fire-fighting agents and streams using ARFF vehicle turrets.

Terminal Objective Extinguish a three-dimensional aircraft fuel fire as a member of a team, given a team, PrPPE, an assignment, ARFF vehicle hand line(s) using primary and secondary agents, and agent application procedures, so that a dual-agent attack is used, the agent is applied according to procedures, the fire is extinguished, and the fuel source is secured.

(A) Requisite Knowledge. The fire behavior of aircraft fuels in three-dimensional and atomized states, physical properties and characteristics of aircraft fuel, agent application rates and densities, agent application procedures, and methods of controlling fuel sources.

Enabling ObjectivesOperate fire streams and apply agents, and secure fuel sources.

Terminal ObjectiveAttack a fire on the interior of an aircraft while operating as a member of a team, given a team, PrPPE, an assignment, an ARFF vehicle hand line, an extinguishing agent, and a 1 or other means of accessing the aircraft, so that team integrity is maintained, the attack line is deployed for advancement, ladders or other means are used, access is gained into the fire area, effective agent application practices are used, the fire is approached, attack techniques facilitate suppression given the level of the fire, hidden fires are located and controlled, hazards are avoided or managed, and the fire is brought under control.

(A) Requisite Knowledge. Techniques for accessing the aircraft interior according to the aircraft type, methods for advancing hand lines from an ARFF vehicle, precautions to be followed when advancing hose lines to a fire, observable results that a fire stream has been applied, dangerous structural conditions created by fire, principles of exposure protection, potential long-term consequences of exposure to products of combustion, physical states of matter in which fuels are found, common types of accidents or injuries and their causes, the role of the backup team in fire attack situations, attack and control techniques, and techniques for exposing hidden fires.

Enabling Objectives Deploy ARFF hand line on an interior aircraft fire; gain access to aircraft interior; open, close, and adjust nozzle flow and patterns; apply agent using direct, indirect, and combination attacks; advance charged and uncharged hose lines up ladders and up and down interior and exterior stairways; and locate and suppress interior fires.

Terminal Objective Attack an engine or auxiliary power unit/emergency power unit (APU/EPU) fire on an aircraft while operating as a member of a team, given PrPPE, an assignment, ARFF vehicle hand line or turret, a correct agent, and agent application procedures, so that agent application procedures are followed, the fire is extinguished, and the engine or APU/EPU is shut down.

(A) Requisite Knowledge. Techniques for accessing the aircraft engines and APU/EPUs, safety procedures, methods for advancing hand line from an ARFF vehicle, methods for operating turrets, and methods for shutting down engine and APU/EPU operation.

Enabling Objectives Deploy and operate ARFF hand line, operate turrets, gain access to aircraft engine and APU/EPU, and shut down engine and APU.

Terminal Objective Attack a wheel assembly fire, as a member of a team, given PrPPE, a team, an assignment, an ARFF vehicle hand line, and correct agent, so that the fire is extinguished.

(A) Requisite Knowledge. Agent selection and application procedure, special safety considerations, and the characteristics of combustible metals.

Enabling Objectives Approach the fire in accordance with safety procedures, and select and apply agent.

Terminal Objective Ventilate an aircraft through available doors and hatches while operating as a member of a team, given PrPPE, an assignment, tools, and mechanical ventilation devices, so that openings are created, all ventilation barriers are removed, and the heat and other products of combustion are released.

(A) Requisite Knowledge. Aircraft access points; principles, advantages, limitations, and effects of mechanical ventilation; the methods of heat transfer; the principles of thermal layering within an aircraft on fire; and the techniques and safety precautions for venting aircraft.

Enabling Objectives Operate doors, hatches, and forcible entry tools; operate mechanical ventilation devices; and remove barriers.

Terminal Objective Replenish extinguishing agents while operating as a member of a team, given an assignment, an ARFF vehicle, a fixed or mobile water source, a supply of agent, and supply lines and fittings, so that agents are available for application by the ARFF vehicle within the time established by the authority having jurisdiction (AHJ).

(A) Requisite Knowledge. Resupply procedures, operation procedures for ARFF vehicle replenishment, and pumps and transfer devices.

Enabling Objectives Connect hose lines, operate valves, and operate pumps and transfer devices.

Terminal Objective Preserve the aircraft accident scene, given an assignment and procedures, so that evidence is identified, protected, and reported according to procedures.

(A) Requisite Knowledge. Airport emergency plan requirements for preservation of the scene, evidence identification, evidence protection, and evidence reporting procedures.

Enabling Objectives Preserve the scene for investigators, and identify, protect, and report evidence.

Terminal Objective Overhaul the accident scene, given PrPPE, an assignment, hand lines, and property conservation equipment, so that all fires are located, exposed, and extinguished and all property is protected from further damage.

(A) Requisite Knowledge. Methods of complete extinguishment and prevention of re-ignition, reasons for conservation, operating procedures for property conservation equipment, overhaul procedures, signs of a hidden fire, methods of detecting hidden fires, and tools and equipment used for overhaul.

Enabling Objectives Use property conservation equipment, detect hidden fires, and use tools and equipment to expose hidden fires.

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


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Fire and emergency management/Airport Rescue Fire Fighter/Response

Terminal Objective: Respond to day and night incidents or accidents on and adjacent to the airport, given an assignment, operating conditions, a location, a grid map, a vehicle, and a prescribed reponse time, so that the route selected and taken provides access to the site within the allotted time.

Enabling objectives: Student must understand the following:
 * airport familiarization
 * runway and taxiway designations
 * frangible gate locations
 * airport markings and lights
 * instrument landing system (ILS) critical areas
 * critical rescue and firefighting access areas
 * designated isolation areas
 * vehicular traffic controls on the airfield
 * bridge load limits
 * controlled access points
 * aircraft traffic patterns and taxi routes
 * fuel storage and distribution locations
 * airport and immediate local area topographic layout including drainage systems, water supplies and airport facilities

Terminal Objective: Communicate critical incident information regarding an incident or accident on or adjacent to an airport, given an assignment involving an incident or accident and an incident management system (IMS) protocol, so that the information provided is accurate and sufficient for the incident commander to initiate an attack plan.

Enabling Obectives: Student must understand the following:
 * IMS protocol
 * the airport emergency plan
 * airport and aircraft familiarization
 * communications equipment and procedures

Terminal Objective: Communicate with applicable air traffic control facilities, given a response destination on or adjacen to an airport and radio equipment, so that all required clearences are obtained.

Enabling Objectives: Student must understand the following:
 * communications equipment and frequencies
 * tower light signals
 * aviation phraseology
 * phonetic alphabet

Terminal Objective: Perform an airport operation, given an assignment, a hazardous condition, and the airport policies and procedures, so that unsafe conditions are detected and rduced in accordance with the airport policies and procedures.

Enabling Objectives: Student must understand the following:
 * airport and aircraft policies and procedures for hazardous conditions


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User:Limetom

My user page on the the English Wikipedia: limetom

title: User:Limetom


text: File:MRNA destruction complex.png

title: File:MRNA destruction complex.png


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User:DrChrisBryant

Welcome
Welcome to my user page. My name is of course Chris Bryant. I am the founder and president of the Free Education and Training Organization (FETO). Thanks to the usefulness of the GNU FDL, I would like to form an accredited school using contributions here, and at wikibooks. My goal is to provide accredited degrees for and cheap as possible, and use of my free online campus, free hosting and other resouces may provide just that.

title: User:DrChrisBryant


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User talk:DrChrisBryant

Welcome to Wikiversity. --JWSchmidt 04:55, 5 October 2006 (UTC)

title: User talk:DrChrisBryant


text:
Nonprofit management

This area of this wiki is about nonprofit management.

Content summary
This course will guide individuals through the process of creating a nonprofit. Nonprofit Management will also prepare them to work with members of the organization and the Board of Directors to efficiently and effectively manage the nonprofit. 🇨🇴

Goals
This learning project offers learning activities to ____.
 * Create a Mission Statement
 * Decide on a Board of Directors.
 * Decide which Committees will be necessary.
 * Choose a Name for the nonprofit. [Have the board draft several names and vote]
 * Write Articles of Incorporation
 * Draft Bylaws
 * Incorporate with Secretary of State
 * Determine 501(c) status.
 * Apply for a Federal EIN
 * Planning Ahead (Organization Plan)
 * Staff: Employees and Volunteers
 * Budget
 * Federal Tax Status Filing (1023 or 1024)
 * Marketing and Media Relations
 * Internet Presence [Webspoce]
 * Advocacy and Lobbying

Concepts to learn include:
 * 501(c)
 * Articles of Incorporation
 * Bylaws

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Wikiversity NPC - participants create a nonprofit corporation that will produce Wikiversity content.

Readings
Each activity has a suggested associated background reading selection.
 * Study guide:

External readings

 * Who Really Owns a Nonprofit?

Wikipedia readings

 * Mutual-benefit nonprofit corporation
 * Religious corporation
 * Public-benefit nonprofit corporation
 * Nonprofit organization

Active participants
Active participants in this Learning Group

Please resign (with a date stamp) your username here at least once each year. If your datestamp here is older than one year, you may be listed under Nonprofit management/Inactive participants.
 * Brylie (listed here at least on or before 9/30/17)

title: Nonprofit management


text:
User talk:Sonicbiology

"Understanding of the historical transition from plant medicine to pharmaceuticals" <-- I would like to do a case study for Vinpocetine. I have particular interests in neuropharmacology. --JWSchmidt 12:35, 5 October 2006 (UTC)
 * "what your case study will involve" <-- description of the path from a plant to identification of a neuroactive compound to manufacture of a related drug that has multiple molecular targets. Discussion of the issue of if it is best to find drugs that target single receptors or if there can be benefits from either drugs that have multiple targets or combinations of chemicals that have multiple molecular targets. --JWSchmidt 10:41, 6 October 2006 (UTC)

title: User talk:Sonicbiology


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Chain mail/Armor

Warning:Chain mail armor is not bullet proof! We do not recommend chain mail armor for anything other then decoration or disguise.

For starters, you can use galvanised steel rings for armor. They are strong, but not too hard and have some resistance to corrosion. Also, they are cheap. Ring with an ID of 0.25' and a gauge of 16 swg or awg is good. The standard weave is the European 4-1 for armor and is a basic weave in the European familly of weave.

The armor is separated in different parts
 * The body is protected with an Hauberk
 * The head is protected with a coif

Closing rings
There are four types of ring closures: butted, riveted, welded and punched. Only the butted, riveted, and punched closings are historically accurate. Butted rings are ring where each end are bring together but the only thing that holds them together is the strength of the ring. Riveted rings are rings who have their ends overlapping each other and a 'pin' is put through both ends in the overlapping part. They take more time to do, but are stronger then butted rings. Welded rings are rings where both ends are welded together. The strength of these rings is the strength of the weld. Punched rings are rings that are punched in a metal sheet. They are not round but rather flat. Historically the punched rings were used with riveted rings alternating by row.

For closing butted rings, you must have leverage on the two ends of the ring to properly close it. A properly closed ring have both ends aligned and they are touching each other. Their are two techniques for closing rings: by using 2 pliers or by using 1 pliers and a special finger ring. For butted rings, if the ends of the rings have cuts like \\ or || (not ><) you can give them while closed extra strength when well closed. This is caused by the extra resistance to deformation given by the friction of the two ends if moved. The extra strength exists if the deformation occurs in some direction.
 * If you use two pliers, you should take each end of the rings with one pliers and bring them closer by moving both pliers. Moving both pliers minimizes the deformation of the ring and lower the stress on wrists. As the stress is lower on the wrist this allow for longer period of mailing.
 * If the material of the ring is soft, you can replace one pliers with a special ring that you put in one finger. This ring has an opening on its side that allow you to put one end of the ring in it. So you can use it to move the end of the ring. I personally think this can be dangerous if the material is hard, as it put pressure on the finger in a direction that is not supposed to support for long time. Also, closing soft rings individually by this technique seems to work, but it is not always possible to close rings while assembling them. But it can be used to pre-close batch of rings.

Pliers
There are many types of pliers. Pliers with springs are preferable as you will open/close them very often. Otherwise we can characterize the pliers by their end, the length of the handle, the grip of the handle and their weight. To test many different combinations cheaply before buying good pliers, you can go to the 1$ shop and buy different type of pliers. This will allow you to test the different characteristics of the pliers and allow you to wisely chose better pliers which you can easily use. The length of the handle is important, as a too short handle will put pressure on the palm probably always on the same spot. This can hurt when mailing rings if they are hard or if mailing for long time. The grip of the pliers can cause harm to the hand if of poor quality (like in 1$ shop). It must be comfortable and not hurt if lots of pressure is applied. Also having pliers that are too heavy will make it hard to mail for long periods of time.

Rings patterns
There are many different ways of assembling the rings to form a sheet of chain mail. Here are some.

title: Chain mail/Armor


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User talk:Shanel

Hey! Welcome there :) guillom 14:17, 5 October 2006 (UTC)

title: User talk:Shanel


text:
Jewish prayer

Jewish prayer refers to prayers recited by Jews both inside and outside of the synagogue.

Department news

 * October 5, 2006 - Department founded!

Learning projects

 * Praying in the synagogue - Learning Project for prayers used primarily in the synagogue.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here.

 * Kari Hazzard

title: Jewish prayer


text:
User talk:David D.

"In your opinion, what are the advantages of focusing edits here compared to wikipedia?" <-- It is natural for wiki participants to go where they feel most comfortable. From my very first edits at Wikipedia I struggled to restrict myself to editing within the rules for that project. My major problem is that I find known facts to be of less interest than remaining mysteries! For the topics that are of interest to me, I think a good encyclopedia article should say as much about what we do not yet know as it does about what people think they know about the topic. However, my attempts to include at Wikipedia more about the unknown and how we might explore it are not welcome there. Since back in 2004 I have been interested in the idea that there can be a WikiMedia project devoted to learning and exploration. Now that Wikiversity is finally in existence, it needs some help to get off the ground. I think there is some exciting work to do here in exploring just what wiki technology can do. We are trying to determine if it will be possible to include some original research at Wikiversity. I hope we will be able to do so but I suspect it will require some system for making experts more central to Wikiversity than they are at Wikipedia. I hope that by being more welcoming to experts Wikiversity will open up a new path towards high quality content related to serious academic topics. --JWSchmidt 16:38, 5 October 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called David D.. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name David D.~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

 * Since this account is now part of the corresponding global account, you can continue using this nick. This account will not be automatically renamed. Savh (discuss • contribs) 15:16, 18 March 2015 (UTC)

title: User talk:David D.


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User talk:Soft.tofu

"metastatic gastric cancer, signet ring cell" <-- I have been intending to start in on the cancer topic at School of Medicine. We should start a Wikiversity Center for Oncology and have gastric cancer as our first topic of study. Do you know if oncologists now routinely check for Helicobacter pylori infections in patients with gastric cancer? --JWSchmidt 16:48, 5 October 2006 (UTC)

title: User talk:Soft.tofu


text:
File:RNAi articles.png

Summary
I (John Schmidt) made this image for Wikiversity using data from http://www.ncbi.nlm.nih.gov

title: File:RNAi articles.png


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Programming Logic

So you've read through the Introduction to Programming, and you understand the basics of programming, but before you jump into the depths of learning various language syntax rules, there are even more basics that apply to every programming and scripting language. If program code is nothing more than a set of instructions, how does the computer make decisions? A large portion of computer code is contained within logical or conditional statements, and are only executed when certain situations arise.

Required

 * Introduction to Programming

Recommended

 * Introduction to Math for computer programming

Focus
This course is intended to thoroughly teach the principles of programming logic and procedural coding while reinforcing lessons learned in Introduction to Programming while avoiding the complications of any particular syntax. For this reason, the lessons will contain only pseudocode with occasional mathematical calculations.

Lessons

 * /Key Terms/
 * /Variables/
 * /Conditionals and Logic/
 * /Looping/
 * /Code Organization Techniques/

title: Programming Logic


text:
Talk:Eukaryotic transcription

Related learning project: RNA interference.

A couple of points
Thanks for starting a Wikiversity page on "Eukaryotic Transcription," as well as anyone who added to it.

Does the "protein" in figure 1 signify any of the functional parts of the figure? If not, I suggest removing it. I would be glad to perform this task after I receive some feedback.

There is no figure 4. I couldn't get clear idea about nucleosomeSanjibb (discuss • contribs) 09:01, 20 August 2016 (UTC)

Bths83Cu87Aiu06 (discuss • contribs) 22:05, 9 August 2013 (UTC)

title: Talk:Eukaryotic transcription


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Fire and emergency management/Fire investigator/Scene examination

Terminal objective:Given marking devices, sufficient personnel, and special tools and equipment, secure the fire ground and reconstruct the area of origin.

Enabling objectives:

The student should be able to:
 * Establish recognizable perimeters of the investigation scene.
 * Protect all evidence or potential evidence from damage or destruction.
 * Identify and correlate all protected areas and burn patterns to contents of structural remains.
 * Determine location of items to establish their pre-fire location.
 * Discover the point(s) of origin.

Terminal objective:Given standard equipment and tools conduct and exterior survey an interior survey and examine and remove debris, inspect the perforamnce of building systems, including detection, suppression, HVAC, utilities and building compartmentation and discriminate the effects of explosions from other types of damage.

Enabling objectives:

The student should be able to:
 * Preserve evidence
 * Interpret fire damage.
 * Identify hazards.
 * Determine access to the property.
 * Discover all potential means of ingress and egress.
 * Identify and preserve potential evidentiary value.
 * Determine evidentiary value.
 * Identify hazards.
 * Check debris for fire cause evidence.
 * Identify ignition source(s).
 * Determine fire cause.
 * Preserve evidence without investigator-inflicted damage or contamination.
 * Determine the need for expert resources.
 * Consider operating systems impact on fire growth and spread in identified origin areas.
 * Identify defeated systems.
 * Identify explosion(s).
 * Preserve evidence.

Terminal objective: Given standard equipment and tools and some structural or contents remains, interpret burn patterns and correlate burn patterns.

Enabling objectives:

The student should be able to:
 * Evaluate individual patterns with respect to the burning characteristics of the material(s) involved.
 * Determine fire development.
 * Evaluate methods and effects of suppression.
 * Recognize false origin area patterns.
 * Identify all areas of origin.


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Fire and emergency management/Fire Investigator/Presentations

Terminal objective: Presentation of findings to those individuals not involved in the actual investigation through written reports and documentation that effectively express the investigator's opinion.

Enabling objectives:

 * Understand elements of writing.
 * Understand components of written report.
 * Understand the types of audiences and their respective needs.
 * Demonstrate writing skills.
 * Demonstrate the ability to analyze information.
 * Demonstrate the ability to determine the reader's needs or requirements.

Terminal objective: Presentation of findings to those individuals not involved in the actual investigation through verbal reports that reflects accurate information within a given time for an intended audience.

Enabling objectives:

 * Understand investigative findings.
 * Understand informational needs of audience types.
 * Understand the impact of releasing information.
 * Demonstrate communication skills with oral reports.

Terminal objective:Testify during legal proceedings, give investigative findings, contents of reports, and consultation with legal counsel, so that all pertinent investigative information and evidence is presented clearly and accurately and the investigator's demeanor and attire are appropriate to the proceedings.

Enabling objectives:

 * Understand types of investigative findings.
 * Understand types of legal proceedings.
 * Understand professional demeanor.
 * Understand due process and legal proceedings.
 * Demonstrate communication and listening skills.
 * Demonstrate the ability to differentiate facts from opinion.
 * Demonstrate the accepted procedures, practices, and etiquette during legal proceedings.

Terminal objective:Conduct public informational presentations, given relative data, so that information is accurate, appropriate to the audience, and clearly supports the information needs of the audience.

Enabling objectives:

 * Understand types of data available regarding the fire loss problem.
 * Understand the issues about which the community must know.
 * Demonstrate the ability to assemble, organize and present information.


text: Fire and emergency management/Fire Investigator/Psychomotor Applications


text:
Fire and emergency management/Fire Officer I/Human Resource Management

Company Officer I 4.2.1 Terminal Objects give an assignment at an emergency operation. Assign task or responsibilities to unit members. So that the instuctions are complete,clear and concise, safety considerations are addressed;and the desired outcomes are conveyed

Enabling Objectives
 * Understand how to use verbal communications durning emergency situations
 * Understand technigues used to make assigmentsunder stressful situations
 * Uderstand the methods of confirming understanding
 * Demonstate the ability to condense over all assigments and unit task based on standard oprating procedures and training

4.2.2 Termial Objects Give out assisignments under nonemergency coditions at either a station or other work location. You must be able to assign task and responsibilities to unit members.The instructions must be clear,concise,and safety considerationsmust be address.The desired outcome must be conveyed

Enabling Objects
 * Show good verbal communications skills under nonemergency conditions
 * Demostrate the ability to assign task that are freqently issused based on department policies
 * Understand and show techniques and methods used to cnfirm complete understanding of request.

4.2.3 Termial Objectives Assign a caompany a training evolution. Durning the evolution the unit members must provide and excute a safety plan. The company must use policies and procedures so safety plans are carried out efficiently and as directed.

Enabling Objects
 * Understand safety according to policies and procedures durning a
 * Understand and demonstrate the ability to issue assigments durning a taining evolution
 * Understand and be able to issue good verbal communications to ensure company understands their assigment and what is required of them

4.2.4 Termial Object Recognize members with problems or situations requiring assistance. Recommend actions to be taken according to policies and procedures to resolve and improve the situation Ensure that all polices and procedures are followed.

Enabling Objects fire service so have a plan of action prepared
 * Indetify Problems and situations with members
 * Understand the signs and symptoms of stess with emergency personal
 * Understand and follow policies and procedures concerning employees
 * Unserstand actions to be takn to provide assistance in a quick and efficient manner.
 * Understand strees is a problem that everyone will face at some point in the

4.2.6 Termaial Objects Give a list of task and job reuirements of crew members. The list must be prioritized, a plan must be developed to coorinated for the completion of the assignments. Each member will be assign a specific task and supervision must be in place to ensure copmletion

Enabling Objects
 * Understand how to set priorities
 * Understand how to develope and coorinate a plan of action
 * Understand how to motivate to higher levels of preformance


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Fire and emergency management/Fire Officer I/Community and Government Relations

4.3 4.3.1 Termial Objectives Given a community need.Initiate a action to address the need.Policies and procedures need to be developed in the area concerning the need.

Enabling Objectives
 * Research the service organizattions and community demographics
 * Research ways to improve community relations.

4.3.2 Termial Objectives Given policies and procedures when addressing a citizens concern.Initiate a action plan to address the concern.

Enabling O bjectives
 * Ensure the proper people are notified to effectly and correctly address the concern.
 * Use verbal communication skills when addressing the public.
 * Look at ways to improve relations with the public.

4.3.3 Termial Objectives When responding to a public inquiry.Ensure that policies and procedure are follow in accordance and where applicable. Answer questions accurately and couryeously.

Enabling Objectives
 * Understand how policies and procedures are applied in this matter
 * Written and good Oral communication skills are needed
 * The ability to interpersonally interact with the public.

4.3.4 Termial Objectives Given a target audience and specify topic. A public education must be developed.Develope a system to ensure the intended message is conveyed and understood.

Enabling Objectives
 * Must understand the departments public education program.
 * Must have good communication skills and be able to communicate well to a large group of people.


text:
Fire and emergency management/Fire Officer I/Administration

4,4,1 Termial Objects Department implementation of a new or changes to a existing policy.Policy must be at the unit level. Recommend changes must be reveiwed and communicated so when implemented it is understood.

Enabling Objectives
 * Policies must be communicated and written so they are understood.
 * Improvements and or new policies are at unit level

4.4.2 Termial Objectives Given the forms and record-management system.Unit level administrative must execute functions to complete forms and logs. All forms and logs must be maintained in accordance with policies and procedures

Enabling Objectives
 * Must understand proper recond management
 * Must understand all department policies and procedures in referrence to logs and forms
 * Must be able to fill out all forms and logs

4.4.3 Termial Objectives Given the need for a budget. The proper budget forms must be summited. ALso they need the proper data and request forms.

Enabling Objects
 * Must understand the budget process.
 * Must understand the policies and procedures in regard to the budget
 * Must reveiw and understand budget forms and request and also data


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Fire and emergency management/Fire Officer I/Inspections and Investigations

4.5.1 Termial Objective Given a fire incident. Evaluate the information of the first arriving units what their observations was upon arrival.Interviews of other personal involved with the incident must be conducted. Scene security must be set up. Preliminary reports must be filled out to determine fire cause and all pertinent information be completed and available to the investigator.

Enabling Objectives
 * Must undersatnd most common causes of fire.
 * Must understand and have knowledge of fire growth and development.
 * Must have knowledge of when a fire needs to be investigated through the policies and procedures process.
 * Must have a basic knowledge of fire cause.
 * Must be able to conduct interviews and document accurately and correctly the information recieved.

4.5.2 Termial Objective Given rope and barrier tape and the perimeterof a scene. Scene security must be implemented so a restricted area is form to protect evidence. This prevents unauthorized people from entering the scene. Destruction of evidence and damage to the scene is protected.

Enabling Objectives
 * Must have knowledge and understand how to preserve evidence.
 * Must be able to classify different types of potential evidence.
 * Must understand how far and what a secure perimeter is.
 * Must be able to ensure that security is in place and operating so no unauthorized persons hace access to the scene


text:
Fire and emergency management/Fire Officer I/Emergency Services Delivery

4.6.1 Termial Objective Given an assigned facility. A preplan must be developed.The forms and all the required elements must be identified and completed and processed. This must be in accordance with the policies and procedures of the preplanning policies.

Enabling Objectives
 * Must have knowledge of the elements of the local emergency plan.
 * Must draw and project building construction at the basic level.
 * Must give detailed information on the available water supply.
 * A detailed list of building contents and the effect it will have on the fire load.
 * This infromation must be presented both orraly and in a wriiten plan.

4.6.2 Termial Objective Given emergency response resources, and size up imformation.A plan of action must be developed.The plan must detail what resources will be needed to control the emergency.

Enabling Objectives
 * Must be able to analyze and be able to communicate a good scene size-up
 * Must be able to have additional resources available and ready to respond if needed.
 * Must understand how to activate the emergency plan at local level.
 * A understanding of the evacuation procedures and the resources that will be neede to carry out safely and effectively

4.6.3 Termial objective Given an incident and the assigned resources.A action plan must be implemented at the emergency operations level. The plan must deploy the responding resources to the proper places to mitigate the situation

Enabling Objectives
 * Must have knowledge and understand standard operating procedures.
 * A incident management system must be implemented
 * A accountability system must be implemented to personal safety and tracking.
 * Resources must be available and ready to respond to mitigate the emergency.

4.6.4 Termial Objective Given a single unit incident. A post incident analysis must be developed and conducted.Forms and all the critical elements must be identified and processed to the proper channels. This is in accordance with the post incident policies and procedures.

Enabling Objectives
 * Must understand what a post analysis is what this is designed to do.
 * Must communicate areas that may have been problems water, building construction,fire growth fire protection systems.
 * How was emergency dispathed and does the alarm assigments need to be up graded.
 * The ability to fill out and complete forms in a manner to provide a means to research the incident. Must be able to communicate these findings orraly.


text:
Fire and emergency management/Fire Officer I/Health and Safety

4.7.1 Termial Objective Given safety policies and procedures. Safety regulations must be applied at he unit level.The proper forms must be completed.Also in service on areas like infectious disease control programs will be completed and documented and members will understand their responsibilities.

Enabling Objectives
 * Must have knowledge and understand common everyday accidents and personal injuries in the work place.
 * Must understand and enforce proper personal protective equipment be wore and safety policies and procedures are followed.
 * In the event something does happen ensure the proper forms are filled and all safety policies and procedures are followed
 * Must be able to recognize work place hazards and correct them to prevent possible injuries.

Enabling Oblectives
 * Must have knowledge and understand safety policies and procedures in regards to the work place.
 * Must be ablt to conduct a accident investigation and fill out the forms so documention is present
 * Describle if any policies or procedures was broken.
 * Forms must be clear and able to be understood by others who may investigate the incident.
 * The ability to communicate and document must be present there will be interveiws that need to be recorded in different areas


text: Fire and emergency management/Fire Officer I/Psychomotor Applications


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Fire and emergency management/Fire Officer I/Additional Training Materials

Additional Training Materials

 * [[Media:FO-I_sg.pdf|DoD Fire Officer I Study Guide]]


text:
Fire and emergency management/Fire Investigator/Documenting the Scene

Terminal objective: Given standard tools and equipment, diagram the scene, photographically document the scene, and construct investigative notes.

Enabling objectives:

The student should be able:
 * Accurately represent the scene.
 * Identify evidence, pertinent contents, significant patterns and origin areas or points.
 * Ensure the scene is accurately depicted and that photographs appropriately support scene findings.

Terminal objective: Given a fire scene, available documents (e.g. pre-fire plans and inspection reports), and interview information, construct investigative notes.

Enabling objectives:

The student should be able:
 * Ensure notes are accurate.
 * Document the scene.
 * Represent complete documentation of scene findings.


text:
Fire and emergency management/Fire officer I

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Human Resource Management

Community and Government Relations

Administration

Inspections and Investigations

Emergency Services Delivery

Health and Safety

Cognitive Applications

Psychomotor Applications

Additional Training Materials


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Wikiversity:Examples

This page lists selected content from Wikiversity. The page is related to featured content on Wikiversity, but extends much more widely to content which illustrate things about Wikiversity other than educational value. This page is not a directory of Wikiversity content.

Possible purposes of this page

 * 1) Studying Wikiversity content in order to develop a theory of wiki learning.
 * 2) Finding candidates for content development drives.
 * 3) Research into Wikiversity.

Featured resources
''Note: this table is transcluded from featured content. Please refer to the original page for more information about featured content.''

Projects which are not featured
This section lists major projects on Wikiversity which are worth studying to understand what Wikiversity is, but which for some reason (usually given) are not suitable for listing as featured resources. The experience behind this listing is that during its first years, much content on Wikiversity was created and then simply disappeared, forgotten, leaving little sense of what Wikiversity was actually doing.

Multi-page projects
Anything big at Wikiversity should be listed here.

title: Wikiversity:Examples


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Wikiversity talk:Examples

This page is likely to get quite unwieldy, especially if we include every subject area. My main rationale for doing this, however, is to show the various types of content we are developing (ie videos, interactive games, various activities etc.), rather than by subject/discipline. As subject areas begin to expand we may find a better way of displaying them - it might be better off in Featured, for example (in fact, maybe this page should be merged with that one - what do you think?) Cormaggio 21:36, 5 October 2006 (UTC)

 * I think it's alright. For a page like this, we need not plan too far ahead. As an aside, are we all "Wiklars" here? What did we decide on our identity? --HappyCamper 11:03, 7 October 2006 (UTC)
 * "Wiklar" is Mirwin's preference, but I don't think anyone else has used it. "Wikischolar" (of which "Wiklar" is an abbreviation) seemed to be the best received proposal at the time. Personally, I still use "Wikiversity participants" (unwieldy as it may be). Looks like there's still a gap in the neologism market... Cormaggio 11:26, 7 October 2006 (UTC)

Thinking alike
I spent three months working on pages like Featured and Help:resource types without ever finding out that an initiative had already been taken in the same direction such a long time ago! well, structural reform.... --McCormack 08:06, 15 August 2008 (UTC)

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User talk:StephenMaw

Français
-Bonjour! Heureusement, tu n'es pas seul-j'aime le français beaucoup! Je m'appelle Mina, je viens de Serbie et je voudrais parler français avec quelq'un qui l'aime comme moi!

French Mentoring
Salut, StephenMaw. You are listed at the French stream as being an intermediate student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 08:01, 13 November 2008 (UTC)

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User talk:Archimandrite~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Archimandrite. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Archimandrite~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Archimandrite~enwikiversity


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User:Draicone/Editcounter.js

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title: User:Draicone/Editcounter.js


text: User talk:EdBoy002

title: User talk:EdBoy002


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Philosophy of science

This page started as a collaborative study resource for a philosophy of science course (see the discussion page). This is now a content development project where Wikiversity participants can organize and develop learning resources about philosophy of science.

Course: Introduction to Philosophy of science

 * /Experiment/
 * /Observation/
 * /Logical empiricism/
 * /Induction/
 * /Falsificationism/
 * /Thomas Kuhn/
 * /Imre Lakatos/
 * /Paul Feyerabend/
 * /Larry Laudan/
 * /Scientific method/
 * /Bayesianism/
 * /New experimentalism/
 * /Scientific laws/
 * /Scientific realism and anti-realism/
 * /Sociology of science/
 * /Feminism and science/
 * /Naturalism/
 * /Explanation/

Questions and Answers
''1. Was Copernicus using what Bacon calls the method of anticipation of nature, or the method of interpretation of nature, or something else? Justify your answer by explaining the method Copernicus used and how it differs from the other method(s).''

 * Copernicus was using a different method to Bacon's. Copernicus' method is as follows:

 * 1) Start from a hypothesis and from that make a deduction.
 * 2) Make suitable observations to test the deduction.
 * 3) If the phenomena observed fits the deduction then this gives reason to believe the hypothesis.  If the phenomena does not support the deduction then one should doubt the hypothesis.

 * This method differs from Bacon's because:

 * 1) The hypothesis does not have to be (but can be) arrived at by induction; and
 * 2) The hypothesis is not taken as fixed (as a general axiom is) - if there is evidence to show it is incorrect, then reject it.

''2. What does Bacon say needs to be done to determine whether it is the earth or the heavens that rotates once per day? Did Copernicus do this?''

 * Bacon said that you needed to show that the earth or heavens has the form/nature of spontaneous rotation, using tables to find them. Copernicus didn't do this (i.e. he didn't use tables) so could not discover this form.

''3. What did Bacon propose as a crucial instance for determining whether it is the earth or the heavens that rotates once per day? Is this really a crucial instance? Could Bacon reasonably have thought that observation might give the result he says would prove the earth is stationary? Explain.''

 * Bacon purposes that if we observe simlilar east to west motion in the heavens as we observe in the sea such that the nearer the planet is to the earth the slower the motion and further away the faster the motion. The fastest of all being the starry sphere. If all this is observed than we should accept the earth as fixed and take the heavens as moving.
 * Not a real crucial instance because the movement observed is relative to the earth.
 * Bacon could not reasonably have thought this because his crucial instance would be impossible to observe (i.e. Venus and Mercury appear to orbit the earth in the same period as the sun even thought they are different distances from the earth.)

''4. (a) What does Descartes (in the first page of his "Letter from the author") say is needed for knowledge to be perfected? (b) What is this first condition he says principles must satisfy? (c) How does what Descartes says here differ from Aristotle?''

 * (a) Knowledge must be deduced from principles.
 * (b) The principles must be so clear and evident that they can't be doubted when attentively considered.
 * (c) Aristotle used induction and dialectic whereas Descartes didn't. Induction and dialectic are doubtable so Aristotle's principles don't meet the first condition that Descartes says principles must satisfy (i.e. that they must be so clear and evident that they can't be doubted when attentively considered.

''5. What is the first principle of Descartes' philosophy? What is his argument for it?''

 * First principle is existence of his own mind. Argument: because if you try to doubt it (i.e. attentively consider it) then you must have a mind because you are able to doubt it.

''6. What is the argument that Descartes gives for the existence of a perfect being? Is the argument valid? Explain.''

 * P: The idea of a perfect being includes existence
 * C: So a perfect being exists

 * Not deductively valid. Since what really follows from P is that if a perfect being exists then it exists.

''7. Having established (a) the existence of a perfect being, Descartes argues that it follows that (b) we cannot be mistaken about the things of which our mind has a very clear and distinct perception. Explain fully Descartes' argument that (b) follows from (a).''

 * Because perfect being created my mind, he would be a deceiver if what I clearly and distinctly perceive could be false. The perfect being is not a deceiver (since he is a perfect being)
 * Therefore, we cannot be mistaken about things our mind perceives.

''8. Descartes said that his theory of vortices, and his theories about the invisible parts of bodies, could be false. Would he say that if he had got them by following the methodology that, at the beginning of Principles of Philosophy, he said should be followed? Explain.''

 * No, the methodology should be to start from undoubtable principles and deduce things that must be true. For Descartes' to say that these theories may not be true, must mean that he didn't follow this methodology.

9. What is an argument that Descartes gives for saying that his theories about the invisible parts of bodies could be false?

 * If you consider two clocks from the outside that appear the same, they could be very different on the inside (i.e. a different mechanism). God could make the world in more than one way that appear to be the same to us

''10. Descartes claimed that his theories about the invisible parts of bodies were "morally certain". What does this mean? How did Descartes argue for this claim?''

 * Something morally certain, is something that could be wrong, but practically certain to be right. It's something that we can rely on, but we don't know to be true, such as the claim that the building we are in is going to still be standing in the next 5 minutes. Descartes argues that it explains so many things that it would be amazing if 1 hypothesis to explain so many things turned out to be wrong (he used the example of the coded letter during class).

''11. Descartes gives an argument that his theory of vortices, and his theories about the invisible parts of bodies, are absolutely certain; but in each case he soon backs away from the argument. What is the argument? Is the argument a good one? Explain.''

 * He says that these theories are hypotheses that could be wrong. However he says they are morally certain (i.e. sufficiently certain to be relied on for practical purposes).  He then moves on to say that they are absolutely certain because they seem more than morally certain and God is not a deceiver.  Descartes backs away from the argument.  The arguement is not a good one as Descartes used the method of hypothesis instead of deducing from first principles.  The method of hypothesis is fallible since if we reached conclusions from that method God would not be deceiving us.

''12. In each of the following pairs, explain the difference between the relative and absolute concepts. Support your explanation with an example.'' (a) Relative and absolute time (b) Relative and absolute space (c) Relative and absolute motion

 * (a) Relative time is time measured relative to perceptible motion. Absolute time flows at the same constant rate.  Relative time could be that measured by a clock.  No example of absolute time.

 * (b) Relative space is space defined relative to perceptible objects. Absolute space is fixed and not perceptible.  Relative space example could be the space four walls of a room.  Absolute space is imperceptible so there's no example.

 * (c) Relative motion is motion with respect to relative space. Absolute motion is motion with respect to absolute space.  Relative motion example could be someone walking who is moving with respect to someone sitting down.  That person sitting down is experiencing absolute motion.

''13. A stone is thrown horizontally and eventually falls to the ground. Explain how Newton's laws of motion imply that there is a force acting on the stone after it has been thrown, and the direction of this force. (Assume that the earth is at rest.)''

 * The stone is not exhibiting uniform motion which implies by the first law that there's a force acting upon it. That change of motion is in the direction of the force applied to it (by the second law) which is towards the centre of the earth.

''14. A magnet and a piece of iron are floating in separate dishes in a basis of water. The magnet is twice as heavy as the iron. The iron has acceleration a towards the magnet. Use Newton's laws of motion to determine the acceleration of the magnet; indicate which laws you are using and where they are used. ''

 * Acceleration of the magnet is half that of the iron. From the second law that states F=ma, and the third law that says the forces acting are equal and opposite, we can calculate the acceleration of the magnet.  Let a= acceleration of magnet, m = mass of magnet, b = acceleration of iron, n = mass of iron.  So F = b2m and F = ma.  Solving gives 2b=a, so b=0.5(a)

''15. According to Newton, what is the direction of the force that keeps the moon in its orbit? From what does Newton deduce this?''

 * The direction of the force is towards the centre of the earth. Explanation: the moon traces out an equal area of its orbit in equal period of time (phenomenon 6).

''16. According to Newton, how is the force on the moon related to the moon's distance from the earth? From what does Newton deduce this?''

 * Force on the moon is proportional to 1 / (distance)^2 . This is derived from the assumption that the apogee is stationary.

''17. Explain how, after establishing the properties of the force that keeps the moon in its orbit, Newton goes on to argue that this force is gravity. Say where Newton's rules of reasoning are used in this argument.''

 * Using that force is proportional to 1 over the distance squared, Newton compares the acceleration of moon at the earths surface to the acceleration of the moon at its usual distance. We observe then that: a_s/a=d^2/d_s^2. Thus, we see that the acceleration of the moon at the earth's surface is the same as another falling body on the earth's surface. Using the first and second rules of reasoning there is then no reason to assign any new causes to the observed phenomenom. Thus, Newton draws the conclusion that the force that keeps the moon in orbit is gravity.

''18. Explain how, after arguing that the moon is kept in its orbit by gravity, Newton goes on to argue that all planets have gravity. Say where Newton's rules of reasoning are used in this argument.''

 * We observe that the moons of other planets behave similarly to the moon of Earth. By Newton's second rule of reasoning we should assign the cause of such behavior to these planets having gravity. The planets Mercury and Venus have no moons but are similar to the bodies of other planets. Therefore, by Newton's third rule of reasoning all planets have gravity.

''19. How did Newton argue that the center of gravity of the solar system is at rest? How does it follow from this that the earth moves?''

 * Hypothesis 1: The centre of the solar system does not move. If the centre of gravity of the solar system moved, then it would move in a straight line at constant velocity.  If the centre of gravity moves in a straight line at constant velocity, then the center of the system moves (by any reasonable definition of centre).  Since the centre does not move (hyp 1), the centre of gravity of the system does not move (prop 11)

 * The earth moves: the centre of gravity of the ss is at rest (prop 11), and the sun is always close to that (prop 12), so it is nearly true that the sun is at rest. The earth moves a lot relative to the sun, so therefore the earth really moves.

''20. (a) When Newton said that "hypotheses... have no place in experimental philosophy", did he mean that hypotheses should not be stated? Justify your answer with at least one reference to Newton's writings. (b) Did Newton accept the method of hypothesis? What was his reason?''

 * (a) No he didn't mean that they should never be stated since he stated hypotheses. E.g. hypothesis 1. He must mean that he isn't making a hypothesis about the cause of gravity.
 * (b) He rejects the method of hypothesis because he thinks that for every phenomenon there are multiple hypothesis to explain it.

''21. According to Newton, what is the right way to establish causes and general laws in science? Did Newton follow this method when he argued that the moon is held in its orbit by gravity? Justify your answer to the latter question.''

 * According to Newton the right way to establish causes and general laws in science is to start from phenomenon and from this infer through induction causes and then the most general causes. Newton did not follow this method.  In phenomenon 6 accounts for the inconsistency of what is observed by applying what he sought to prove (i.e. that the moons motion is affected by the sun).

''22. Why does Hume think that any justification for belief in unobserved matters of fact must assume the future will resemble the past? Your answer should state the other kinds of justification that Hume recognizes and explain why they are not possible in this case; it should also explain how belief in a matter of fact that has not been observed could be justified by assuming the future will resemble the past. ''

 * An unobserved matter of fact cannot be based on intuition, demonstration, or perception. They (intuituion, demonstration, perception) are not possible because they are logically necessary, whereas a matter of fact is not. We must base our beliefs about the future on our past experience.

23. State Hume's argument for his claim that our beliefs about unobserved matters of fact are unjustified.

 * Matters of fact aren't known by perception. Experience and future will resemble the past.  So circular argument and unjustified.

''24. What is Hume's skeptical claim about matters of fact that we have not observed? Did Hume think it is sensible to take past experience as a guide to the future? Justify your answer to the latter question.''

 * Skeptical claim: matters of fact that we have not observed are not justfied.  Hume would say that it is sensible to take past experience as a guide to the future.  Justification: Hume says: "And no none but a fool or a madman will ever pretend to dispute the authority of experience..." pg 36 book. NQ 183

''25. According to Hume, what causes us to have the beliefs we do about matters of fact that we have not observed? Give an example that illustrates how this cause operates.''

 * Custom or habit makes us have the beliefs we do about matters of fact. For example, the fact that the sun rises everyday gives us confidence that the sun will rise and we fall into the habit of anticipating that it will.

''26. Hume's investigation of the concept of causation involves looking for where we could get an impression of necessary connection. (a) Why is necessary connection relevant to causation? (b) Why does Hume think we must have an impression of it? (c) What does he hope to achieve by finding that impression?''

 * (a) because it is usually thought that if C causes E then there is a necessary connection between C and E.

 * (b) assumes necessary connection is a simple idea. And simple ideas are copies of impressions.

 * (c) if you can find that impression, Hume hopes it will be possible to clarify and make less obscure the simple ideas.

''27. What is the impression that gives rise to our idea of necessary connection, according to Hume? What causes us to have this impression?''

 * It's an impression of reflection that when we see A we expect B which is our idea of necessary connection. This impression is caused by repetition of the same things observed.

28. Does Hume think it is true that if C causes E then there is a necessary connection between C and E? Explain.

 * No he doesn't think there's a necessary connection. Because it's an idea in the mind.

''29. What is probability, according to Laplace? Is the probability of an event the same for everyone? Why, or why not?''

 * Probability of an event = (number of favorable cases) / (number of possible cases) where the cases are all equally possible.

 * Not the same for everyone because if you know that there are fewer possible cases, then the probability of an event is higher.

''30. Suppose A, B, and C are three urns of which one contains only black balls and the other two contain only white balls. What is the probability that a ball drawn from urn C will be black'' (a) for a person who has only the information stated? (b) for a person who also knows that A contains only white balls? (c) for a person who also knows that A and B contain only white balls?

 * (a) 3 equally probable cases. 1 favorable case.
 * probability = 1/3 (show the formula)

 * (b) With the knowledge that A contains only white balls that means there are only 2 possible cases where the outcome is unknown. So prob. = 1 / 2

 * (c) After eliminating non favorable cases, left with 1 possible and 1 favorable case. so probability = 1 / 1 = 1

''31. Suppose that the possible causes of effect E are C1,...,Cn. State a formula for the probability of C1 given E; do not assume that the causes are equally probable a priori.''

 * see notes.

32. State the law of likelihood and give a proof of it.

 * see notes.

''33. Did the evidence available to Ptolemy and Copernicus support Copernicus' claim that the planets orbit the sun over Ptolemy's claim that they orbit the earth? Justify your answer by applying the law of likelihood to at least two specific pieces of evidence.''

 * E = the observed planetary motion
 * P = Ptolemy's claim that sun & planets orbit the earth
 * C = Copernicus' claim that earth and other planets orbit the sun

 * Facts about E -
 * 1. Mercury and Venus never get far from the sun. This must be true given C.  It doesn't have to be true given T.
 * 2. Superior planets are closest to the earth when in opposition to the sun. This must be true given C.  It doesn't have to be true given T.

 * So P(E|C) is greater than P(E|T), so E supports C over T

34. State Laplace's rule for the probability that a future event F will occur, given that event E has been observed.

 * If C1.... Cn are the causes that might be operating, and if we have observed event E the probability of some future event F is

 * P(F|E) = P(F|C1)P(C1|E) + ... P(F|Cn)P(Cn|E)

''35. What is Laplace's rule of succession? What does Laplace assume in order to derive this rule?''

 * If you know nothing about the chance of an event happening except that so far it has occurred n times in a row, the probability it will happen next time is (n+1)/(n+2)

 * To derive this rule, Laplace assumes (1) the event has some chance of happening between 0 and 1. (2) All possible values of this chance from 0 to 1 are equally probable a priori. (3) the 6th and 7th principles of probability.

''36. Hume said that our conclusions about unobserved matters of facet "suppose, as their foundation, that the future will resemble the past." Does Laplace's use of probability theory support or contradict this claim of Hume's? Explain.''

 * Laplace's theory contradicts Hume's claim as Laplace makes no assumption that the future resembles the past, like Hume says you would have to do to make conclusions about unobserved matters of fact. In fact, Laplace says that it's possible the future doesn't resemble the past.

''37. One of Darwin's arguments that species have been produced by natural selection is based on the experience of breeders. Explain the argument.''

 * Artificial selection has produced large changes in species (he refers to selective breeding in England). There is a comparable process of natural selection.  So, we should expect species to be modified by natural selection.

 * Contrary to what people thought at the time, artificial selection does not seem to be limited in what it can do. Since natural selection can work more effectively and over a much larger period of time than artificial selection, it is probable that the modifications produced would eventually be so great that we would call the result a new species.

''38. Darwin argues that there is no sharp distinction betwen species and varieties. Supposing this is correct, does it support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.''

 * E = no sharp distinction between species and varieties.
 * N = species arose by natural selection
 * C = species were independently created

 * P(E|N) is high. This is because there is a divergence from 1 species into varieties and then species.  This is a gradual process between species and varieties so there exists no sharp distinction.  This must be be the case with natural selection.

 * P(E|C) is low. There is no reason why E has to be true.

 * So by the law of likelihood, E supports N over C.

''39. What does it mean for parts of organisms to be homologous? Give an example of parts of different species that are homologous with one another.''

 * Homologous means that the parts of the organisms have the same structure. Example: bone structure of the arm of a man, and leg of a horse are similar and therefore homologous.

''40. Do the observed homologies between different species support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.''

 * H = different species have homologous parts that are used for very different purposes.
 * N = species arose by natural selection
 * C = species were independently created

 * P(H|C) is low. There is no reason why organs should be homologous.  Surely if species were created, they would be better (e.g. a horse's leg that doesn't break).

 * P(H|N) is high. You would expect to see this if all species developed from a common ancestor with parts adapted over time.

 * So by the law of likelihood, H supports N over C.

''41. Does the similarity of embryos of different species support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.''

 * E = embryo's of different species are similar in structure.

 * P(E|C) is low. No reason to expect this - why would embryos have 'gills' which are not required.

 * P(E|N) is high. Organism adapts in later states of life, so it doesn't matter than an embryo has 'gills' so the embryo can be unchanged.

 * So by the law of likelihood, E supports N over C.

''42. Does the existence of rudimentary organs support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.''

 * R = many species have rudimentary organs.

 * P(E|C) is low. Since there's no reason to expect this phenomenon. Why create beetles with wings that don't work.

 * P(E|N) is high. Since changes are small you would expect to find rudimentary organs since ancestors have the same organs.

 * So, by the law of likelihood, R supports N over C.

Questions and Answers part 2

''1. According to Mill, what is the meaning of "law" and "law of nature"? Give an example that illustrates the difference.''

 * A law is a general regularity. Laws of nature of the simplest regularities from which all others are deduced.

 * Example:
 * Suppose A is always accompanied by D
 * Suppose B is always accompanied by E
 * It follows that AB is always accompanied by DE
 * All are laws but only 1. and 2. are laws of nature.

''2. According to Mill, what does it mean for A to be the cause of B? Does it follow from Mill's definition that night is the cause of day? Explain.''

 * "A is the cause of B" means that when A happens B invariably and unconditionally follows
 * It does not follow from this definition that night is the cause of day because that would be conditional (i.e. not unconditional) and hence does not satisfy Mill's definition.

''3 Does our everyday use of the terms 'cause' and 'effect' agree with Mill's definitions? Explain and give an example.''

 * Our everyday use does not always agree with Mill's definitions, since we often don't talk about an exhaustive list of causes. For example, we might say that the cause of a man dying was the food he ate at a restaurant.  This would not be the cause under Mill's definition, as there was no mention of things like the biological makeup of the man, the reasons the meal poisoned him etc..

''4. What is the nature of the necessary connection between causes and effects, according to Mill? How does Mill's account of this differ from Hume's?''

 * The necessary connection between causes and effects according to Mill consists in B following A unconditionally. For Mill, necessary connection is in the world, whereas Hume thinks that necessary connection is in the mind.

''5. Does Mill think induction by simple enumeration is always reliable, usually reliable, usually unreliable, or never reliable? Why does Mill take the position he does?''

 * Usually unreliable. As you often don't have reason to believe that you know there are no instances to the contrary.

''6. What is the law of causation? What is Mill's justification for this law?''

 * Every fact which has a beginning has a cause. Because knowledge of this is such that we would know of instances to the contrary.

''7. What is the method of agreement? What is Mill's justification for this method?''

 * If two or more situations agree in A but nothing else, and in every case a results, then A is the cause of a. Justification: By the law of causation, a has some cause.  Mill assumes that a has only one cause.  Hence the cause of a is something common to all the situations.  So since A is the only common factor, A is the cause.

''8. What is the method of difference? What is Mill's justification for this method?''

 * If a results when A is present, and a doesn't result when A is absent but the antecedents are otherwise the same, then A is the cause of a or a necessary part of the cause. Justification: by the law of causation, a has some cause.  The cause of a can't be any of things present when a is absent (by the definition of cause).  Therefore, A is either the cause or a necessary part of the cause.

9. Why is it sometimes not possible to find causes by (a) the method of agreement, or (b) the method of difference?

 * (a) the method of agreement
 * Different situations always have more than 1 thing in common
 * We can discount circumstances we already have good reason to think are irrelevant
 * But still there are so many circumstances in any situation, not all of them visible to us, that often we can't be sure there isn't some other relevant circumstance common to different situations.

 * (b) the method of difference
 * Typical way to apply this is to do an experiment in which we change A and keep the other circumstances the same.
 * However, it isn't always possible to do this
 * Example of double refraction

''10. What is the joint method of agreement and difference? Under what circumstances is it appropriate to use this method rather than the method of agreement or the method of difference?''

 * It consists of two applications of the method of agreement:
 * First application
 * We look at a variety of circumstances in which a occurs and find that the only antecedent they have in common, so far as we can tell, is A.
 * The method of agreement suggests A is the cause of a.
 * But it still might be that the situations have something in common other than A which is the real cause, so the conclusion is dubious.
 * Second application
 * We look at a variety of circumstances in which a does not occur and find that they agree in not containing A and nothing else so far as we can see.
 * The method of agreement suggests the absence of A is the cause of the absence of a.
 * From the two applications together we infer that A is the cause of a or an indispensable part of the cause of a.
 * The second part makes it stronger than method of agreement
 * The first part leaves open the possibility that the real cause is not A but some factor we've overlooked that is common to the situations.
 * If that were true, a could occur when A is absent
 * But the second application suggests this isn't so

 * This method can be used in some cases where the methods of agreement and difference are not usable, and to further test the right account.

''11. What is the method of residues? What must we know in order to identify a cause using this method?''

 * The method
 * If we subtract from a phenomenon the part that is known to be the effect of certain antecedents, the remainder of the phenomenon is the effect of the remaining antecedents.
 * Symbolic example
 * If ABC is followed by abc, and the effect of A is a, and the effect of B is b, then the cause of c is C.
 * Knowledge assumed in this example
 * We must have previously determined the effects of A and B by some other method, such as the method of difference.
 * We must here know that there is no antecedent besides A, B, and C that could be relevant to the effect.
 * Scientific example: Discovery of Neptune

''12. What is Mill's method of concomitant variations? Give an example of the use of this method.''

 * If two phenomena always vary together in a particular manner then one is the cause of the other, or at least there is a causal connection between them. Example: high tide always occurs when the moon is closest, so using the method of concomitant variations one can conclude that one is the cause of the other or at least there is a causal relation between them.

''13. Could Copernicus have argued that the earth orbits the sun using any of the forms of induction recognized by Mill? Justify your answer by stating Copernicus' hypothesis in cause-effect terms and considering each of the forms of induction recognized by Mill.''

 * No. Hypothesis in cause-effect terms:
 * Effect (m): Observed motion of the heavenly bodies relative to the earth.
 * Cause (M): Rotation of earth, and orbit of earth and other planets around the sun.
 * The method of agreement requires us to observe 2 situations where M occurs, but we can't observe M. Therefore we can't use the method of agreement.
 * The method of difference requires us to observe 2 situations, the first where M occurs and the second where M doesn't occur, but we can't observe M. Therefore, can't use the method of difference.
 * Similarly the other three methods Mill describes can't be used as they require us to observe M which we can't do (in fact, we're trying to establish M).

''14. Could Darwin have argued that species arose from natural selection using any of the forms of induction recognized by Mill? Justify your answer by stating Darwin's hypothesis in cause-effect terms and considering each of the forms of induction recognized by Mill.''

 * No. Hypothesis in cause-effect terms:
 * Effect (n): origin of species.
 * Cause (N): natural selection, operating over a very long time.
 * Can't use any of Mill's methods because they all require one to observe N which we can't do since that's what we're trying to establish

''15. When Newton argued that the moon is kept in its orbit by gravity, did he use any of the forms of induction recognized by Mill? Justify your answer.''

 * Newton argues that the force on the moon is directly towards the earth and varies inversely with the square of the distance. This is inferred from
 * The line from earth to the moon traces out equal areas in equal times, and
 * Apogee of the moon's orbit is stationary.
 * Yet none of these phenomena is really observed since Newton made deductions to adjust the data. So because he didn't just use induction, he didn't really follow Mill's methods.

16. Explain what it means for a statement to be analytic or synthetic and give an example of each kind of statement.

 * For a statement to be analytic is has to be true due to the meaning of words. An example could be "all bachelor's are married".  For a statement to be synthetic it's truth or falsity depends on facts.  An example could be "Popper was a bachelor".

17. State Popper's argument that induction is unjustified.

 * Argument:
 * To justify induction we must establish a principle of induction.
 * This principle must be synthetic and universal.
 * Any attempt to justify the principle of induction would use induction.
 * So the attempt to justify induction leads to an infinite regress.

18. State one similarity and two differences between Popper and Hume on induction.

 * They are similar in that they both argue that induction is unjustified.
 * They are different in that:
 * Hume says we should still use induction whereas Popper says we should not, and
 * Hume argued that to use induction we must assume that the future resembles that past. Popper says that we must assume something, but not necessarily that the future resembles the past. (So Popper's criticism of induction could be used against Laplace's theory of succession but Hume's criticism could not.)

19. Compare and contrast Popper's view of scientific method with the method of hypothesis (as advocated, for example, by Descartes).

 * His method is like the method of hypothesis because it begins with a hypothesis from which testable predictions are deduced and then are tested, but it differs in its verification. In the method of hypothesis, if the tested hypotheses are shown to verify the theory, the theory is taken as likely to be true, but Popper says that positive results don't give us any more information or more reason to believe the theory is true.

His method results on the resistance to falsification.

''20. What are Popper's requirements for an acceptable theory in empirical science? Explain what each requirement means.''

 * His requirements are that it must be:
 * Synthetic: relies on facts to say whether it is true or false
 * Falsifiable: inconsistent observation
 * Corroborated: the theory has been tested and has passed the tests.

''21. What is Popper's reason why only tested theories are acceptable in science? Is this consistent with other things popper says? Explain.''

 * Otherwise one would not know if the theories corresponded to the facts of the world. No this is not consistent with other things he says since passing a test doesn't add anything to a theory because multiple verification don't compile since he doesn't accept induction.

''22. What is the methodological rule that Popper uses to ensure that theories can be falsified? Why is a methodological rule needed?''

 * We only modify a hypothesis if the modified hypothesis creates new and testable predictions. Needed because deductive logic is not sufficient because it only shows whether one auxiliary hypothesis is wrong.

''23. Can Popper's scientific method ever require a true theory to be regarded as false? Explain.''

 * Yes it can. If counterevidence seems to falsify a hypothesis and an auxiliary hypothesis is regarded as untestable, then Popper's method falsifies they hypothesis.

''24. On Popper's theory of science, is science any better than reading tea leaves as a way to find the truth? Explain.''

 * No it's not. For Popper verification doesn't show confirmation of give any indication of probability.  Theories also cannot be falsified or even probably doubtable.

25. State a similarity and a difference between the following statements: (a) e logically implies h (b) The degree to which e confirms h is r

 * Each of the statements is actually a logical statement, which means that applicability of the statement does not depend on empirical data. These statements differ in that in part a) e logically implies h, meaning it is logically impossible for h not to be true; in part b) there is confirmation of h only to a certain degree, thus it is logically possible for h not to hold.

''26. What does Carnap mean by 'probability1' and 'probability2'? Are propositions involving these concepts analytic or synthetic, according to Carnap? What kind of things are related by these two kinds of probability?''

 * Carnap believes that there are two types of probability: probability1 and probability2. probability1 is conceptualized as a logical concept that relates propositions or sentences, and is concerned with degree of confirmation. Probability2 is a factual concept that relates classes of things. Probability2 also concerns relative frequency in the long run.

Though I don't have notes on the matter, conceptually probability1 seems to be analytic whereas probability2 seems synthetic. The distinction between 'logical' and 'factual' seems to coincide with the very distinction between analytic and synthetic. Please correct me if I am wrong.

27. Give an example in which the probability1 of a coin landing heads, given the available evidence, is different to the probability2 of the same coin landing heads.

 * Consider a 2-sided trick coin, that is such that it has two identical faces. Here, probability2 is either 1 or zero depending on the face that is represented on this coin. Probability1 is ½, since it is know that this coin has two sides with the same face, but it is not know what face that is.

''28. Was Laplace talking about probability1 or probability2? Justify your answer with reference to Laplace's principle of indifference and his statement that probability is relative to our knowledge.''

 * Laplace was tallking about probability1. Because the principle of indifference says that when we have no reason to believe one alternative over the other then those alternatives are equally probable.  If they're equally probable given our evidence (probability1), then that's plausible.  But if these alternatives happen equally often in the long run relative to what we know (probability2) then that's crazy.
 * Saying that probability given our evidence (probability1) is relative to our knowledge makes sense. Saying that things happen equally often in the long run (probability2) relative to our knowledge is crazy.

''29. What is deductive logic about, according to Carnap? What is inductive logic about?''

 * Deductive logic studies logical implication. Inductive logic studies degree of confirmation (which is probability).  They are both logical relations, whether they hold is analytic, not synthetic.

''30. What is primitive psychologism in logic? Does Carnap agree with primitive psychologism? State two reasons Carnap gies for his position.''

 * Primitive psychologism holds that logic is about how people actually think. Carnap disagrees with this because:
 * Logic would be part of psychology, and accordingly could be investigated empirically.
 * Logical laws would be false.

''31. What is qualified psychologism in logic? Does Carnap agree with qualified psychologism? State a reason Carnap gives for his position.''

 * Qualified logic holds that logic is about correct or rational thinking. Carnap objects to this as he thinks the reference to thinking is superfluous.

''32. How can induction be justified according to Carnap? What is Carnap's basis for claiming that this justification is not circular?''

 * Carnap asks if we can justify a man acting in accordance with probability1.
 * Justification:
 * 1.If x acts in accordance with probability1 and the world is probably1 highly uniform, then x will probably1 be successful in the long run.
 * 2.The world is probably1 highly uniform.
 * Therefore 3. If x acts in accordance with probability1, then x will probably1 be successful in the long run.

 * Carnap claims that this justification is not circular because Premise 2 is an analytical claim, not synthetic.

33. What is an effective procedure?

 * A procedure which has rules that uniquely determine each step, and the solution has a finite number of steps.

''34. Is inductive reasoning less subject to effective procedures than deductive reasoning is, according to Carnap? Justify your answer by stating the kinds of problems for which each kind of logic does and does not provide effective procedures.''

 * No, it is not less subject to effective procedures. To find a conclusion, there is no effective procedure in deductive or inductive logic.  To examine a result there is no effective procedure in deductive or inductive logic.  However, to examine a proof, there is an effective procedure in deductive and inductive logic.

''35. Why are creativity and intuition needed in inductive reasoning? Does it follow from this that there cannot be exact rules of inductive logic? Justify your answer (for example, by making a comparison with deductive logic).''

 * Because there are problems of inductive logic for which there are no effective procedures so one must use creativity and intuition. It does not follow because in deductive logic we observe that even if there exists an effective procedure for a subject, it does not necessarily become mechanical.  You need to use creativity and intuition to reach a conclusion.

''36. The “four-color theorem” states that four colors are sufficient to color a map so that regions with a common boundary are colored differently. For a long time mathematicians were unable to either prove or disprove this theorem but in 1976 it was proved using a computer.''

(a) Which of Carnap’s three kinds of problems was the computer being used to solve?

 * Examining the results

''(b) Computers follow mechanical rules. So is the fact that a computer proved this theorem a counterexample to Carnap’s claim about the need for creativity and intuition in this kind of problem? Why, or why not?''

 * No, the computer only works for a specific case, whereas an effective procedure has to work in every case. In this situation, the computer only works in this specialized case.

''37. Do good scientists follow Popper’s rules of scientific method? Support your answer with an example.''

 * 'No, Newton did not form a new auxiliary hypothesis when he found an anomaly in his theory concerning the calculated and observed movement of the moons apogee. This anomaly was resolved in 1750, and was due to using the wrong mathematical approach. Newton followed Popper's method, his theory would have been wrongly abandoned.'

38. What must happen in order for scientists to give up a paradigm, according to Kuhn?

 * The following must happen for a paradigm to be rejected:
 * The anomalies must be severe and prolonged, resisting all attempt to deal with them. (This causes a sense of crisis.)
 * These must be a better alternative paradigm.

''39. Can the following claims of Kuhn be explained in terms of what is probable given the evidence? Justify your answers.''

(a) Anomalies normally don’t cause a paradigm to be abandoned.

 * Since it's a paradigm, it's a hugely successful theory, and there is so much evidence to support it that it is probably correct. Hence, since anomalies are probably mistakes, they normally don't cause a paradigm to be abandoned.

(b) Severe and persistent anomalies cause a sense of crisis.

 * Initially one would say the anomaly is due to a mistake, however if they become severe and persistent it becomes clear that there is a bigger problem. It becomes probably that something is deeply wrong - i.e. something about the paradigm is not right.

(c) Paradigms are not abandoned without a better alternative.

 * The paradigm has been enormously successful, so will probably continue being be very useful. So despite the severe and persistent anomalies there must be some truth to the paradigm.  It does not make sense to change to a theory that's not at least as good.

40. What is Kuhn’s argument for his claim that debate between proponents of different paradigms must be circular?

 * P1: Paradigms contain not only theories but also standards that a scientific work must meet.
 * P2: Different paradigms have different standards as well as different theories.
 * So, debates between proponents of different paradigms is necessary circular since each proponent will use different standards.

''41. What is a historical example that Kuhn uses to illustrate his claim that debate between proponents of different paradigms must be circular? Does this example support or contradict Kuhn’s claim? Justify your answer.''

 * Kuhn's example contradicts his claim/argument. He uses a comparison between Newton and Descartes - allegedly two paradigms with different standards - but Newton's paradigm did not adopt different standards than Descartes.  Newton himself believed in Descartes' standards as he searched for a mechanical explanation for gravity.  So this example contradicts P2 of his argument.

External resources

 * Philosophy of science at Wikipedia
 * Philosophy of Science at Wikibooks

title: Philosophy of science