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Biblical Studies (NT)/IV. The Seven Trumpets

 NEW TESTAMENT

 Lesson 17

 REVELATION: VISIONS OF THE END  ''' IV. The Seven Trumpets '''

''NOTE: Revelation is an enigmatic work which presents a challenge for interpreters. While most of the ideas presented in these lessons can easily be found in numerous published works, they are not presented here as definitive, but as a starting point for further analysis and discussion.''

The First Six Trumpets
The opening of the seventh seal begins a whole new series of seven judgments, more severe than the first. They are referred to as the trumpet judgments, because each one is heralded by a trumpet blast from an angel.

First Trumpet

At the sound of the first trumpet, hail and fire mingled with blood fall from the sky, destroying a third of the trees and all the green grass (7:7). The hail and fire could be interpreted as an ancient vision of modern weapons, with the blood symbolizing the associated loss of life.

Second Trumpet

At the second trumpet, a “great mountain” falls into the sea, turning a third of the sea into blood and destroying a third of the life in the sea and a third of the ships. This great mountain could be a comet or a huge meteorite which strikes the earth. It is unclear if we should understand this passage to mean that the sea is literally turned to blood or if this is a poetic expression meaning that there is much death and destruction. This reminds us of the story of the Exodus, when the Nile turned to blood at the command of Moses.

Third Trumpet

When the third angel sounds, a “great star” called Wormwood falls from the sky, causing a third of the rivers and springs to become poisoned, resulting in the death of many of the Earth’s inhabitants. Like the “great mountain” of the second trumpet, it appears to be a huge meteorite or comet, though it might also represent a nuclear weapon, which not only causes great destruction, but poisons the environment with radiation. Wormwood is actually the name of an extremely bitter herb, and it may be that the name is used symbolically in reference to the bitter effect the event has.

Fourth Trumpet

At the sound of the fourth trumpet, “a third of the sun was struck, a third of the moon, and a third of the stars, so that a third of them were darkened; and a third of the day did not shine, and the night likewise” (8:12). Just as the seal judgments began with a group of four (the four horsemen), the trumpet judgments follow the same pattern, also beginning with a set of four. Each of the trumpets results in the destruction of a third of one particular aspect of earth’s life support system.

After the fourth trumpet, John writes, “I looked, and I heard an angel flying through the midst of heaven, saying with a loud voice, ‘Woe, woe, woe to the inhabitants of the earth, because of the remaining blasts of the trumpet of the three angels who are about to sound!’” (8:13). The word, “woe,” is repeated three times, once for each of the remaining trumpets.

Fifth Trumpet

At the sound of the fifth trumpet, an angel comes down from heaven to open the bottomless pit. Smoke pours out of it, and out of the smoke comes a plague of locusts which have the power to sting like scorpions: “In those days, men will seek death and shall not find it; they will desire to die, and death will flee from them” (9:6). These locusts have been interpreted in different ways. Some say that they are demons, others that they symbolize a huge army. Whatever they are, they have a king whose name is Apollyon, meaning “Destroyer.” Apollyon is described as “the angel of the bottomless pit” (9:11), so some scholars identify him with Satan. Concerning the locusts, John writes, “They were commanded that they should not harm the grass of the earth, nor any green thing, nor any tree, but only those men who do not have the seal of God on their foreheads” (9:4).

Sixth Trumpet

When the sixth angel sounds his trumpet, four angels are released from the Euphrates River. This river begins in eastern Turkey, then flows through Syria and Iraq to the Persian Gulf. These angels unleash an army of two hundred million, “and out of their mouths came fire, smoke, and brimstone” (9:17). It is an interesting description, considering that at the time of writing, armies fought with swords and clubs. This army brings about the death of a third of mankind, yet “the rest of mankind, who were not killed by these plagues still did not repent” (9:20).

The Two Witnesses
Once again, we see a similarity with the pattern of the seal judgments. Just as there was a pause before the final seal where John has a vision of the people who have been saved from the tribulation, we now have an interval before the final trumpet. In this interval, John sees two “witnesses.” He says, “These have power to shut heaven, so that no rain falls in the days of their prophecy; and they have power over waters to turn them to blood, and to strike the earth with all plagues, as often as they desire” (11:6). These witnesses prophesy for one thousand, two hundred and sixty days, or three and a half years. The witnesses, then, are prophets.

According to the common interpretation of the “seventy weeks prophecy” in Chapter 9 of Daniel, the tribulation covers a seven-year time period which is divided into two periods of three and a half years. If this is so, the three and a half years of the two witnesses is probably the first half of this seven-year period. At the end of this time, the two witnesses are killed by “the beast that ascends out of the bottomless pit” (11:7) and their bodies are left in the streets of Jerusalem. There is great rejoicing over their deaths because they torment many people on the earth.

However, the rejoicing soon turns to fear and astonishment, for after three and a half days, the witnesses are restored to life and they ascend to heaven in a cloud in the presence of their enemies – an event which causes many people to believe in God. It may be that the three and a half days that their bodies lie in the streets of Jerusalem are symbolic of the remaining three and a half years of the tribulation.

John writes that the two witnesses are "the two olive trees and the two lamp stands standing before the God of the earth” (11:4). This passage is identified with the words of the prophet Zechariah, who wrote: “I asked the angel, ‘What are these two olive trees on the right and the left of the lamp stand?’ So he said, ‘These are the two who are anointed to serve the Lord of all the earth’” (Zech 4:11,14).

The Seventh Trumpet
John writes, “The seventh angel sounded: And there were loud voices in heaven, saying, ‘The kingdoms of this world have become the kingdoms of our Lord and of his Christ, and he shall reign forever and ever!” (11:15), indicating that this time is the time for God to establish his authority over the Earth. John continues, “The temple of God was opened in heaven, and the ark of his covenant was seen in his temple” (11:19). The ark of the covenant, which according to the Torah was used to house the original stones upon which God wrote the Ten Commandments, symbolizes law and judgment. This is the time of God’s judgment upon the Earth.

Like the seventh seal, the seventh trumpet is not an end, but a new beginning. When it is sounded, yet another series of seven catastrophic judgments begins. These are the seven bowls (or vials, depending on the translation) which are poured out on the earth by seven angels coming out of the heavenly temple. But before the bowls are poured out, John is shown several things which further shed light on the events of the end.

The Dragon, the Woman, and the Child
Before the first bowl is poured out, John sees a woman “clothed with the sun, with the moon under her feet, and on her head a crown of twelve stars” (12:1). The woman is giving birth to a male child, but a dragon is waiting to devour him. Revelation identifies the dragon as Satan.

One possible interpretation is that the woman represents Mary, the mother of Jesus. After Jesus was born, King Herod the Great ordered all infants in Bethlehem to be killed because he was told that a prophesied king of Israel had been born in Bethlehem at that time. In this interpretation, Jesus is the male child and Satan, acting through Herod, is the dragon who seeks to devour him.

Another interpretation is that the woman represents Israel. The sun with which she is clothed represents God, the moon represents the people of God, and the twelve stars are the twelve tribes of Israel. The male child is the Christian Church, which began as a Jewish sect until it came of age and was born as a separate religion (see Acts). The dragon who seeks to devour the child is Satan.

John says, “Her child was caught up to God and to his throne, and the woman fled into the wilderness” (12:5-6). There is a limited parallel here with Herod’s efforts to kill the infant Christ and the escape of Joseph and Mary to Egypt with him. If the woman represents Israel, then the escape to the wilderness for three and a half years may be in response to a terrible persecution of the Jews which takes place after the “rapture” of the Church, which is “caught up to God and to his throne.”

The Return of the Christ and the 'Resurrection of the Dead'
It is interesting that the passage concerning the woman clothed with the sun whose child is "caught up to God and to his throne" should occur at this point, immediately after the seventh trumpet, for Paul writes: “Behold, I tell you a mystery: We shall not all sleep, but we shall all be changed, in a moment, in the twinkling of an eye, at the last trumpet. For the trumpet will sound, and the dead will be raised incorruptible, and we shall all be changed” (1 Cor 15:51-52). If we equate Paul’s “last trumpet” with the last trumpet of Revelation, then the resurrection and the rapture would be in the middle of the tribulation, after the seal and trumpet judgments, but before the bowl judgments.

Scholars of the New Testament have differing answers to the question of the timing of the resurrection and a rapture, but most agree that the New Testament teaches that there will be a resurrection (of dead believers) and a rapture (of living believers) at the time of Christ's second coming. Again, Paul says: "The Christ himself will descend from the heavens...and the dead in Christ will rise first. Then we who are alive and remain shall be caught up together with them in the clouds to meet the Lord in the air” (1 Thess 4:16-17). With regard to the timing of these events, there are three major positions:
 * a) Pre-Tribulation. This position holds that the resurrection and the rapture take place at the beginning of a seven-year tribulation period.
 * b) Mid-Tribulation. This position holds that they take place at the mid-point, after three and a half years.
 * c) Post-Tribulation. According to this position, they occur at the end of the tribulation, at the time of (or immediately preceding) Christ’s coming with the armies of heaven to vanquish Satan and his armies.

There are arguments for and against all three of the above positions, however. Jesus son of Joseph said, “Of that day and hour no one knows. No, not even the angels of heaven, but my Father only. Watch therefore, for you do not know what hour your Lord is coming” (Mt 24:36,42).

Another view is that there is no literal rapture - the term rapture is not found anywhere in the Bible. 1 Thess 4:17 is Saul's/Paul's prophecy of a time of airplanes, helicopters, and spacecraft. Revelation states that the Christ returns, "He ushers in a 1,000 years of peace", "Judges everyone according to their actions", and there's a "resurrection of the dead" that is explained through (A) zombie apocalypse or (B) reincarnation. John the Baptist and Jesus were Essenes - mystic keepers of the ancient sacred Mysteries - and believed in reincarnation.

Satan is Cast Down
The next thing John sees is a war in heaven between the archangel Michael and the dragon, and their respective armies of angels. This war results in the dragon’s expulsion from heaven. Revelation then clearly states the identity of the dragon:
 * The great dragon was cast out, that serpent of old, called the devil and Satan, who deceives the whole world; he was cast to the earth, and his angels were cast out with him. Therefore rejoice, O heavens, and you who dwell in them! Woe to the inhabitants of the earth and the sea! For the devil has come down to you, having great wrath, because he knows that he has only a short time. (12:9,12)

When he sees that he is cast down from heaven, Satan begins to persecute the woman and her offspring. This passage seems to reinforce the idea (above) that the woman and her child may represent Israel and the Church. John writes, “The dragon was enraged with the woman, and he went to make war with the rest of her offspring who keep the commandments of God and have the testimony of Jesus Christ” (12:17).

The Archangel Michael
Although angels play a highly visible part throughout Revelation, Michael is the only one mentioned by name (12:7). He is given the considerable responsibility of expelling Satan and his demonic armies from heaven. He is first mentioned in the Bible in a vision of Daniel, where another angel refers to him as “one of the chief princes” (Dan 10:13). Even then, he was involved in the battle against the forces of evil in the heavenly realms, for the other angel tells of how Michael came to his aid against the angels of Persia and Greece, saying, “No one supports me against them except Michael, your prince” (Dan 10:21). In a further mention of Michael in Daniel, we find out that he is the protector of Israel, for in a passage about the end times, the angel tells Daniel, “At that time, Michael, the great prince who protects your people, will arise” (Dan 12:1). We hear of him again in the New Testament epistle of Jude, which shows that he was active in Moses’ time also. Jude writes, “Even the archangel Michael, when he was disputing with the devil about the body of Moses, did not dare to bring a slanderous accusation against him, but said, ‘The Lord rebuke you!’” (Jude 9).

The Beast from the Sea
After Satan is cast down from heaven, John sees two strange beasts. The first rises from the sea, and the second from the land. He writes, “I saw a beast rising up out of the sea, having seven heads and ten horns, and on his horns ten crowns, and on his heads the name of blasphemy” (13:1). This beast is identified with the Antichrist, a powerful political leader. Revelation says that he is given power and authority by the dragon (i.e. Satan), and he will have power for three and a half years. Given that he is being introduced at this point in the account, this time period is presumably the second half of the seven year tribulation period and coincides with the seven bowl judgments which are yet to come.

There is a difficulty with this interpretation, however. John says, “It was granted to him to make war with the saints and to overcome them. And authority was given him over every tribe, tongue, and nation. And all who dwell on the earth will worship him, whose names have not been written in the Book of Life of the Lamb who was slain from the foundation of the world” (13:7-8). This passage indicates the kind of problem we run into when trying to pinpoint a chronology for the events of the Revelation, for if the resurrection and the rapture take place at mid-point (after the first three and a half years), and the beast from the sea comes into his authority during the second three and a half years of the seven-year tribulation, how is he able to make war with the saints? This kind of conundrum is part of what makes Revelation so fascinating. It is like a puzzle where, however good at it we get, we are never able to completely master it.

The Beast from the Land
John continues, “I saw another beast coming up out of the earth, and he had two horns like a lamb and spoke like a dragon. And he exercises all the authority of the first beast in his presence, and causes the earth and those who dwell in it to worship the first beast” (13:11-12). This second beast is identified as a false prophet. He is able to make fire come down from heaven (a vision of modern weapons?). He deceives the people of the earth, and proclaims that the Antichrist is the Messiah. He then has the image of the Antichrist set up in the temple. This act is the “abomination of desolation” mentioned in the Old Testament prophecy of Daniel. (An issue for the futurist interpretation here is that the temple at Jerusalem no longer exists. According to this understanding of the prophecy, the temple would have to be rebuilt at some point.) The false prophet compels people to worship the image in the temple under penalty of death. He also forces everybody without exception to receive a mark on their right hands or foreheads, the “mark of the beast,” without which they cannot buy or sell anything. This is of particular interest to us today because, for the first time in history, the technology is now available for this to happen. Revelation gives us a clue concerning the identity of this second beast: “Let him who has understanding calculate the number of the beast, for it is the number of a man: And his number is six hundred and sixty-six” (13:18). There have been many theories concerning this number, but none have been conclusive. If it does indeed represent a future leader, perhaps the answer will become clearer when the time comes.

The Abomination of Desolation
With Satan and his angels cast down to the Earth, evil prevails in a way which has never been seen. World politics come under the control of the Antichrist, religion comes under the control of the false prophet, and the two are in partnership. Controlling both politics and religion gives them complete power over the Earth. They conquer Jerusalem, and the Jews flee to the wilderness in the face of terrible persecution (see the section entitled The Dragon, the Woman, and the Child, above). The exile of the Jews, supposedly, leaves the way clear for the “abomination of desolation,” the image of the Antichrist, to be set up in the temple.

In Daniel’s vision, the angel says, “The people of the ruler who will come will destroy the city and the sanctuary. And on a wing of the temple, he will set up an abomination that causes desolation, until the end that is decreed is poured out on him” (Dan 9:26,27). Jesus referred to this prophecy, saying, “When you see the ‘abomination of desolation’ spoken of by Daniel the prophet standing in the holy place… there will be great tribulation, such as has not been since the beginning of the world to this time, no, nor ever shall be” (Mt 24:15,21).

The Harvest
The abomination of desolation is the signal for the beginning of the harvest. John says, “I looked, and behold, a white cloud, and on the cloud sat one like the Son of Man, having on his head a golden crown, and in his hand a sharp sickle” (14:14). Accompanying the Son of Man are three angels, who assist him in reaping. The image of the harvest reminds us of Jesus’ parable of the wheat and the tares (tares are weeds which grow in wheat fields). The wheat represents the people of God, and the tares represent the followers of Satan. To uproot the tares would damage the wheat, so they are allowed to grow together until the harvest. Jesus says, “The harvest is the end of the age, and the reapers are the angels. Therefore, as the tares are gathered and burned in the fire, so it will be at the end of this age” (Mt 13:39 40).

Test Your Knowledge
{What proportion of the Earth’s life support systems are destroyed with the sounding of the first four trumpets? -A tenth -A quarter +A third -All of the life support systems are destroyed
 * type=""}

{To whom or what are the locusts of the fifth trumpet harmful? -The vegetation of the Earth +People who do not have the “seal of God” -The people of God -All livestock
 * type=""}

{When the sixth trumpet sounds, what comes out of the mouths of the army of 200 million? +Fire, smoke, and brimstone -Vomit -Blasphemies -Drool
 * type=""}

{How long do the two witnesses prophesy? -Three and a half days -Seven years -Seven days +Three and a half years
 * type=""}

{What does John see when the seventh trumpet is sounded? -An army of strange-looking ants +The ark of the covenant -Noah’s ark -A rainbow
 * type=""}

{With whom have the woman clothed with the sun and her child been identified? -Elizabeth and John the Baptist -Mary and Jesus -Israel and the Church +b and c
 * type=""}

{According to Paul, when do the resurrection and the rapture occur? -At the second coming of Christ -At a time of great tribulation -At the last trumpet +All of the above
 * type=""}

{In Revelation, which of the following are synonyms for “Satan” (i.e. words having the same meaning)? -Serpent -Dragon -Devil +All of the above
 * type=""}

{Which angel is responsible for expelling Satan and his armies from heaven? -Gabriel -Uriel +Michael -Raphael
 * type=""}

{With whom is the “beast from the sea” often identified? +The Antichrist -Poseidon -Leviathan -The dragon
 * type=""}

{With whom is the “beast from the land” often identified? -The dragon +The false prophet -Tyrannosaurus Rex -The cyclops
 * type=""}

{Which of the following is true of the beast from the land? -He compels people to worship the beast from the sea. -He forces people to receive a mark without which they cannot buy or sell anything. -He is associated with the number “666”. +All of the above
 * type=""}

{What is the “abomination of desolation” usually understood to mean? -The bombing of the Vatican -The desolation of war +The setting up of a pagan idol in the temple at Jerusalem -None of the above
 * type=""}

{Who assists the “Son of Man” in reaping the harvest? +Three angels -Three converted demons -The beast from the sea -John
 * type=""}

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Biblical Studies (NT)/V. The Seven Bowls

 NEW TESTAMENT

 Lesson 18

 REVELATION: VISIONS OF THE END   V. The Seven Bowls

''NOTE: Revelation is an enigmatic work which presents a challenge for interpreters. While most of the ideas presented in these lessons can easily be found in numerous published works, they are not presented here as definitive, but as a starting point for further analysis and discussion.''

The Bowl Judgments
Just as the last of the seven seals unexpectedly begins a whole new series of catastrophes, so the last trumpet heralds the beginning of yet a third series of disasters, more devastating than anything we have yet seen. These are the "bowl judgments". The bowls, filled with the wrath of God, are poured out on the earth by seven angels. When they are finished, the earth is all but destroyed.

First Bowl

The first bowl causes “a foul and loathsome sore” to come upon those who have the mark of the beast.

Second Bowl

The second bowl causes the sea to turn to blood, and everything within it to die. This has major implications for the world’s food supply and all whose livelihoods are connected with the oceans. It may be that the image of the sea turning to blood is not intended to be taken literally, but is a symbolic way of saying that the sea will be full of death. However, when we read the description of the next bowl, we begin to wonder.

Third Bowl

The third bowl causes the fresh water to turn to blood, “for they have shed the blood of saints and prophets, and you have given them blood to drink” (16:6). This is what is termed “poetic justice.” If the second and third bowls are taken literally, there is neither salt water nor fresh. Clearly, the end is near.

Fourth Bowl

The fourth bowl is poured on the sun, and it scorches the earth and its people with intense heat. There is much talk today about global warming. However, the intense heat of the fourth bowl judgment is presented as something which occurs suddenly, dramatically, and supernaturally, as an act of God.

Fifth Bowl

The fifth bowl brings total darkness and causes great pain. It is not quite clear what causes the pain in this instance, but experiments have shown that prolonged total darkness can have a damaging effect on the human psyche. Even so, like Pharaoh before the Exodus, the hearts of the people are hardened to the point where even supernatural events will not move them. John says, “They blasphemed the God of heaven because of their pains and their sores, and did not repent of their deeds” (16:11).

Sixth Bowl

When the sixth bowl is poured out, the stage is set for the greatest and most famous of battles: Armageddon (16:16). The name is the Hebrew form of Mt. Megiddo, a location in northern Israel, though whether this exact location is implied is open to interpretation. John writes:
 * I saw three unclean spirits like frogs coming out of the mouth of the dragon, out of the mouth of the beast, and out of the mouth of the false prophet. For they are the spirits of demons, performing signs which go out to the kings of the earth and of the whole world, to gather them to the battle of that great day of God Almighty.” (16:13-14)

These demons may be understood as the spirits of the dragon, beast, and false prophet, themselves, or as emissaries for them which go out to deal with the nations. They are corrupt, for they are described as “unclean.” They have more than convincing words with which to manipulate the earth’s leaders, but go out performing “signs.” Whatever these signs may be, they are sufficiently compelling to bring the nations together for the world’s last and greatest battle. At this time, the Euphrates River is dried up to make way for the armies of the east. This appears to be an act of God, rather than Satan, which indicates that the powers of heaven are also preparing for the battle, and that they intend to meet the forces of evil in a final and decisive confrontation.

Seventh Bowl

Up to this point, we have been listening to the words of John. We have not heard from Jesus directly since the messages to the seven Asian churches in the first three chapters. In the middle of this passage about the sixth bowl, we unexpectedly hear the voice of Jesus again: “Behold, I am coming…” (16:15). Immediately following this announcement comes the climax of the whole tribulation. John writes, “The seventh angel poured out his bowl into the air, and a loud voice came out of the temple of heaven, from the throne, saying, ‘It is done!’” (16:17). There is an earthquake so big that “every island fled away, and the mountains were not found” (16:20). This is a more extreme form of the sixth seal, where “every mountain and island was moved out of its place” (6:14).

The words, “It is done!”, remind us of Jesus’ last words on the cross (Jn 19:30). They are said here at the completion of the tribulation which is said to occur at the end of this age. The same words are repeated at the completion of the Last Judgment at the end of the world (21:6).

Babylon
The word Babylon is now used for the first time in Revelation. John writes, “Great Babylon was remembered before God, to give her the cup of the wine of the fierceness of his wrath” (16:19). Babylon is personified as a woman, who is seen sitting on a scarlet beast. She is described as the “mother of harlots and of the abominations of the earth” (17:5). John says, “I saw the woman, drunk with the blood of the saints and with the blood of the martyrs of Jesus” (17:6). The scarlet beast upon which Babylon rides is described as having seven heads and ten horns (17:3). The beast from the sea in Chapter 13 (Antichrist) and the dragon of Chapter 12 (Satan) are also described as having seven heads and ten horns, which implies that these three (Satan, the Antichrist, and Babylon) are connected.

Seven Heads

Concerning the seven heads, there is a dual symbolism, which is often the case with Biblical prophecy. Firstly, we are told that “the seven heads are seven mountains on which the woman sits” (17:9). With regard to the seven mountains on which the woman sits, the angel gives us another clue: “The woman whom you saw is that great city which reigns over the kings of the earth” (17:18). Babylon, then, is associated with a city. That city was the head of a great empire in John’s time, for it “reigns over the kings of the earth.” Furthermore, it is located on seven mountains. This, of course, can be none other than Rome, which was the capital of the empire in John’s time, and it is a well-known fact that it is built on seven hills.

Babylon does not represent a city per se, however, but the institutions of power which are located within it, and these might find their home in different locations at different times in history. This becomes apparent when we consider the seven kings which the heads also represent. The angel says, “There are seven kings. Five have fallen, one is, and the other has not yet come. And when he comes, he must continue a short time. And the beast that was, and is not, is himself also the eighth, and is of the seven” (17:10-11). Many scholars believe that Israel is a key to understanding Biblical prophecy. Applying that concept here, we can interpret the kings as representing the seven nations which have ruled over Israel (not the land, but the people) during its history. The empire about which the angel says, “One is,” is Rome, which ruled Israel in John’s time. The angel says, “Five have fallen.” These are the empires which had formerly ruled Israel: Egypt, Assyria, Babylon, Persia and Greece. Together with Rome, these account for six of the seven. At the time of writing, the seventh had “not yet come.” Since then, however, another empire has arisen which ruled over Israel -- the British Empire, which ruled Israel from 1917 until Israel's independence in 1948 (see British Mandate of Palestine). True to the prophecy, British rule lasted only “a short time,” but it is deeply significant, because it means that all seven of the empires have now come and gone. The time is ripe for the “beast that was, and is not,” who is “also the eighth, and is of the seven.” According to this interpretation, therefore, one of the seven will be resurrected in some form.

Ten Horns

The angel says, “The ten horns which you saw are ten kings who have received no kingdom as yet, but they receive authority for one hour as kings with the beast. These are of one mind, and they will give their power and authority to the beast” (17:12-13). The author speaks of these kings as yet in the future. They appear to represent a ten-nation confederation over which the Antichrist has control. Needless to say, there has been much speculation over which nations these might be.

Babylon as Symbol

Babylon is a complex concept in Revelation. It is associated with a city which is the seat of international power; with the empires which have ruled over Israel throughout history; with a confederation of ten nations in service of the Antichrist; with false religion, or the manipulation of religious institutions for ungodly ends; and with the abuse of power in general. Babylon is opposed to Christianity, for it is "drunk with the blood of the saints and with the blood of the martyrs of Jesus” (17:6). The Babylonian system gains total control by usurping both political and religious power. In its most consummated form, it features the Antichrist as a political leader who presents himself as a savior to the people of the world and insists on being worshiped as the incarnation of God. The false prophet, in cooperation with the Antichrist, and under the pretense of being a great man of God, is the most powerful religious leader in the world. With the influence of his office, he proclaims the Antichrist to be the Messiah and people are forced to worship him as such.

The Battle of Armageddon
At this point, Satan's victory seems to be complete, but it is shortlived. He barely has time to establish his authority before Christ appears, no longer the sacrificial lamb, but “King of Kings and Lord of Lords” (19:16). He rides forth to do battle with Satan in a final showdown between the forces of good and evil. The outcome is that the forces of Antichrist are completely destroyed. John writes:
 * The beast was taken, and with him the false prophet who worked signs in his presence, by which he deceived those who had received the mark of the beast and those who worshiped his image. These two were cast alive into the lake of fire burning with brimstone. And the rest were killed with the sword which proceeded out of the mouth of him who sat on the horse. And all the birds were filled with their flesh. And I saw an angel coming down from heaven, having the key to the bottomless pit and a great chain in his hand. And he laid hold of the dragon, that serpent of old, who is the devil and Satan, and bound him for a thousand years. (19:20-21; 20:1-2)

Just as Christ is described by Paul as “the firstfruits of the resurrection” (1 Cor 15:20), the Antichrist and the false prophet are the firstfruits of the lake of fire, for they are sent there in the first judgment at the end of this age. In Revelation, no one else goes there until the last judgment, at the end of the world. Satan and the followers of the Antichrist are imprisoned in the abyss, or bottomless pit, for a thousand years (the Millennium).

The Millennium
After the downfall of Babylon, there is a great celebration in heaven, followed by the announcement of the marriage of the Lamb. The Lamb is Christ. The wife symbolizes the people of God. The angel says to John: “Write: ‘Blessed are those who are called to the marriage supper of the Lamb!’” (19:9). These inherit the Earth where they live in peace for a thousand years. Although there are other passages in the Bible which speak of an age of peace, only Revelation tells us how long it lasts. The word millennium simply means one thousand years and could refer to any thousand-year period, but through common usage, the Millennium has come to be understood as referring to the age of peace of Revelation. In the Millennium, the forces of darkness have no power on the Earth. It is a time of love and unity, of peace and harmony. Isaiah says, “They will not hurt nor destroy in all my holy mountain, for the earth will be full of the knowledge of the Lord, as the waters cover the sea” (Is 11:9).

The Last Judgment
At the end of the Millenium, Satan and his followers are released from the bottomless pit. He again gathers together a huge army to make war against the people of God, but God destroys his army directly by raining fire down upon it. John writes, “The devil, who deceived them, was cast into the lake of fire and brimstone where the beast and the false prophet are. And they will be tormented day and night forever and ever” (20:10).

After the banishment of Satan to the lake of fire comes the Last Judgment, also known as the Great White Throne Judgment, after the description given by John of the heavenly throne from which judgment is dispensed (20:11). The Earth has served its purpose and there is no longer a place for it. It vanishes before the face of him who sits on the throne. All who were not a part of the first resurrection at the time of the tribulation now come before the throne for judgment. This is the second resurrection. John writes, “The sea gave up the dead who were in it, and death and Hades gave up the dead who were in them. And they were judged, each one according to his works. Death and Hades were cast into the lake of fire. This is the second death. And anyone not found written in the book of life was cast into the lake of fire” (20:13-15). Just as the Bible speaks of two births (the physical and the spiritual), it speaks of two deaths. The first death is physical death, and as we see in the foregoing passage, the second is the lake of fire.

While the Antichrist and False Prophet, who are thrown into the lake of fire before the Millennium, are said in Revelation to suffer eternal torments, the length of time is not stated for those who are banished to the lake of fire at the last judgment. The description of the lake of fire as the "second death" implies that the souls of those who go there at the last judgment do not live forever, but die, either immediately or after a suitable period of punishment. Many people believe that the souls of the lost will, nevertheless, suffer eternally, and offer scriptural passages to support their argument. Others offer passages which indicate that the nature of God only allows for punishment until such a time as justice has been served, and no more. There are therefore conflicting viewpoints on the subject.

The New Jerusalem
There now begins a completely new order of creation. The world as we know it has passed away and John sees a completely new heaven and earth. There is a heavenly city, the New Jerusalem, specially prepared by God for his people. John writes:
 * The tabernacle of God is with men, and he shall dwell with them, and they shall be his people, and God himself shall be with them and be their God. And God shall wipe away every tear from their eyes; there shall be no more death, nor sorrow, nor crying; and there shall be no more pain, for the former things have passed away.” (21:3-4)

At the beginning of the Bible, in Genesis, Adam and Eve are expelled from the Garden of Eden so that they might be denied access to the "tree of life" (symbolizing eternal life) in their corrupt state (Gen 3:22-24). Now, at the end of Revelation, the tree of life reappears. John sees the tree in the middle of the New Jerusalem, "and the leaves of the tree were for the healing of the nations" (22:2). In Genesis, the earth is cursed because of Adam's sin (Gen 3:17). In the New Jerusalem, "there will be no more curse" (Rev 22:3). In Genesis, the eternal paradise is lost. In Revelation, it is restored.

The Supreme Riddle
There is much in Revelation that is hard to understand, and even that which seems clear is probably understood only partially. Revelation is the supreme riddle which has perplexed the greatest of minds for two thousand years, yet it never loses its fascination. Rather, its fascination seems to increase, especially in these modern times when many people are convinced that the events it describes are just around the corner, historically speaking. In spite of its difficulties, its major themes are abundantly clear: the ultimate triumph of good over evil; the judgment of all before the throne of God; the presence of evil forces (both spiritual and physical) which have great power on the Earth, and their ultimate reckoning; the sovereignty of God; the reward of the faithful; and the coming of Christ to establish his kingdom at the appointed time. In the meantime, “He who is unjust, let him be unjust still... He who is righteous, let him be righteous still” (22:11), but "whoever desires, let him take the water of life freely” (22:17).

Test Your Knowledge
{Who pours out the bowls of God’s wrath? -Seven Christian martyrs -Seven apostles +Seven angels -Seven prophets
 * type=""}

{How do people respond to the first five bowls? -They are philosophical about it and take the good with the bad +They blaspheme God -They blame the political leadership -They repent of their sins
 * type=""}

{Where does the decisive battle between the forces of good and evil (sixth bowl) take place? -The Franco-German border -The Euphrates River -Babylon +Armageddon
 * type=""}

{Which of the following is said of Babylon? -She rides a beast which has seven heads and ten horns -She is the mother of harlots and abominations of the earth -She is drunk with the blood of saints and martyrs +All of the above
 * type=""}

{What has seven heads and ten horns? -The dragon -The beast from the sea -The beast upon which Babylon rides +All of the above
 * type=""}

{What do the ten horns represent? +Ten rulers -Ten demons -Ten beasts -Ten cities
 * type=""}

{What do the seven heads represent? -Seven seals -Seven rulers -Seven hills +b and c
 * type=""}

{According to the futurist interpretation, which of the following applies to the seven kings (empires) mentioned in connection with Babylon (from our present-day perspective)? -One is yet to come -All seven have come and gone -One of the seven will be resurrected in some form +b and c
 * type=""}

{What does Babylon appear to symbolize in Revelation? -An ancient city in what is now Iraq +A combined political and religious system which seeks world domination -The temple in Jerusalem -None of the above
 * type=""}

{What happens after the Battle of Armageddon? -The Antichrist and the False Prophet are thrown into the Lake of Fire -Satan signs a peace treaty with the archangel Michael -Satan is imprisoned in the Abyss (bottomless pit) for a thousand years +a and c
 * type=""}

{What is the Millennium? -A war lasting a hundred years -An eon in the history of the Earth +A thousand-year age of peace -A million years of strife
 * type=""}

{What happens after the Millennium? +Satan is released from the Abyss -The thousand-year war begins -The oceans are turned to blood -The Earth is destroyed by a huge shower of meteors
 * type=""}

{What happens to Satan after his final defeat? -He is laid to rest in a marble tomb +He joins the Antichrist and the False Prophet in the Lake of Fire -He goes to torment the souls of the dead in Hades -He flees and is never seen again
 * type=""}

{What is the second death? -The lake of fire -The death of the soul (as opposed to the death of the body) -The place to which the wicked are sent at the Last Judgment +All of the above
 * type=""}

{What is the New Jerusalem? -A rebuilding of Jerusalem after a future war -Rome +A heavenly city in which there is no more suffering -The restoration of Jerusalem after the Romans destroyed it in 70 AD
 * type=""}

{At the end of Revelation: -The curse of Genesis is ended -The tree of life from the Garden of Eden reappears -There is a new heaven and earth +All of the above
 * type=""}

In conclusion...

Home Page:

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


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Swedish Language/Botany

Text
I Sverige växer många olika slags träd och alla har rätt att besöka skogarna. Tall och gran planteras av markägaren som också har rätt att avverka när det är dags. Då och då måste man gallra i skogen så att inte träden växer för tätt ihop. Svamp och bär som växer på marken är det fritt fram att plocka. Man får dock inte plocka vissa fridlysta växter.

Examples
 Eken växer endast söder om Dalälven. Oaks only grow south of the Dalälven river. I skogen kan man plocka bär och svamp. You can pick berries and fungus in the woods. Det är mossa i gräsmattan. There are moss in the lawn. Vi ska göra lingonsylt. We will make lingonberry jam.

Exercises
Please translate into Swedish.  The coltsfoot bloom at spring time. In the woods I saw lots of windflowers. We will cut down a birch in our garden.
I will give her a bouquet of roses.

He shivers like a leaf of an aspen.

 Please translate into English.

Träden har rötter, stam och grenar.

Tall och gran är barrträd. Björk och ek är lövträd.

Tall - långa barr. Gran - korta barr.

Man får inte plocka fridlysta blommor.

På hösten kan man plocka svamp.

title: Swedish Language/Botany


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OpenKollab/tent

This is tent by tav from http://github.com/tav/scripts/blob/master/tentbot.py

Top matter
Python - Here's the setup: So we see that tent is some sort of IRC bot Bots written in python

Setting up classes
Hmmm. classes..

title: OpenKollab/tent


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Talk:Biblical Studies (NT)/IV. The Seven Trumpets

Interpretation
This page appears to be primarily speculation. In trying to present a biblically accurate portrayal of the New Testament, is such speculation appropriate? The Jade Knight (d'viser) 23:54, 26 August 2009 (UTC)

 * Once again, you make a good point, Jade Knight, though I prefer the word "interpretation." I think the main thing here is that it should come across as an attempt to make sense out of a difficult text, and not as any kind of a definitive statement. It's intended to be a thought-provoking starting point for continued analysis and discussion.
 * Let me also add that apart from a few small insights here and there, all of these ideas are in common circulation and can easily be found in numerous published works. I've merely attempted to synthesize them in a way which is orderly and easy to follow.
 * Nevertheless, in response to your comment, I've added a disclaimer at the top of each of the lessons on Revelation. --gdm 05:41, 30 December 2009 (UTC)

Your topic...
(Replace "Your topic..." with a suitable heading, then enter your question or comment.)


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Survey design/Introduction and overview

Survey design: Introduction and overview is a 1-2 hour session on the nuts and bolts of designing a survey. These presenter notes go together with the presentation slides.

Survey design: Introduction and overview was a repeat of the 27/8/09 presentation, this time for Dr. Anna Olsen's unit on "Methods of Social Inquiry" (Community Education). These were very engaged 2nd year undergraduate students! The topics were tailored to avoid being too statistical since the unit was mostly about qualitative research. The presentation went for approximately 80 minutes and followed a similar structure to previously, but went more smoothly overall. Basic outline of what was covered:
 * 1) Research process (10 mins)
 * 2) What is a survey? (5 mins)
 * 3) Research purposes
 * 4) Types of questionnaires (animation of this works well - ask students first what types of surveys they know of first, then reveal gradually) (15 mins)
 * 5) Types of questions (15 mins)
 * 6) Response formats (10 mins)
 * 7) Wording questions
 * 8) Maximising response rate - ask how? (5 mins)
 * 9) Class exercise: Examples of survey questions (10 mins)
 * 10) Sampling: Brief summary of sampling techniques focusing on distinction between random/probability based and non-probability based (10 mins) - Sher Hite example.
 * 11) Note: not levels of measurement - it worked well without this, for introductory purposes, despite it being important

Survey design: Introduction and overview was a one hour presentation by James Neill on 27 August, 2009 to a group of approximately 16 PhD students in the Faculty of Business and Government at the University of Canberra about developing questionnaires, at the request of Assoc. Prof. Ali Khazi. This was a short version of the one-day survey design workshop.

Plan
Outline for a 60 minute presentation/lecture/workshop on survey design:
 * 1) Introductions (5-10mins)
 * 2) Name
 * 3) Research question
 * 4) Research process (5 mins)
 * 5) Research question (problem)
 * 6) Research proposal
 * 7) Methodological design
 * 8) Data collection (sampling)
 * 9) Survey design: Overview (10 mins)
 * 10) What is a survey?
 * 11) Types of surveys - and their pros and cons (5 mins)
 * 12) Level of measurement (5 mins)
 * 13) Types of questions (15 mins)
 * 14) Discussion about example questions (5 mins)
 * 15) Sampling (5 mins)
 * 16) Choice will depend on research purpose, research design, and practicality
 * 17) Population
 * 18) Target population
 * 19) Sample
 * 20) Generalisation
 * 21) Margin of error & inferential statistics

What happened instead

 * Self-introduction - about interest/experience in research / importance of systematic/objective analysis (verbal)
 * The challenge of translating "human experience" validly into "analysable data" (verbal)
 * The use of questionnaires/surveys in this process - an imperfect science but one we need to strive to do well, otherwise GIGO (garbage in - garbage out) (verbal)
 * Firstly, a research question/s should be established and a research proposal, with key constructs operationally defined; from that point "measurement" is (relatively) easy :) (verbal)
 * Types of surveys and their pros and cons (whiteboard)
 * Need to understand levels of measurement and why it matters before constructing quantiative survey questions (whiteboard)
 * Objective vs. subjective questions (see survey design workshop slides)
 * Open-ended vs. closed questions (see survey design workshop slides)
 * Response formats for closed questions (see survey design workshop slides)
 * Examples - how could each be improved? (see survey design workshop slides)

title: Survey design/Introduction and overview


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Wikiversity:Candidates for Custodianship/Trinity507

Trinity507
- I, Trinity507, have made almost 1000 edits on Wikiversity since December of 2008, contributing a significant amount both to Wikiversity and Wikibooks in that time. I have been especially active since May 2009, when I founded the School of Ethnology, and this school has been my primary area of activity since. Previous to ethnology, my focus was the organization and categorization of the School of Language and Literature and the School of History and I would like to remain active in these schools in the future, perhaps branching out even further sometime. I have had several other small projects in between as well, mostly involving the categorization and organization of Wikiversity at large. I enjoy creating learning resources but I enjoy exploring existing resources even more; that is why I work so much on the "dull and boring" work already as I'd like to help newcomers to our site find their way around better. I also specialize in Interwiki resources, such as integrating Wikiversity resources with Wikibooks textbooks and making pages more visually attractive by importing images from Commons. I am nominating myself for custodianship because I would like to have the administrative privileges that would make the work I already do much easier. :-) I am currently looking for a mentor, so if anyone would like to put their name forward it would be much appreciated. Trinity507 03:06, 27 August 2009 (UTC)

 * Hi Trinity507. Great work on the ethnology, I'm looking forward to seeing that develop.  Could you talk a bit more about what type of custodian work that you are interested in doing?  You might also want to take a look at Maintenance  --mikeu talk 22:04, 27 August 2009 (UTC)

 * I'd like to do mostly categorization and navigation work, and I'd also try to work a lot with categorizing and either expanding or deleting all the very frustrating stubs we have on Wikiversity. I think it turns some people off when they come here and see so many empty resources. I head over to Maintenance a lot, it's one of my favorite spots here because of all the capacity for improvement! Sometime I'd like to branch out into templates, but I must confess that it's not really my area of expertise and I'll have to mess around in the sandbox a little bit first. My favorite thing to do on Wikiversity is to continue to help improve and polish the fantastic stuff that's already here, something I think custodianship would really help with. Trinity507 01:36, 28 August 2009 (UTC)

 * I'd just like to suggest that I'd really like to see you getting involved in discussion more; you've made precious few edits to talk pages (of any sort), and I think communication is a critical skill for a Custodian here. This would be something in particular you may want to work on during your mentorship.  The Jade Knight (d'viser) 05:27, 28 August 2009 (UTC)

 * I have some free time over the next month, so I'm available. What time zone are you in? --SB_Johnny talk 16:30, 28 August 2009 (UTC)

 * I'm in the central time zone. And thank you for the suggestion, Jade Knight, I agree that discussion is definitely something I have to work on! I pretty much did my own thing for my first few months and made a lot of mistakes, I could have probably avoided that period if I'd been more active in discussions, etc. I've now spent the last few months cleaning up a lot of my errors of my early Wikiversity days! I'd like to help new users avoid that, so I plan to take a look at some of the policies concerning that area and contribute to discussions there. And about the deletion policy comment: I actually would MUCH prefer to expand stubs rather than delete them, I was referring to "abandoned" and useless stubs that were probably created as sort of a sandbox by new users and, by community consensus, have been determined to have no or very little future value on the site. Sorry to not have been clearer about that, I reread my comment and realized that it didn't sound like what I meant at all! Trinity507 17:48, 28 August 2009 (UTC)

✅ This begins the custodian mentorship period. Good luck with the mop! --mikeu talk 12:11, 31 August 2009 (UTC)

Mentor's recommendation for full custodian status
Having completed the probationary period (plus a week or so, I've been a bit indisposed with work and flu), Trinity507 has had time to get to know the tools and their proper application, while otherwise keeping creatively busy on the learning and content-creation activities that are the core of our project. She has shown herself to be a trustworthy and thoughtful member of the community, and I'm happy to recommend her to the community for full custodianship.

Discussion and questions
Question from SB_Johnny: Hi Maggie. Just curious about your response here (and apologies, sorta: I didn't actually ask you if you felt ready, I just asked if you were going to be around!). As far as I'm concerned, the only important qualifications for a custodian are knowing what the buttons do, and not using the buttons unless you're absolutely sure you're using them on the behalf of the community (and asking around when you're not sure). My observations lead me to believe that you "fit the bill" on both points. Do you think I'm entirely too laid back about this? --SB_Johnny talk 23:03, 8 October 2009 (UTC)

Question about page deletion. Do you agree that finding ways to improve Wikiversity pages is the preferred approach to dealing with pages that might otherwise be deleted? --JWSchmidt 17:09, 10 October 2009 (UTC)

 * SB_Johnny: I don't think you're too laid back, I think maybe I'm a little uptight. :-) I think I've got everything down, I'd just like to run through it one more time to make sure. I'd agree that finding consensus and community discussion duties are a lot more difficult than pressing the buttons, and that's not something you can walk through in a mentorship. Hopefully I've gotten better about discussion, etc. during the mentorship period, as I think that was really what I needed to work on. Trinity507
 * Well, I think the non-button-pressing part of it is an ongoing learning experience. Especially here @ Wikiversity, where the community as a whole is eternally in the process of learning what we're supposed to be doing.
 * We don't have any "perfect" custodians. I'm quite imperfect myself, so there's no way I could "mentor" you to be a perfect custodian :-). --SB_Johnny talk 18:13, 10 October 2009 (UTC)

 * JWSchmidt: Yes, I'd absolutely agree that improving pages is the preferred approach. I support deletion when you have the double whammy of a bad title and no content (pages like Lesson 2, which seems to be an orphaned page from the high school biology project) or when the page seems to cause a lot of tension without resolution between users (such as, at this time, Censorship), not to mention copyright violations which of course are to be deleted. I'd like to be careful to look at arguments from all sides and be sure that I'm not accidentally censoring a valuable point of view, and that's part of the reason why I favor expansion over deletion 85% of the time. Trinity507 17:32, 10 October 2009 (UTC)
 * "cause a lot of tension" <-- I think it is important that custodians take care to examine cause and effect. Please explain how allowing Wikiversity participants to write about censorship at Censorship can "cause a lot of tension". The acts of censorship that have taken place, and continue to take place, at Wikiversity are the source of tension. If the community were allowed to discuss these kinds of abuses then the tension could be resolved. Please comment on the following specific examples of censorship at Wikiversity and how you, as a custodian, think they should have been handled: 1) A Wikiversity custodian tried to delete the main student portal of Wikiversity. When there was no consensus to delete the page, the frustrated custodian repeatedly removed links to the student portal page. Rather than discuss these actions, the custodian called me a troll and informed me that he would not discuss anything with me ever again. Expecting this custodian to continue his attack on the Wikiversity student portal page, I created a learning project aimed at encouraging Wikiversity participants to examine the attacks that were being mounted against the Wikiversity student portal page. My learning project about the attacks on the Wikiversity student portal page was censored. Censorship by intimidation continued when the custodian who wanted to destroy the Wikiversity student portal page published a large number of false accusations against me and then prevented me from responding on the page where he had published those false accusations. Do you agree that Wikiversity custodians have the right to call another Wikiversity participant "troll" and impose this kind of censorship? 2) A Wikiversity custodian invented a false claim about Freenode IRC policy. When I pointed out the fact that Freenode IRC policy does not say what was claimed, I was banned from the Wikiversity Freenode IRC channel. Do you think that Wikiversity custodians have the right to censor the Wikiversity Freenode IRC channel by banning chat participants who do not bleat "Two legs bad!" on command? 3) Wikiversity custodians have published a large number of false accusations against Wikiversity participants. I believe that the Wikiversity community should be free to discuss the nature of these false accusations, including the right to evaluate which these many false accusations can best be characterized as lies. However, raising this issue for discussion has been made a blockable offense at Wikiversity. Do you think that Wikiversity custodians have the right to publish false accusations against Wikiversity participants and then censor Wikiversity so as to prevent discussion of those false accusations? 4) Good faith questions have been censored from Wikiversity community discussions. Do you think that Wikiversity custodians have the right to disrupt Wikiversity community discussions by removing questions that are raised by Wikiversity participants? 5) Wikiversity scholars have sometimes posted links on their user pages to off-wiki learning resources only to have those links to learning resources censored. Do you think scholars who participate at Wikiversity should be allowed to provide links to their off-wiki scholarly resources or do Wikiversity custodians have the right to censor such links? 6) A wikipedian came to Wikiversity and created a sockpuppet account. That wikipedian immediately began terrorizing the participants of a Wikiversity learning project, calling their work "garbage" and censoring it. That wikipedian openly admitted his goal to be getting one of the participants of the learning project banned from Wikiversity, and he was successful in that goal. After causing severe disruption of Wikiversity by his acts of intimidation and censorship, this sock puppeteer from Wikipedia was made a Wikiversity custodian. Do you think that the reward for disruptive censorship of a Wikiversity learning project should be custodianship? 7) If you "favor expansion over deletion 85% of the time", then why not take this opportunity to expand Censorship so as to include examples of censorship at Wikiversity and help put an end to the continuing censorship of Wikiversity? --JWSchmidt 15:38, 11 October 2009 (UTC)
 * Under different circumstances I would propose expanding this page rather than deleting it. However, I do not think this policy is needed at the moment as I believe that the WV community thus far has in general been very open-minded about others' opinions and community consensus, not just custodian consensus, and so I believe that the conflict it causes is unnecessary. If at some point I see some serious censorship issues in the learning resources, I would propose restoring this page and expanding it into WV policy and/or a discussion of possible censorship, but right now, I think it needs to be removed to give everybody a bit of breathing space on the issue. If you could post a link on my talk page to the examples of censorship you mentioned, I would be happy to look at them and maybe change my stance on this issue, but either way I don't see any reason to continue discussion of that page here in the candidacy forum. Trinity507 16:50, 12 October 2009 (UTC)

Voting for full custodianship

 * - Well done, Maggie! Sincerely, James. -- Jtneill - Talk - c 22:31, 8 October 2009 (UTC)
 * - No-brainer: thoughtful, trustworthy, and interested in learning/teaching/sharing. --SB_Johnny talk 23:05, 8 October 2009 (UTC)
 * - will make a fine custodian --mikeu talk 16:52, 10 October 2009 (UTC)
 * Anyone willing to do the "dull and boring" work will make a good custodian. Seems sensible. Adambro 18:22, 10 October 2009 (UTC)
 * - We haven't met "personally" on VW, but after revision of you work, I give yes + a --Gbaor 17:15, 12 October 2009 (UTC)

Closure
✅ - The strong community support for Trinity speaks for itself. Please join me in welcoming our newest custodian, and good luck with the mop! --mikeu talk 11:21, 14 October 2009 (UTC)


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User:Adriangong

Adrian Gong was borned in 1986, china.Now he is liveing in china.

title: User:Adriangong


text: User:Altera vista

title: User:Altera vista


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Thermodynamic theory of metastable states

Metastability is a very frequent phenomenon in Mechanics, Physics, Materials Science, Chemistry, and Biology. To formulate general thermodynamic theory of metastable states the Gibbs free energy of a system with entropy and pressure as thermodynamic variables was introduced in1. This approach allows calculating the explicit dependence of the Gibbs free energy on temperature, to calculate the heat capacity, the thermodynamic barrier, dividing metastable and more stable states, and the thermal expansion coefficient. Regarded approach allows also considering the problem of thermodynamic stability under mechanical loading. The problem of influence of the heating/cooling rate on the measured dynamic heat capacity is also resolved in the regarded theory. A phase shift of the temperature oscillations of an ac heated sample is shown to be determined by the relaxation time of the relaxation of the metastable non-equilibrium state back to the metastable equilibrium one. This dependence allows calculating the relaxation time, using experimental data. A general description of the metastable phase equilibrium is included in the regarded theory. Metastable states in AB3 alloys are also investigated. Reasons for the change from the diffusional mechanism of the supercritical nuclear growth to the martensitic one as the heating rate increases are analyzed as well. The Ostwald stage rule is explained in the regarded theory. Complete general formulation of the thermodynamic theory of metastable states was published, in particular, in2. This paper is freely available for everybody on the tutorial site of MIT “The net advance of physics”3. In3 there is also a link to the paper “Metastability” from Wikipedia.

1.	Yu. V. Kornyushin, Metallofizika, 1985, 7, No 6, p. 109.

2.	Y. Kornyushin, Facta Universitatis, Series: Physics, Chemistry and Technology, 2005, 3, No 2, p. 115.

3.	Y. Kornyushin, http://web.mit.edu/redingtn/www/netadv/Xmetastable.html


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User talk:Altera vista/Dynamic Containment

A few questions
This looks interesting Altera vista. Is this a spinning jacket of air and water used to contain combustion? I watched the video at the tiddlyspot - (amazing). Is this your own original work? --CQ 17:54, 27 August 2009 (UTC)

(I will try it here too) I do not know how to respond to you - I mean not to your questions, but how this will reach you. if it does please enlighten me how it works ( if it is not too much trouble- don't want to be a pain!) Dynamic Containment is mine and all mine Its good technology since it operates exclusively with forces instead of structures. in this case the DC field is generated simply by 2 nozzle sets that's it. In the first picture one nozzle set spits out water the other air both fluids interact in the DC zone where the shear forces are from order to 2 orders of magnitude higher than in the surroundings that's where and why everything happens there. in the flame case 2nd picture the flame or/and fuel never touches the wall ( the reason i stumbled upon this thingy. there are other Dynamic containment processes available and one is in use called Tokamak reactor which uses magnetic fields to contain high/ correction very very high temperature plasmas (gasses). Of course I am planning to include some wright- up on the page. thank you for your interest. If this does not reach you I will try some other way ( not sure yet?)Altera vista 21:24, 27 August 2009 (UTC)


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Talk:Composing educational resources

Twitter announcement
Hi leigh - would it be OK to announce this course via twitter? -- Jtneill - Talk - c 23:50, 27 August 2009 (UTC)

title: Talk:Composing educational resources


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User:AOM4642

AOM 4642: Environmental Systems for Agricultural Structures

Instructor:   Dr. Ray Bucklin, bucklin@ufl.edu

Class Meetings: Tuesday, Thursday 11:45am (ROG 129) and Thursday 3:00pm (ROG 110)

Class Description: Effects of the environment on plant and animal production, processing operations and quality of stored produce. Selection of building materials and sizing of components of environmental systems in agricultural structures to enhance more efficient agricultural production, processing and storage.

Syllabus

Questions

title: User:AOM4642


text:
User:AOM4642/syllabus

AOM 4642 Environmental Systems for Agricultural Structures Semester Taught - Fall

Catalog Description: Credits:3

Effects of the environment on plant and animal production, processing operations and quality of stored produce. Selection of building materials and sizing of components of environmental systems in agricultural structures to enhance more efficient agricultural production, processing and storage.

This course is a study of agricultural structures and the environment within these structures. The first part of the course focuses on understanding the components of the environment, the impact of these components on building usage, and how to control the environmental variables of the building. The second part of the course will focus on the study of example building, general building design issues, and building construction.

Pre-requisites/Co-requisites: MAC 1147 and 3 credits of physics

Course Objectives: •	Solve problems within building environments using the Psychrometric chart •	Review key component of building codes •	Study construction methods and building materials characteristics

Instructor: Dr. Ray A. Bucklin Office Location: 169 Rogers Phone: 392-1864 x169 EMAIL: bucklin@ifas.ufl.edu

Material/Supply Fees: $20 Class Materials Required: Handouts will be provided to you that will serve as a text. Course Outline: •	Introduction to psychrometric chart •	Working problems with psychrometric chart •	Environment variable definitions and measurement •	Heat Transfer, Insulation material (continued). •	Heat Transfer, Insulation material •	Environmental Modification (continued). •	Environmental Modification •	Definition and terminology related to structures •	Building plans, bill of materials, and contracts •	Building Codes and Required Loads •	Building Materials (continued)... •	Building Materials •	Types of Fasteners •	Building Construction •	Types of Structures

Grading: Grading in this course is designed to encourage you to develop good management habits, professional integrity, reliability, on-time delivery of products, effective use of time. Attendance - I expect that you attend all lectures and labs. I will monitor attendance, and your attendance will be combined in your final grade. Poor attendance will result in a lower grade.

Labs and Homework Assignments: The number of labs reports and homework problems will vary with the number of labs reports to be limited. Most of the lab periods will be used as lecture periods. When labs reports and homework is assigned a due date will be provided. Assignments turned in later than the due date will receive credit, but with major (up to 50%) deductions for late arrival. Work turned in later than two weeks after the due date will be accepted but with only 25% credit. In business, you will be expected to deliver the product on time, the same is true here.

Exams: Two hour exams will be given, plus a final exam. In addition quizzes may be given throughout the term

Approximate grading point allocation Exams and Quizzes 	       30% Lab Reports and Homework 	30% (reduction for late reports) Final Exam 	               30% Class Attendance       	10%

Grade Scale

Academic Honesty: All students admitted to the University of Florida have signed a statement of academic honesty committing themselves to be honest in all academic work and understanding that failure to comply with this commitment will result in disciplinary action. This statement is a reminder to uphold your obligation as a UF student and to be honest in all work submitted and exams taken in this course and all others.
 * A	97-100
 * A-	92-96
 * B+	87-91
 * B	82-86
 * B-	77-81
 * C+	72-76
 * C	71-75
 * C-	70-74
 * D+	65-69
 * D	60-64
 * E	 <60

Accommodation for Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. That office will provide the student with documentation that he/she must provide to the course instructor when requesting accommodation.

Use of Library, Personal References, PC Programs and Electronic Databases: These items are university property and should be utilized with other users in mind. Never remove, mark, modify nor deface resources that do not belong to you. If you're in the habit of underlining text, do it only on your personal copy. It is inconsiderate, costly to others, and dishonest to use common references otherwise.

Software Use: All faculty, staff and students of the University are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate. We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.

UF Counseling Services: Resources are available on-campus for students having personal problems or lacking clear career and academic goals which interfere with their academic performance. These resources include: 1. University Counseling Center, 301 Peabody Hall, 392-1575, personal and career counseling;

2. Student Mental Health, Student Health Care Center, 392-1171, personal counseling;

3. Center for Sexual Assault/Abuse Recovery and Education (CARE), Student Health Care Center, 392-1161, sexual assault counseling;

4. Career Resource Center, Reitz Union, 392-1601, career development assistance and counseling.

•	Site last updated 8/25/09

title: User:AOM4642/syllabus


text:
User talk:AOM4642

 Hello AOM4642, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 00:30, 28 August 2009 (UTC)

title: User talk:AOM4642


text:
User:Philswett

Philswett

title: User:Philswett


text: Category:Blended learning

title: Category:Blended learning


text:
Open academia

Abstract
Open academia refers to scholarly work (research, education, and service) conducted in the spirit of free culture and following ethical principles characterised by valuing openness, freedom, and transparency. This requires use of open processes including open access, formats, licenses, and governance.

Two underlying principles of open academia are:
 * 1) Open by default (e.g., (fully) openly licensed - use CC-0 or CC-BY-A or CC-BY-SA; avoid CC-by-NC and all rights reserved)
 * 2) Everything should be maximally re-usable (e.g., use openly editable formats)

Values
Key values underlying the practice of open academia including freedom, transparency, accessibility and re-usability.

Processes
Open academia utilises these processes:

Activities
The processes enable the three main functions or activities of open academics and open academic institutions such as universities: research, teaching and service.

Examples

 * https://open.umich.edu

title: Open academia


text:
Google/Search and Wikiversity/2009

This is a report on some of the results found in the Sep. 1, 2009 data download with commentary. See the summary at Google/Search and Wikiversity for context.

Which pages at Wikiversity are most linked to?
As can be seen from the table at right, languages appear to be a popular topic to link to at Wikiversity. Where are all these links coming from? The "Philippine Languages" pages have a large number of links from wikiwix.com For example, visit this link and look for the Wikiversity sidebar which appears on every page of this site. The inclusion of this sidebar skews the search results returned by Google. The results for "Russian" are also due to wikiwix.com and so we can conclude that these results are not a significant indication that a variety of sites link to those pages on Wikiversity.

Another example is "Church of Scientology" which is likely due to w:Template:Scientology which is used on a large number of pages at Wikipedia. The template includes a link to Church of Scientology here. Wikipedia is ranked very high in Google search results, and so a large number of links from Wikipedia to a page on Wikiversity will increase the Google ranking of a particular page here. It is also likely that we will get a large number of page views from people who clicked on the Wikipedia template. The large number of links does not indicate that our page on the subject is popular, but it does tell use that it is a high visibility page that we should be aware of.

The "Help:Contents" and "Special:AllPages" results are due to a heavily used template at zh.wikipedia.org which can be seen at the bottom of this page.

Most of the results in the "top 10" can be explained by similar heavy linking through the use of templates which appear on many pages of another site. The results in this table are not very useful for the goal of developing Wikiversity. There are exceptions, however. Our Moodle page is linked from a number of sites such as:

 * http://www.wikipediasearch.net/index.php?action=definition+of+moodle&lang=en
 * http://docs.moodle.org/en/About_Moodle
 * http://webcastacademy.net/node/1925
 * etc.

But, one direct result from this data is that I recreated the deleted Pronunciation page as a "disambiguation page" to prevent external links to our site from producing error messages and to direct visitors to the resources that they are looking for.

Which search queries return Wikiversity pages?
The Top search queries table lists the queries that return Wikiversity pages as results, while the Clicktrough table indicates searches where someone clicked on a Wikiversity page in the results.

A search for "independent variable" returns Dependent and independent variables as the first result and Independent variable is at #33. The high ranking of the Wikiversity page is likely due to two templates on the Wikipedia site.

It is no surprise that searches for Wikimedia Foundation sister sites like Wikibooks and Wiktionary return results for Wikiversity.

The "Farsi1" search results might seem a bit odd at first glance. There is a television station called Farsi1TV ("The television channel for the Farsi speaking community") and Wikiversity has Farsi 1 which is a beginner's course in the language.

For the high ranking of "Filmmaking" see the large number of sites that link to Filmmaking.

The results for principles of Management and principles of marketing are two of the most interesting. See the discussion in the section below.

Which search results are people clicking on?
The search for "principles of management" is an interesting result. According to Google 9% of the people who search for this term clickthrough to the Principles of Management page. Knowing this might allow us to focus some of our efforts on developing resources that people are seeking to learn about. We should also check these pages to insure that they are well linked to other wikiversity pages so that newcomers can easily learn more about subjects that they are interested in.

It is interesting that both "principles of management" and "management principles" appear in the top 25. As an experiment I have created a redirect from Management principles to Principles of Management to see if this will boost the ranking and clickthrough on the "management principles" search. It is tempting to do the same for Principles of marketing and Marketing principles but this will be left alone for now, to see what happens without any changes to Wikiversity.

title: Google/Search and Wikiversity/2009


text:
Google/Search

How does Google index websites and present search results? See Google Basics for an overview.

This learning project will explore the many factors that determine how people find the information that they are looking for when they do a Google search. It will use searching of Wikiversity as an example.

Project pages:

 * Google/Search and Wikiversity

title: Google/Search


text:
Facilitation

 refers to the process of making something easy.

What do you want to facilitate?

Discussion questions

 * How can you facilitate the productive growth of this wiki?
 * How can this wiki researching more people facilitate learning?
 * What are the benefits of facilitating increased amounts of learning?
 * How can this wiki facilitate research?
 * How can you facilitate your own learning?
 * How can this wiki facilitate learning, teaching, and research?

title: Facilitation


text:
Talk:Network Topologies

I just wonder what topology is currently adopted most?

title: Talk:Network Topologies


text:
Video content on the Internet

Introduction
The videos being discussed here refer to those online videos for entertainment purpose, for example, the videos found on some video-sharing websites like youtube, blip.tv, vimeo and yahoo video etc. These videos are called streaming media, because rather than waiting until the entire video downloaded to start playing, they can be played while the downloading process is going on. However, some non-streaming videos like WMV and AVI are exclusive of discussion.

Flash Video
FLV(flash video) is one of the popular and complimentary streaming media formats used to deliver video contents over internet using Adobe Flash Player, which is offered by Adobe company and over 95% internet users have it installed in their computers. FLV is such a small format that can be easily delivered over internet and that’s why it is widely adopted as a common video format by some famous video-sharing websites like Youtube, Google Video, Yahoo! Video, metacafe, Reuters.com and so on.

Online Flash Video Player
In order to play flash videos on website, personal blog, forum..., a web-based flash video player is needed.

There are at least two ways to create such a flash video player:

For professionals:
Adobe Flash CS4 Professional plus ActionScript can be used to create flash video players. However, ActionScript is a complex computing scripting language, it may require relatively more time and effort to achieve some specific functions of flash video player that is going to be created.

For amateurs:
A relatively easy way is available at playerdiy.com, which provides a simple and user-friendly tool named Moyea Web Player to create and customize flash video players. Please check the detailed tutorial to learn more.

After the flash video player was created, just embed it to web page with HTML embed code or SWFObject

FLV Encoder
FLV encoder acts as a converter that can convert those non-streaming video formats like AVI, WMV, ect to FLV for playback over internet with just few mouse-clicks. Currently, Moyea Software has developed Video4Web Converter that is free and powerful enough to ensure the output FLV format shall meet all-level customers’ demands.

Tutorials
Check the following useful video tutorials for reference:

 * Tutorials About web Flash video player - http://www.playerdiy.com/support/

 * Configuration documentations about Flash video player - http://www.playerdiy.com/configuration/

 * Flash video tutorials - http://www.playerdiy.com/blog/category/tutorial-customizing-flash-video-player/

 * Flash tutorials on gotoandlearn.com - http://www.gotoandlearn.com/

title: Video content on the Internet


text:
Portal:French/Mentoring/Participants/Assignments

Mentors/Assignments
 * The Jade Knight - Princeof500, CQ, Russett97
 * KirbyPuckettFan - Soroush, Jpaagt
 * Eleraama - Karenmariew, Cathiesears, Dpoirier, Slojzer
 * Xionbox - KirbyPuckettFan
 * Jfrankc08 - User:Eleraama|
 * Clairùm - The Jade Knight

Tentative
 * Min's - JFman00
 * Karl1263 - Angelkeziah

See also: Useful templates


text:
User talk:Clairùm

French Mentoring
Would you be willing to mentor me in French? I am proficient in French, but I would like to develop fluency.

Seriez-vous disponible à m'enseigner en français? Je parle déjà assez bien le français, mais je voudrais améliorer mon français. Vous pouvez me parler sur AIM/Yahoo!, MSN/WLM, Skype, GMail, si vous avez quelquechose comme ça. The Jade Knight (d'viser) 06:24, 28 August 2009 (UTC)

title: User talk:Clairùm


text:
User talk:Russett97

 Hello Russett97, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight (d'viser) 06:36, 28 August 2009 (UTC)

French Mentoring
I would be happy to help mentor you in French. Do you use any chat clients I could reach you on? (AIM/MSN/Skype/Gmail/etc.) The Jade Knight (d'viser) 06:37, 28 August 2009 (UTC)

title: User talk:Russett97


text:
Votian/Dialects

Remarques
See:
 * 1) Mutually related features may be grouped as 1-4, 9-10, 11-12.
 * 2) The 7. and 9. peculiarity of Eastern dialect may be Ingrian influence.
 * Viitsoo, Tiit-Rein 2008. Liivi keel ja läänemeresoome keelemaastikud. Tartu Ülikooli eesti ja üldkeeleteaduse istituut & Eesti Keele Instituut, "4. Vaipoole murde seosed teiste vadja murretega" (of "II. LÄÄNEMERESOOME FONOLOOGIA") p. 204.
 * Laanest, Arvo 1977. "Контакты ижорского языка с соседними близкородственными языками." (Советское финно-угроведене XIII) p. 253-260.

On the chart above we can not see a clear opposition of Eastern dialect to all the others, but let's look at the traditional classification next.

title: Votian/Dialects


text:
Wikiversity talk:Candidates for Custodianship/Trinity507

Hi Trinity507 and thanks for being bold and signing up for custodianship. Thanks also for your input on the Qs 4 JWS Community Review. That was a powerful statement! (I'm a long-time friend of JWS's, btw).

So you want to delete all of our stubs? Why? Some of them should be developed or merged. Sometimes, stubs are made by people who have a good idea, but they just don't know where to go with it or how to get help. Some stubby resources are place-holders for work that is being developed elsewhere and exist here as soft redirects. Other times stubs are just silliness or people venting their frustrations. We don't have a big stub-sorting operation here and we don't have as many bots as they have on Wikipedia. And we are not a book or an encyclopedia that has to be perfect. We are a free on-line learning community.

At Wikiversity, we have facilities emerging much like brick-and-mortar universities do. We may develop an on-line clinic for mental illness (broken windows to fix), a day school for home-schooled children (vomit to mop up), scientific laboratories (lab animals to clean up after), observatories (lenses to polish), and lots of other lofty edifices that we have to maintain and keep clean. We already have debate teams, a computer science department, a grant-writing agency, a radio station .. We may even have a choir and band someday. Wikiversity is a pretend university out in cyberspace. Being a custodian here is neither an honour or a privilege. -- 08:36, 28 August 2009 (UTC)
 * Given that it's a position of trust, it should be treated with honour, even if the work is certainly not a privilege. At the same time, it's a lot of responsibility and work, and that should be evident.  Custodians are not superior to other users in any regard, but they're here to help serve the community as best they can.  The Jade Knight (d'viser) 17:55, 28 August 2009 (UTC)

Wikibooks and Wikiversity
Other wikibook people might be interested in assisting in the effort to distinguish Wikiversity as a Wikimedia project and to help clarify the relationship with sister projects, Wikibooks in particular. I am extremely interested that this process is carefully orchestrated in a consensus-driven way. I am the founder of Wikipedia:WikiProject Community and am actively watching Strategy from on high. (and being watched, perhaps). . I think we are collectively on a critical path and believe that cooperation is King. I appreciate your courage and candour and I'm not alone in that at all. --CQ 09:11, 28 August 2009 (UTC)


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Votian/Dialect classification

Votian dialects
=== Classification     ===

 * Votic
 * Eastern Votic dialect
 * Kabrio dialect (Russian: Копорья)
 * Itšäpäivä - Kozlova dialect
 * Kozlova dialect (Russian: Козлово)
 * Iivanaisi dialect (Russian: Ивановское)
 * Mahu dialect (Russian: Подмошье)
 * Kliimettina dialect (Russian: Климетино)
 * Itšäpäivä dialect (Russian: Ицепино)
 * Western Votic dialects
 * Hill dialect:
 * Kõrstõva ~ Kerstova dialect (Russian: Керстово)
 * Tšitširitsa ~ Kikeritsa dialect (Russian: Кикерицы)
 * Pihlaala dialect (Russian: Пиллово)
 * Rudja dialect (Russian: Рудилово)
 * Rannala dialect (Russian: Раннолово)
 * Lempola dialect (Russian: Лемполово)
 * Pummala dialect (Russian: Пумалица)
 * Kattila dialect (Russian: Котлы)
 * Untovõõ ~ Undova dialect (Russian: Ундово)
 * Valley dialect:
 * Jarvikoištšülä dialect (Russian: Бабино)
 * Savvokkala dialect (Russian: Савикино)
 * Mati dialect (Russian: Маттия)
 * Kõrvõttula dialect (Russian: Корвитино)
 * Mataucio dialect (Russian: Матовка)
 * Veertävä dialect (Russian: Вердия)
 * Muukkova dialect (Russian: Мукково)
 * Pontizõõ - Velikkä dialect
 * Velikkä dialect (Russian: Великино)
 * Pontizõõ dialect (Russian: Понтилово)
 * Valkovitsa dialect (Russian: Валговицы)
 * Koskolova dialect (Russian: Косколово)
 * Kahcizõõ dialect (Russian: Березняки)
 * Vaipooli dialect:
 * Luuditsa - Liivtšülä dialect
 * Rüsümätši dialect (Russian: Верхние Лужицы, Finnish: Risumäki)
 * Luutsa ~ Luuditsa dialect (Russian: Лужицы)
 * Liivtšülä dialect (Russian: Пески)
 * Jõgõperä - Rajo dialect
 * Jõgõperä dialect (Russian: Кроколье)
 * Rajo dialect (Russian: Межники)
 * Narvuzi dialect (Russian: Куземкино)
 * Kreevin dialect (Latvian: Kreeviš ~ Krievinsh ('a Russian'), hence Russian: кревинг) dialect was still alive in 1846 near Bauska (German: Marienland or Bauske) in Latvian Zemgale, noted by the academician A. Sjögren. In the 1440s the knight Heidenreich Vinke von Overberg deported Votic war prisoners - their ancestors to Courland.
 * Kukkuzi dialect (Russian: Куровицы) dialect is traditionally classified as Votic under strong Ingrian influence, but T-R. Viitsoo opposed this claim as a linguistic nonsense. We might talk about Votic substratum here instead and also in other Ingrian dialects of lower Laugaz valley (Russian: Усть-Луга): Kotko (Орлы), Mannakka (Манновка), Teesuu (Извоз), Haavikko (Кейкино) etc. and less obviously in surroundings of river Rosona (Russian: Росона)..

Following dialects of Estonia share distinctive features with Votic and might have been originally closer to Votic than to Estonian dialects. :
 * Alutaguse dialects:  The most characteristic of which was the speech of Lüganuse parish.
 * Lüganuse dialect
 * Jõhvi dialect
 * Northern and central Iisaku dialect
 * Western and central Vaivara dialect
 * Vaiga or East-Estonian dialects:  The most characteristic of which was the speech of Kodavere and north-eastern Maarja-Magdaleena parishes..
 * nucleus: (central and northern Kodavere, north-eastern Maarja-Magdaleena)
 * northern: (northern Torma and Avinurme, north-eastern corner of Laiuse, south-western Iisaku - espescially Tudulinna area)
 * central: (the rest of Torma, eastern Laiuse, eastern Palamuse, central Maarja-Magdaleena)
 * southern: (Äksi, southern Maarja-Magdaleena)

Votic substratum is found also in Finnish dialects of Western-Ingria e.g. Lutheran parts of Kattila (Russian: Котлы) and Novoselkka, Kurgolovo (Russian: Курголово) - Suakyla (Russian: Дубровка). There are some remarques about extinct Finnic dialect of Gdov (Russian: Гдов) area - Dobrychinskaya (Russian: Добручинская) municipality.

(The distribution of Votic villages in this classification needs further confirmation.)

title: Votian/Dialect classification


text: Template:Catalyst

title: Template:Catalyst


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Wikiversity:Catalyst

A catalyst is a category analyst - One who is good at sorting, classifying, linking, ...

A catalyst is ...

proposal is changing .. CQ 15:45, 28 August 2009 (UTC)
 * Note - No action for 5 years. --Goldenburg111 17:58, 3 May 2014 (UTC)

Tools for catalysts
Tools for catalysts are available to all Wikiversity users and there is no need to ask for permission or seek approval for catalytic work. Content development and maintenance are part of involvement in the open collaborative process...

From Process:

Would Catalysts have access to tools which are different from either Custodians or other Users? The Jade Knight (d'viser) 06:23, 29 August 2009 (UTC)
 * A catalyst works with categories and templates to create and organize content, to establish context and linkage and to generally improve usability. Catalysts need no special tools (besides the ones located between the ears ). Current custodians can look at recent changes in category, template and other namespaces for edits that are aligned with maintenance. For example, just created the much-needed translations template and  has built an entire School of Ethnology almost single-handedly. My belief is that such efforts should be noted. The catalyst template is merely a token of appreciation and signification from the Support staff and part of the process for mentoring potential custodians. --CQ 15:43, 30 August 2009 (UTC)
 * You can join the current discussion -->

Back to Process

Some catalytic work
NOTE: The catalyst role is not "officially" recognised nor ostensibly supported by the current staff (yet). This page has only one contributor, CQ as of 16:53, 30 August 2009 (UTC), thus could easily be deleted.

title: Wikiversity:Catalyst


text:
Wikiversity talk:Catalyst

OK. Here We Are
Roles are not titles. Functions are not privileges. Attributes are not honors. Opportunities are not rights. Sorry. CQ 10:34, 28 August 2009 (UTC)

title: Wikiversity talk:Catalyst


text:
Talk:OpenKollab/tent

We have the GreenLight

 * [04:04] == GreenLight [i=cea9ad8d@gateway/web/freenode/x-bzmiteoxjzxcnrde] has joined #sole
 * [04:15] == GreenLight [i=cea9ad8d@gateway/web/freenode/x-bzmiteoxjzxcnrde] has quit ["Page closed"]
 * 1) CQ 10:50, 28 August 2009 (UTC)

title: Talk:OpenKollab/tent


text:
Template:Use TeX

Public domain Public domain false false

title: Template:Use TeX


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User:Mietchen/Books of interest

A book wishlist for PaperC

 * 1) Atlas of Regional Anatomy of the Brain Using MRI
 * 2) Statistical Shape Analysis - brief overview here
 * 3) The Development of Animal Form: Ontogeny, Morphology, and Evolution
 * 4) Combining Pattern Classifiers: Methods and Algorithms
 * 5) Comparative Vertebrate Neuroanatomy
 * 6) Neurobiologie psychischer Störungen
 * 7) The Social Brain -- Evolution and Pathology
 * 8) Primate brain maps: structure of the macaque brain
 * 9) Combined MRI and Histology Atlas of the Rhesus Monkey Brain
 * 10) Adapted Wavelet Analysis from Theory to Software
 * 11) Atlas of Cytoarchitectonics of the Adult Human Cerebral Cortex
 * 12) Mathematics of Shape Description: A Morphological Approach to Image Processing and Computer Graphics
 * 13) Statistics and Analysis of Shapes
 * 14) Laplace Spectra for Shape Recognition
 * 15) Eigenwertspektren des Laplaceoperators in der Bilderkennung
 * 16) Cortical Development: Genes and Genetic Abnormalities
 * 17) Differential Geometry of Curves and Surfaces

title: User:Mietchen/Books of interest


text:
User:CQ/Path

On freenodeIRC:

MediaWiki Project
semantics, ontology, viral marketing, and other pointy-headed bosswords/buzzwords

RELAX

bot framework
A user alliteration has joined all the above channels .. Apply ... things discussed with lilo way back when ... while in freenode which is for HUMAN social change agents.

HUMAN yeoman hops onto BOT tractor and drives into the ~/darkcode regions...

Follow tractor into the discussion down in there to find out how to make a bot similar to a vandal fighter.

You'll be on restricted server ports irc://irc.mediawiki.org/wikiversity and irc://irc.mediawiki.org/wikiversity-en which give you a gateway to the RecentChanges logs going into the squids. This is where I get lost. The bot framework that is approved by the FOUNDATION is all over my head. (I just know a little perl and some UML.) What we can do with all of this is build, tweek and run a tracking device that tracks users, contexts and content fragments edits (noun) into the runtime environment of the MediaWiki engine. What we are looking for is reference chains betwixt, between and amongst w:Wikipedia:WikiProjects {WIKIPRAXIS COMMUNITIES} which are well-established communities of interest & practice).

The daughters template shows you an iconic way of selecting projects here. But that's on down our path.

NickServ and ChanServ
Now back to our world...

title: User:CQ/Path


text: Template:Classical Tibetan

title: Template:Classical Tibetan


text:
User talk:CQ/Path

Code & poetry
In the beginning was the dark, sweet truth: the palpable order of Earth formed lovingly a lump of latent marl awaiting beauty... After the dark, a softly singing light coaxing the clay away from slumbering water and leaf, yellow and green and blue.. From chaos.. kindred .. palms .. sons of god for whom He made it. original poem by my sister - 1997 posted here: 15:30, 28 August 2009 (UTC)

Custodian flat list
From list

CQ 18:46, 30 August 2009 (UTC)

Custodian cat list
Wait...

...break CQ 18:51, 30 August 2009 (UTC)

Custodians template
list

custodians

Left brain right brain
LEFT BRAIN FUNCTIONS uses logic detail oriented facts rule words and language present and past math and science can comprehend knowing acknowledges order/pattern perception knows object name reality based forms strategies practical safe

RIGHT BRAIN FUNCTIONS uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function fantasy based presents possibilities impetuous risk taking

From: here

title: User talk:CQ/Path


text: Template talk:Proposal

title: Template talk:Proposal