text:
New Zealand Law/Criminal/Insanity

Definition
Person labouring under:
 * (a) natural imbecility or
 * (b) disease of the mind
 * such that the person is:
 * (i) incapable of understanding the nature and quality of act; or
 * (ii) incapable of knowing that act is morally wrong having regard to commonly accepted standards of right and wrong.

Crimes Act 1961-Sec 23

R v Macmillan

 * Facts
 * Macmilian was charged with attempting to break out of Mt Eden prison. Evidence of schizophrenia.

 * Held
 * 1) Even though M might have known that others thought his actions were morally wrong, he was still legally insane because he considered that those values didn’t apply to him.
 * 2) The tests of the accused’s knowledge of moral wrongfulness is subjective.
 * 3) If the accused could not, due to a disorder mind, rationally think of the reasons that make an act or omission wrong, he is entitled to an acquittal.

Police v Bannin [1991] 2 NZLR 237

 * Facts
 * 1) Schoolboy with Kleine-Levin syndrome.
 * 2) Expert said not automatism or disease of mind.
 * Held
 * 1) Judge can receive expert evidence but must categorise himself.
 * 2) Automatism and Disease of the Mind are legal not medical terms.
 * 3) If the malfunction is internal and the risk of recurrence is high – the Court is entitled to order treatment.
 * 4) However, it is still necessary to prove that the defendant was not conscious. (There was evidence was that Bannin was aware of important facts and acted intentionally.)
 * 5) Nevertheless, prosecution had not proven that Bannin had an intention to commit a crime when he entered the house.

R v Green

 * Facts
 * 1) Green shot policeman, under the belief that the KGB were about to enter and kidnap him.
 * 2) At trial, the Crown raised all evidence of insanity.
 * Held
 * 1) Unfair for Crown to adduce evidence of insanity
 * 2) New trial ordered.

R v Hamblyn

 * Facts
 * 1) Def convicted of theft.
 * 2) Evidence of multiple personalty disorder.
 * 3) Expert evidence disagreed as to whether at the relevant time, appellant was incapable of understanding nature and quality of act.
 * Held
 * 1) Not possible to conclude on the balance of probabilities that appellant satisfied either limb.
 * 2) Defence claimed the defendant was unable to control alter egos. However, the judge's view was that the defendant's various personalities were not insane.

Ericsson v Police

 * Facts
 * Evidence that 18 year old defendant had retarded personality and social skills.

 * Held
 * 1) Insane automatism (applying Rabey v The Queen 1980 2 SCR 513, Supreme Court of Canada)
 * 2) The only identified precipitating event was argument with boyfriend.

title: New Zealand Law/Criminal/Insanity


text:
New Zealand Law/Criminal/Compulsion

Definition

 * 1) Threats of immediate death or gbh by a person present when offence commit.
 * 2) Defendant must believe threats will be carried out.

Exceptions

 * Compulsion is not available for a number of offences, including murder, gbh, treason, kidnapping, robeery arson, piracy etc.

R v Teichelman

 * Facts
 * T sold drugs to undercover drugs, said he supplied drugs in fear of O’Keefe. But O’Keefe was not present when T obtained drugs.

 * Held CA
 * 1) The offence was to supply.
 * 2) The ingredients of the offence did not including obtaining.
 * 3) O’Keefe was present throughout entire supply.
 * 4) Compulsion requires continuing threat of death or gbh. Person must be both present and in a position to carry out threat.  Believing one is is some danger is not the same as being in fear of instant death or gbh.

R v Raroa

 * Facts
 * 1) Raroa helped two men to dispose of bodies.
 * 2) The two men threatened anyone who narked on them.
 * 3) The two men did not specifically threaten Raroa.

 * Held
 * 1) Raroa was no doubt very frightened but he was not under a threat of immediate death or gbh.
 * 2) Section 24 provides very narrow defence.

R v Witika

 * Facts
 * 1) Two year old died of abuse and neglect.
 * 2) Mother and partner charged w/ murder and in the alternative manslaughter.
 * 3) Crown didn’t try to identify principal and secondary, argued:
 * - one must have been principal and the other the secondary;
 * - both defendants had duty to intervene.

 * Held
 * 1) Where there is a special relationship btwn the parties or btwn one of the parties and the victim, there is a duty to intervene.
 * 2) Failure to intervene, together with an intention to encourage/approve by non-intervention, amounts to abetting.

R v Mauriere

 * Facts
 * 1) Accused drove drunk because partner had hit and threatened her.
 * 2) History of domestic violence.

 * Held
 * 1) Gbh = serious bodily harm = harm that will seriously interfere for a time with health and comfort.
 * 2) Seen against the background of the relationship, the threats of an assault/serious assault did not amt to threats of gbh.
 * 3) Defence could only succeed if accused had no realistic alternative but to offend – if actions were proportionate to the peril faced.

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

title: New Zealand Law/Criminal/Compulsion


text:
User talk:Chibisenpai

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

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text:
User talk:Aliaamir

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text:
User talk:Wright496

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text:
User talk:Reginaldnickerson

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text:
User talk:MrAnderson~enwikiversity

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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:MrAnderson~enwikiversity


text:
New Zealand Law/Criminal/Necessity

Definition
Person not necessarily entirely deprived of choice but choice btwn two evils:
 * (a) to allow harm; or
 * (b) break the law.

Commentary
1. Requires:
 * (a) situation of urgency or moral peril (imminent death or serious injury);
 * (b) compliance with the law to be impossible;
 * (c) harm to be proportionate;
 * (d) nexus between the peril and response (belief on reasonable grounds).

2. Necessity is a common law defence that is saved by s20 of the Crimes Act.

3. It is not available:
 * (a) to a charge of murder; or
 * (b) in the case of a threat of person not present (because the latter would contradict the defence of compulsion).

Perka v R

 * Facts

 * 1) P and others smuggling drugs by ship.
 * 2) Ship's engine overheated, defendant and others were ‘forced’ to seek refuge in cave.
 * 3) P relied on defence of necessity.
 * 4) P was acquitted and the Crown appealed.

 * Held, Supreme Court of Canada
 * 1) Necessity is an excuse not a justification.
 * 2) It is inappropriate to punish acts that are morally involuntary if not physically involuntary.
 * 3) Act must be:
 * - to avoid direct and immediate danger;
 * - morally involuntary;
 * - inevitable and unavoidable; and
 * - proportionate.

 * 1) The accused's fault, in bringing about the situation, is irrelevant.
 * 2) Once the accused adduces sufficient evidence to raise defence, it is for the prosecution to prove beyond reasonable doubt that defence does not apply.

Kapi v Ministry of Transport

 * Facts
 * 1) Kapi hit parked car, charged with failing to stop.
 * 2) He claimed that he feared being beaten up by Samoans even though no one was around.
 * 3) Judge did not allow necessity to be put to the jury.
 * 4) Kapi appealed.

 * Held
 * 1) s24 compulsion deals with necessity in so far as it concerns a fear of death or both.
 * 2) Defence of necessity is unavailable in relation to a person not present.
 * 3) Moreover, necessity requires an honest and reasonable belief.

Ruka v Dept of Social Welfare

 * Facts
 * For 15 years, D claimed benefits as single person.

 * Held
 * Battered women’s syndrome did not negate fraudulent intent but D’s relationship was not in the nature of marriage – there was no financial interdependence and no degree of companionship demonstrating an emotional commitment.

Police v Kawiti

 * Facts
 * D drove drunk and disqualified – in unbearable pain and fearing further attack.

 * Held
 * 1) per Kapi - s24 limits the defence of necessity.
 * 2) No one was actually present when D got in car, therefore defence of necessity unavailable.
 * 3) However, defence of duress may be available – where danger of imminent death or serious injury to D or another. But response must be proportionate, and must be measure by reference to a sober person of reasonable firmness otherwise sharing the characteristics of D.

In re A
see In re A (Children)(Conjoined Twins: Surgical Separation) (2001) 2 WLR 480, 552-573

R v Hutchinson

 * Facts
 * Def had sabotaged 1080 operation fearing serious harm to community through contaminated water supplies.

 * Held
 * 1) No defence should be excluded unless it is clearly unavailable.
 * 2) Where common law defence saved by s20, the law is always speaking, and developments in other common law jurisdictions may be taken into acct.
 * 3) Suggests something less than an immediate threat of a person present could give rise to a defence of duress of circumstances or necessity.
 * 4) Consistent with compulsion, common law requirement for “imminent” peril should be interpreted as “immediate”.
 * 5) Need for nexus between peril and choice to respond. Defendant knew alternative water supplies available and rejected further legal action mainly due to costs.  The defendant was simply “determined to pursue objectives, he had not achieved within the law, by acting illegally”.
 * 6) The court cannot conceive of a situation where duress of circumstances available in response to a perceived threat from a lawful decision of an administrative or judicial tribunal.
 * 7) Breaking and entering, and destroying property, are not “force” for the purposes of self-defence.
 * 8) The fact that the defendant knew that all proper approval had been obtained for the 1080 operation was relevant to rejection of defence.
 * 9) Believing an attack is imminent (ie impending, about to happen) is not the same as believing it will be immediate (ie will happen without delay).

title: New Zealand Law/Criminal/Necessity


text:
User:Waytofall

Country: China Original City: Dalian Now stay: Beijing Sex: Male Occupation: Student University: Beijing Institute of Technology Major: Software Engineering In Loved: No Want A GF: Yes

title: User:Waytofall


text:
User:Kils~enwikiversity

goto user kils on wikipedia

title: User:Kils~enwikiversity


text:
User:Ocj/The intention

The intention is to create a learning collaboration on occupational injury epidemiology and injury registers.

The aims of the learning is to strengthen the knowledge of occupational injury epidemiology in theory and practice and to improve the injury registers as indispensable tools to reach the zero-occupational injuries goal by continous learning.

title: User:Ocj/The intention


text:
User:Prabuddha~enwikiversity

Hi

I am Prabuddha Sarkar. In Sanskrit Prabuddha means energetic. I am working as an Control System Engineer. I am an Indian,I live in Delhi;Gurgaon to be specific. I am by ancestral origin a Bengali, People who live around southern peninsular gangetic region. My mother tongue is Bengali. I am interested to learn French here in wikiversity.

title: User:Prabuddha~enwikiversity


text:
School evaluation/Curricular and extracurricular offerings

Schulbewertung/Angebote und Zusatzangebote


text:
School evaluation/Facilities and equipment

Schulbewertung/Ausstattung


text:
School evaluation/Counseling and facilitation

Schulbewertung/Beratung und Förderung


text:
School evaluation/Upbringing

Schulbewertung/Erziehung

title: School evaluation/Upbringing


text:
School evaluation/Quality of education

Schulbewertung/Qualität der Lehre

title: School evaluation/Quality of education


text:
New Zealand Law/Criminal/Intoxication

Commentary

 * 1) Not a defence in itself.
 * 2) Intoxication may negate mens rea.
 * 3) Intoxication is only available only where specific intent is required for the offence.

R v Kamipeli

 * Facts
 * 1) While drunk, defendant kicked another to death.
 * 2) Trial judge directed jury that, in order to acquit, they would have to find that the defendant was so drunk that he was acting as an automaton.

 * Held
 * 1) The Crown must prove intent beyond reasonable doubt.
 * 2) Intoxication is just part of the totality of the evidence which may raise reasonable doubt as to essential elements.

R v Tihi

 * Facts

 * 1) Tihi and two others attempted to rob a man, severely beating and killing him.
 * 2) Although T was extremely drunk, he was able to give a fairly detailed description of the attack to the Police.

 * Held
 * 1) The jury should have regard to all of the evidence when considering whether T had the requisite intent.
 * 2) If intent cannot be proved beyond a reasonable doubt by virtue of the amount of alcohol consumed, the verdict should be manslaughter.
 * 3) It is not for the judge to give his opinion of the evidence.
 * 4) A jury, with common sense and experience of life, is able to judge whether a man in a drunken state may or may not have had murderous intent.
 * 5) Intoxication is not the only consideration, also the duration and degree of violence required to inflict the extensive and serious injuries which caused death.

title: New Zealand Law/Criminal/Intoxication


text:
New Zealand Law/Criminal/Sentencing

Statutory Provisions

 * Part II Crimes Act
 * Criminal Justice Act 1985
 * Sentencing Act 2002

Definitions
Aggravating Factor: one which would justify a greater penalty if the court accepts it as a factor. Mitigating Factor: one which would justify a lesser penalty if the court accepts it as a factor.

Supervision sentence: 6 mths to 1 year. Community work: 40 to 400 hrs.

R v Taueki

 * Facts
 * Charged with myriad of assaults. Plead guilty. Appealed sentence.

 * Held

 * Aggravating factors :
 * - extreme violence
 * - premeditation
 * - serious injury
 * - weapons
 * - attacking head
 * - facilitation of crime
 * - perverting the course of justice
 * - multiple attackers
 * - vulnerability of the victim
 * - home invasion
 * - gang warfare
 * - victim is public official
 * - vigilante action
 * - hate crime

 * Mitigating factors
 * - provocation
 * - excessive self-defence

 * Factors that should not be seen as reducing seriousness of conduct :
 * - domestic situation
 * - victim’s plea (for light sentence)
 * - intoxication.

title: New Zealand Law/Criminal/Sentencing


text:
User talk:Mewfj

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title: User talk:Mewfj


text:
User talk:Vasilijet

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text:
User talk:Saidev

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title: User talk:Saidev


text:
User:Adi4094

hi!!

title: User:Adi4094


text:
User:Myrrhman~enwikiversity

As a fifth year physics student with qualification of interpreter in the sphere of professional communications with a good background in scientific research, I am eager to contribute my abilities and experience to Wikiversity, offering a professional level of linguistic proficiency. Given my demonstrated communicative and analytic skills, I believe I can make a contribution to Wikipedia as an editor and technical translator. Feel free to contact me at cybervintage2012@gmail.com).

title: User:Myrrhman~enwikiversity


title: File:Hw7.3.p.jpg


title: File:Hw7.3.q.jpg


text:
User:Egm6321.f09.team3/HW7

= 1 Hyperbolic Tangent Equivalent =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$\frac{x}{2} \ln \left(\frac{1+x}{1-x}\right) - 1 = x \tanh^{-1}(x) - 1$$

Show
The equivalence of the above statement.

Solution
In HW 6, we showed

 * $$\frac{1}{2} \ln \left(\frac{1+x}{1-x}\right) = \tanh^{-1}(x) $$

Substituting in,

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

 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * $$ x \tanh^{-1}(x) - 1 = x \tanh^{-1}(x) - 1$$
 * $$ x \tanh^{-1}(x) - 1 = x \tanh^{-1}(x) - 1$$

 * }
 * }
 * }

which is equivalent.

 * }

= 2 Qn as odd/even =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$Q_n(x) = P_n(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum \frac{2n-2j+1}{(2n-j+1)j} \cdot P_{n-j}(x)$$

Find
The values for :$$n (2k, 2k+1)$$ for which :$$Q_n(x)$$ is odd or even.

Solution
Recall that

 * $$\tanh^{-1}(x)$$

is odd. and for

 * $$n = 2k,P_n(x)$$

is even and for

 * $$n=2k+1,P_n(x)$$

is odd.

Therefore, for $$n = 2k$$, $$Q_n(x)$$ is odd (because odd * even = odd)

Alternately, for $$n = 2k+1$$, $$Q_n(x)$$ is even (because odd * odd = even)

 * }

= 3 Plots of Pn and Qn =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$P_n(x)\quad \text{for} \quad n = 0, 1, 2, 3, 4 $$

and

 * $$Q_n(x)\quad \text{for} \quad n = 0, 1, 2, 3, 4 $$

Find
Plot all functions.

Solution

 * $$P_0(x) = \alpha_0 = 1$$

 * $$P_1(x) = 2 \mu \alpha_1 = x$$

 * $$P_2(x) = (- \alpha_1 + 4) = \frac{1}{2}(3x^2 - 1) $$

 * $$P_3(x) = -4 \mu \alpha_2 + 8 \mu^3 \alpha_3 = \frac{1}{2}(-3x + 5x^3) $$

 * $$P_4(x) = \alpha_2 - \mu^2 \alpha_3 + 16 \mu^4 \alpha_4 = \frac{1}{8}(3 - 30 x^2 + 35 x^4)$$

 * $$Q_n(x) = P_n(x) \cdot \tanh^{-1}(x) - 2\cdot\sum_{j=1,3,5}^J \frac{2n-2j+1}{(2n-j+1)j} \cdot P_{n-j}(x) $$

where

 * $$ J:=1+2\left[\frac{n-1}{2}\right]$$

 * $$ n=0 $$; :$$ J=1 $$

 * $$Q_0(x) = P_0(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1}^1 \frac{2(0)-2(1)+1}{(2(0)-(1)+1)1} \cdot P_{0-1}(x) $$

 * $$Q_0(x) =1\cdot \tanh^{-1}(x) - 2 (0)= \tanh^{-1}(x) $$

 * $$ n=1 $$; :$$ J=1 $$

 * $$Q_1(x) = P_1(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1}^1 \frac{2 (1) -2(1)+1}{(2(1)-(1)+1)(1)} \cdot P_{1-1}(x)$$

 * $$Q_1(x) = x \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1}^1 \frac{2 (1) -2(1)+1}{(2(1)-(1)+1)(1)} \cdot (1) = x \tanh^{-1}(x)-1 $$

 * $$ n=2 $$; :$$ J=1 $$

 * $$Q_2(x) = P_2(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1}^1 \frac{2(2)-2(1)+1}{(2(2)-(1)+1)(1)} \cdot P_{(2)-(1)}(x) $$

 * $$Q_2(x) = \frac{1}{2}(3x^2 - 1)

\cdot \tanh^{-1}(x) - 2 \sum_{j=1}^1 \frac{2(2)-2(1)+1}{(2(2)-(1)+1)(1)} \cdot x $$

 * $$Q_2(x) = \frac{1}{2}(3x^2 - 1)

\cdot \tanh^{-1}(x) -  \frac{5}{2} x $$

 * $$ n=3 $$; :$$ J=3 $$

 * $$Q_3(x) = P_3(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1,3}^3 \frac{2(3)-2j+1}{(2(3)-j+1)j} \cdot P_{3-j}(x) $$

 * $$Q_3(x) = P_3(x) \cdot \tanh^{-1}(x) - 2 \cdot \left [ \frac{2(3)-2(1)+1}{(2(3)-(1)+1)(1)} \cdot P_{3-1}(x) + \frac{2(3)-2(3)+1}{(2(3)-(3)+1)(3)} \cdot P_{3-3}(x)\right] $$

 * $$Q_3(x) = \frac{1}{2}(-3x + 5x^3) \cdot \tanh^{-1}(x) - 2 \left [ \frac{2(3)-2(1)+1}{(2(3)-(1)+1)(1)} \cdot \frac{1}{2}(3x^2 - 1) (x) + \frac{2(3)-2(3)+1}{(2(3)-(3)+1)(3)} \cdot 1 \right]  $$

 * $$Q_3(x) = \frac{1}{2}(-3x + 5x^3) \cdot \tanh^{-1}(x) - \left(\frac{5}{2}x^3+\frac{1}{3}\right) $$

 * $$ n=4 $$; :$$ J=3 $$

 * $$Q_4(x) = P_4(x) \cdot \tanh^{-1}(x) - 2 \cdot \sum_{j=1,3}^3 \frac{2(4)-2j+1}{(2(4)-j+1)j} \cdot P_{4-j}(x) $$

 * Q_4(x) = P_4(x) \cdot \tanh^{-1}(x) - 2 \left [ \frac{2(4)-2(1)+1}{(2(4)-(1)+1)(1)} \cdot P_{4-1}(x) +  \frac{2(4)-2(3)+1}{(2(4)-(3)+1)(1)} \cdot P_{4-3}(x) \right ]

 * $$Q_4(x) = \frac{1}{8}(3 - 30 x^2 + 35 x^4) \cdot \tanh^{-1}(x) - 2 \left [ \frac{2(4)-2(1)+1}{(2(4)-(1)+1)(1)} \cdot \frac{1}{2}(-3x + 5x^3) +  \frac{2(4)-2(3)+1}{(2(4)-3+1)(1)} \cdot x \right] $$

 * $$Q_4(x) = \frac{1}{8}(3 - 30 x^2 + 35 x^4) \cdot \tanh^{-1}(x) - \left(\frac{35}{8} x^3-\frac{55}{24}x\right) $$

Plots:

P(x)

Q(x)

 * }

= 4 Proof of Pn and Qn =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$ = $$

Show

 * $$ = 0$$

Solution
Recall

 * $$ = \int P_n(x) \cdot Q_n(x) dx$$

since

 * $$P_n(x)$$

is even and

 * $$Q_n(x)$$

is odd for any value of n, the integral is zero.

 * }

= 5 Distance Proof =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$(r_{PQ})^2 = (r_P)^2 + (r_Q)^2 - 2r_Pr_Q \cos \gamma$$

where

 * $$ \cos \gamma = \cos \theta_Q \cos \theta_P \cos(\varphi_Q - \varphi_P) + \sin \theta_P \sin \theta_P $$

Show
The above relation is true.

Solution
Starting with,

 * $$(r_{PQ})^2 = \sum (x_Q^i - x_P^i)^2$$

where

\begin{align} x_P^1& = r_P \cos \theta_P \cos \varphi_P\\ x_P^2& = r_P \cos \theta_P \sin \varphi_P\\ x_P^3& =r_P \sin \theta_P\\ x_Q^1& = r_Q \cos \theta_Q \cos \varphi_Q\\ x_Q^2& = r_Q \cos \theta_Q \sin \varphi_Q\\ x_Q^3& = r_Q \sin \theta_Q\\ (r_{PQ})^2& = (x_Q^1 - x_P^1)^2 + (x_Q^2 - x_P^2)^2 + (x_Q^3 - x_P^3)^2\\ (r_{PQ})^2& = (r_Q \cos \theta_Q \cos \varphi_Q - r_P \cos \theta_P \cos \varphi_P)^2 + (r_Q \cos \theta_Q \sin \varphi_Q - r_P \cos \theta_P \sin \varphi_P)^2 + (r_Q \sin \theta_Q - r_P \sin \theta_P)^2\\ (r_{PQ})^2& = r_Q^2 (\cos \theta_Q)^2 (\cos \varphi_Q)^2 - 2 r_Q r_P \cos \theta_Q \cos \theta_P \cos \varphi_Q \cos \varphi_P + r_P^2 (\cos \theta_P)^2 (\cos \varphi_P)^2 + r_Q^2 (\cos \theta_Q)^2 (\sin \varphi_Q)^2 \\ &\quad -2 r_Q r_P \cos \theta_Q \cos \theta_P \sin \varphi_Q \sin \varphi_P + r_P^2 (\cos \theta_P)^2 (\sin \varphi_P)^2 + r_Q^2 (\sin \theta_Q)^2 - 2 r_Qr_P \sin \theta_Q \sin \theta_P + r_P^2 (\sin \theta_P)^2\\ (r_{PQ})^2& = r_Q^2 (\cos \theta_Q)^2 ((\cos \varphi_Q)^2 + (\sin \varphi_Q)^2) - 2 r_Q r_P \cos \theta_Q \cos \theta_P (\cos \varphi_Q \cos \varphi_P + \sin \varphi_Q \sin \varphi_P)+ r_P^2 (\cos \theta_P)^2 ((\cos \varphi_P)^2 \\ &\quad + (\sin \varphi_P)^2) + r_Q^2 (\sin \theta_Q)^2 - 2 r_Qr_P \sin \theta_Q \sin \theta_P + r_P^2 (\sin \theta_P)^2\\ (r_{PQ})^2& = r_Q^2((\cos \theta_Q)^2 + (\sin \theta_P)^2) + r_P^2((\cos \theta_Q)^2 + (\sin \theta_P)^2) - 2r_Q r_P [ \cos \theta_Q \cos \theta_P \cos(\varphi_Q - \varphi_P) + \sin \theta_P \sin \theta_P ] \end{align} $$

given the defintion of

 * $$\cos \gamma = \cos \theta_Q \cos \theta_P \cos(\varphi_Q - \varphi_P) + \sin \theta_P \sin \theta_P $$
 * {| style="width:100%" border="0" align="left"

 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * $$(r_{PQ})^2 = r_Q^2 + r_P^2 - 2r_Q r_P \cos \gamma $$
 * $$(r_{PQ})^2 = r_Q^2 + r_P^2 - 2r_Q r_P \cos \gamma $$

 * }
 * }
 * }

 * }

= 6 Binomial Proof =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$a.)\quad(x + y)^r = \sum (r k) x^{r-k}y^k$$

 * $$b.)\quad(r k) = \dfrac{r(r-1)...(r-k+1)}{k!}$$

Find

 * $$(1-x)^{-1/2} = \sum \alpha_i x^i$$

where

 * $$\alpha_i = \dfrac{1 \cdot 3 \cdot ... \cdot (2i-1)}{2 \cdot 4 \cdot ... \cdot (2i)}$$

Solution
Substitute b into a, since r is not an integer, but is any real value.

 * $$(x + y)^r = \sum \dfrac{r(r-1)...(r-k+1)}{k!} \cdot x^{r-k}y^k$$

 * $$y = 1$$, so :$$y^k=1$$

for all values of k.

 * $$(x + 1)^r = \sum \dfrac{r(r-1)...(r-k+1)}{k!} \cdot x^{r-k} $$

 * $$r = -\dfrac{1}{2}$$,

Substitute in:

 * $$(x + 1)^{-\dfrac{1}{2}} = \sum \dfrac{-\dfrac{1}{2}\left(-\dfrac{1}{2}-1\right)...\left(-\dfrac{1}{2}-k+1\right)}{k!} \cdot x^{(-1/2)-k} $$

Now all for -x:

 * $$(-x + 1)^{-\dfrac{1}{2}} = \sum \dfrac{-\dfrac{1}{2}\left(-\dfrac{1}{2}-1\right)...\left(-\dfrac{1}{2}-k+1\right)}{k!} \cdot (-x)^{(-1/2)-k} $$

let

 * $$i = -\dfrac{1}{2}-k$$

to get

 * $$(1-x)^{-\dfrac{1}{2}} = \sum \dfrac{(2i-1)!}{(2i)!} \cdot x^i $$

Note that

 * $$-x^i = (-1)^i \cdot x^i$$,

which is combined into the dfractional factorial.

therefore,

 * {| style="width:20%" border="0" align="left"

 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * $$(1-x)^{-\dfrac{1}{2}} = \sum \alpha_i \cdot x^i $$
 * $$(1-x)^{-\dfrac{1}{2}} = \sum \alpha_i \cdot x^i $$

where

 * $$\alpha_i = \dfrac{(2i-1)!}{(2i)!}$$,

as expected.
 * }
 * }
 * }

 * }

= 7 Expressions for Pn =

{| class="toccolours collapsible collapsed" width="90%" style="text-align:left" !Please click on show to see the problem solution

Given

 * $$\frac{1}{\sqrt{A(\mu, \rho)}} = \sum \alpha_i (2\mu \rho - \rho^2)^i$$

Find
The expressions for :$$P_3$$, :$$P_4$$, :$$P_5$$ using the expansion

Solution

 * $$\frac{1}{\sqrt{A(\mu, \rho)}} = \alpha_0 + \alpha_1 \cdot (2 \mu \rho - \rho^2) + \alpha_2 \cdot (2 \mu \rho - \rho^2)^2 + \alpha_3 \cdot (2 \mu \rho - \rho^2)^3 + \alpha_4 \cdot (2 \mu \rho - \rho^2)^4 + \alpha_5 \cdot (2 \mu \rho - \rho^2)^5$$

where

\begin{align} (2 \mu \rho - \rho^2)^2& = 4 \mu^2 \rho^2 - 4 \mu \rho^3 + \rho^4\\ (2 \mu \rho - \rho^2)^3& = 8 \mu^3 \rho^3 - 8 \mu^2 \rho^4 + 2 \mu \rho^5 - 4 \mu^2 \rho^4 + 4 \mu \rho^5 + \rho^6\\ (2 \mu \rho - \rho^2)^4& = 16 \mu^4 \rho^4 - 16 \mu^3 \rho^5 + 4 \mu^2 \rho^6 - 8 \mu^3 \rho^5 + 8 \mu^2 \rho^6 + 2 \mu \rho^7\\ &\quad - 8 \mu^3 \rho^5 + 8 \mu^2 \rho^6 - 2 \mu \rho^7 + 4 \mu^2 \rho^6 - 4 \mu \rho^7 - \rho^8\\ (2 \mu \rho - \rho^2)^5& = 32 \mu^5 \rho^5 - 32 \mu^4 \rho^6 + 8 \mu^3 \rho^7 - 16 \mu^4 \rho^6 + 16 \mu^3 \rho^7 + 4 \mu^2 \rho^8\\ &\quad - 16 \mu^4 \rho^6 + 16 \mu^3 \rho^7 - 4 \mu^2 \rho^8 + 8 \mu^3 \rho^7 - 8 \mu^2 \rho^8 - 2 \mu \rho^9 -    16 \mu^4 \rho^6  \\ &\quad + 16 \mu^3 \rho^7 - 4 \mu^2 \rho^8 + 8 \mu^3 \rho^7 - 8 \mu^2 \rho^8 + 2 \mu \rho^9 + 8 \mu^3 \rho^7 - 8 \mu^2 \rho^8 \\ &\quad + 2 \mu \rho^9 - 4 \mu^2 \rho^8 + 4 \mu \rho^9 + \rho^10 \end{align} $$

gather by :$$\rho$$:

 * $$\frac{1}{\sqrt{A(\mu, \rho)}} = \alpha_0 + 2 \mu \alpha_1 \cdot \rho + (- \alpha_1 + 4) \rho^2 + (-4 \mu \alpha_2 + 8 \mu^3 \alpha_3) \cdot \rho^3 + (\alpha_2 - \mu^2 \alpha_3 + 16 \mu^4 \alpha_4) \cdot \rho^4 + (6 \mu \alpha_3 - 24 \mu^3 \alpha_4 + 32 \mu^5 \alpha_5) \cdot \rho^5 + ...$$

From Eqn 7, pg 38-4,

 * $$\alpha_0 = 1\quad \alpha_1 = \frac{1}{2} \quad \alpha_2 = \frac{3}{8} \quad \alpha_3 = \frac{5}{16} \quad \alpha_4 = \frac{35}{128} \quad \alpha_5 = \frac{63}{256}$$

Therefore,

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

 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * style="width:2%; padding:10px; border:2px solid #1888aa" |

\begin{align} P_0(x)& = \alpha_0 = 1\\ P_1(x)& = 2 \mu \alpha_1 = x\\ P_2(x)& = (- \alpha_1 + 4) = \frac{1}{2}(3x^2 - 1)\\ P_3(x)& = -4 \mu \alpha_2 + 8 \mu^3 \alpha_3 = \frac{1}{2}(-3x + 5x^3)\\ P_4(x)& = \alpha_2 - \mu^2 \alpha_3 + 16 \mu^4 \alpha_4 = \frac{1}{8}(3 - 30 x^2 + 35 x^4)\\ P_5(x)& = 6 \mu \alpha_3 - 24 \mu^3 \alpha_4 + 32 \mu^5 \alpha_5 = \frac{1}{8} (15 x - 70 x^3 + 63 x^5) \end{align} $$
 * }
 * }
 * }

as expected.

 * }

= Contributing Team Members =

Angela Diggs Egm6321.f09.team3.diggs 20:21, 6 December 2009 (UTC)

Catherine Snow EGM6321.f09.Team3.cgs 15:24, 7 December 2009 (UTC)

Francisco Kuljevan --Egm6321.f09.team3.Kuljevan.Francisco 05:22, 8 December 2009 (UTC)

Barrett Mooney Egm6321.f09.team3.mooney 13:38, 8 December 2009 (UTC)

title: User:Egm6321.f09.team3/HW7


text:
Theory Design Lab/Predestination

A theory of predestination
Is it likely that predestination exists?

A scientific analysis

 * Can predestination exist without a cause or causer?
 * Does a cause or causer require intent?
 * Does a cause require physical or other interaction?
 * Does a causer have to be a supernatural agent?
 * Is there any evidence for something like predestination to exist?
 * Would you be able to measure predestination?
 * Are your proposed measurements free from observational errors, for instance cognitive biases?

Predestination as a metaphor for lack of planning
Predestination could be seen as an exaggerated metaphor for lack of planning.

 * How are higher-order volitions related to planning?
 * What are the effects of lack of planning on the individual who fails to plan?
 * What are the effects of lack of planning if others make plans?
 * What are the effects of lack of planning if a limited resource is depleted by those who plan?
 * What are limited resources?
 * Which resources are not limited?
 * Are there "predestined" plans for people in the real world?
 * What is the "predestined" plan for an uneducated and unemployed person in one of the least developed countries and who is the causer?
 * How is predestination related to the categorical imperative? (Prevention as a moral obligation; mentoring as a moral obligation)
 * How are higher-order volitions related to planning? Which moral priorities do apply? (Prevention as a moral priority)
 * What kind of plans do pupils need to make in school?

Predestination could also be interpreted to be a requirement of "implementing" a degree of "fairness" (or karma) (both words have to be used with caution here, especially because fairness may have many different interpretations). A resulting conclusion could be that planning should aim to establish a degree of fairness, which obviously may be subject to the interpretation of the planning entities (and thus may appear to require ethical standards).

 * See also: Predestination and lack of planning (Parent Education Course Writer's Guide, Wikibooks)

title: Theory Design Lab/Predestination


text:
Talk:Thermodynamics

Yeah this really shoud me merged, with the other thermodynamics, page. IT would help make everything simpler, in a respect

 * I agree they should be fused. It seems The Thermodynamics and Equilibrium Page is mostly about applications and the Thermodynamics page (or at least the links off it) have more of a educational feel. - TrystynAlxander (discuss • contribs) 00:58, 11 November 2013 (UTC)

Additions needed
I feel that the terminology section needs to be added to and maybe supplement with a section on the introductory concepts of thermodynamics. We need to add concepts like the thermodynamic limit, extensive and intensive variables, and why thermodynamic potentials are a useful idea. Luke.A.Johnson 06:29, 26 March 2010 (UTC)

 * I see you added to it. That's good, but some of it was blank sections and red links.  I took those out, but please feel free to put them back in when you have some content for them. StuRat 20:00, 26 March 2010 (UTC)

 * Yes, thank you. I had them there because I wanted to come back to fill them out. Hopefully I be able to get back to them. 00:13, 27 March 2010 (UTC)

 * Yes please merge asap. I am trying to organize a list or resources.--guyvan52 (discuss • contribs) 02:50, 23 December 2013 (UTC)

title: Talk:Thermodynamics


text:
Survey research and design in psychology/Readings/Textbooks/Howell/2010

Howell, D. C. (2010). Statistical methods for psychology (7th ed.). Belmont, CA: Wadsworth. ISBN 0495012874 | ISBN 9780495012870. ~AU$130 | Hardbound | Companion site | Author's site | UC library


text:
Talk:Financial Accounting

I recommend that this article be based upon Frank Wood's Business Accounting UK GAAP 1 and 2 (First edition). It provides a sound foundation for introducing the Accounting systems and general terminology that is generally accepted globally. Another reason is that the material has been used suitably in over 50 countries successfully for over 15 years by people studying towards many different qualifications and the reference resource materials on the web affiliated with it are extensive and accessible by anyone. Frank Wood's Business Accounting --Ashattock 00:54, 7 December 2009 (UTC)

When can we expect sections 4 and after to be uploaded?
When can we expect sections 4 and after to be uploaded? Is there anything I can do to help get them added?

Yes Tshiamo018 (discuss • contribs) 13:16, 1 March 2022 (UTC)

Examples and Tests
Please add some examples and tests for a more vivid description of when to use cash and accrual

i wanna do accounting
i wanna do home schooling of accounting. 3 or 4 pages about accounting just to learn more. Tshiamo018 (discuss • contribs) 13:15, 1 March 2022 (UTC)

title: Talk:Financial Accounting


text:
Financial Accounting/Session 3

 INTRODUCTION TO DOUBLE-ENTRY BOOKKEEPING

Knowledge Base 1
After this chapter you should be able to explain your understanding of:
 * the term accounting and its use
 * how various transactions affect the principal items in the accounting equation
 * the history of accounting
 * the relationship between accounting and bookkeeping
 * relationships between the equation and article positions of the balance sheet
 * how to present and explain the accounting equation
 * who the users of accounting are and what information they may be interested in
 * capital, assets, debtors, liabilities and creditors and their differences

 THE ACCOUNTING EQUATION AND BALANCE SHEET

In simple terms the accounting equation will help you determine what transactions need to be placed where in the bookkeeping records using the old double entry system. Many people refer to them as “T” accounts, which graphically shows what the “books” look like on paper. As time has progressed, we have devised more inventive and invaluable tools to maintain the accounting systems and bookkeeping records methods. However, no method would be useful without a sound knowledge and understanding of the accounting equation or balance sheets. Accounting has been described as a method of quantifying and communicating economic information to allow informed decisions to be made by its users based on available information. This all amounts to what value of currency units are placed in various columns to balance the monetary transactions of trade and arranging the order of the transactions in such a way that they make sense to decision makers. By the same token, they should represent an honest and true statement of standing as at the time they were recorded. Accounting is not mathematics. Just because you can perform integral calculus, does not mean you are an accountant, and just because you master the Reducing Balance Method does not mean you are a mathematician. Accounting and Maths are two separate disciplines, although being a bit of a mathematician does help in accounting practice too. So long as you can perform the the four primaries of Maths (add, subtract, multiply and divide) without a “Japanese Brain” - a calculator, then you are sure to manage the basics with ease.

title: Financial Accounting/Session 3


text:
Wiki Resources/Group Work

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Group Work
A group is an interaction between a collection of people for the purpose of achieving a common objective. There are many factors and variables that contribute to a group dynamic and to a successful and productive outcome. While researchers have documented a number of models which work successfully for certain situations, it is not possible to find one model that will work in all situations. Given the variability in human disposition, inconsistency is inevitable and it is extremely difficult to reduce human interaction to a set of strategies, methods or recipes. Thus, to elicit an optimal level of group performance it is wise to cultivate familiarity with a range of models and to employ different strategies, when necessary, to cope with and accommodate the changing circumstance. It is also possible through reflection to recognize within these models aspects of our own behavior which can be modified and refined to improve our contribution to the group.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

Why work in a Group?
The educational and social benefits of embedding group work within academic courses has been outlined by various scholarly research. It is also documented that this method, by comparison to others, leads the student to a deeper understanding and retention of the subject matter. Millis & Cottell et al (1987) state that  ‘well-designed and conducted group work leads to greater retention and understanding of what is taught’. In addition, group work also better prepares the student to participate in the ‘real world’. Elearning resources are often designed and developed by a team of people, frequently a collaboration between a number of third level institutions. Thus, it is vital to gain experience in developing the ability to work well in a group situation. Also, students who participate in collaborative work report greater satisfaction with their classes.

(Sources: Beckman, 1990; Chickering and Gamson, 1991; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986).

Benefits Of Group Work
The benefits of group work may be summarised as follows:

 * The development of co-operation, planning and time management skills
 * Develops leadership skills, analytical skills, conflict management and resolution skills
 * The student becomes more actively involved in the course
 * Creates the opportunity to work on more ambitious projects
 * Promotes student ownership of the learning where the student takes responsibility for the learning
 * When it works, the sum of the whole can sometimes be greater than the constituent parts

Types of Learning Groups
Learning Groups fall under three different catagories: informal learning groups; formal learning groups; and study teams (see Johnson, Johnson, and Smith, 1991).

Informal Learning Groups

Informal groups are temporary clusters of students which can be formed at any time within a class by asking students to discuss a question presented by the teacher. This is a useful means to check the level of understanding of the material and to give students an opportunity to apply what they are learning as well as providing a change of pace. (Johnson, Johnson & Smith: 1991 cited in Davis: 1993)

Formal Learning Groups

Formal learning groups are teams established to complete a specific task, such as write a report, or carry out a project. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.

Study Teams

Study Teams comprise regular meetings of students outside of class to assist each other in tackling assignments, coursework, exam preparation or just to study with each other and overcome any problems encountered in class. They are guided by the principle that a group can achieve more than an individual with the resultant benefit from the teaching, explanations, reflections, comments, and instruction of their fellow students. While a number of different models exist in study groups the most popular one is, perhaps, where each member becomes an ‘authority’ on a particular aspect of the subject and explains it to the others. These are especially useful to members who have missed a class. They also provide encouragement.

Stages of Group Development
Tuckman (1965) identified the following five stages of development:
 * Forming – characterised by unpredictable behaviour, perhaps politeness, as the group become acquainted with each other.
 * Storming – characterised by arguments and conflict as the group begins the search for its own rules.
 * Norming – characterised by trust, helpfulness and openness as the group begins to practice using rules.
 * Performing – characterised by trust, hard work and a group-centred focus as the group concentrates on the task.
 * Mourning – characterised by mixed feelings which include excitement along with feelings of withdrawal as the group prepares to break up.

Phases of Learning
Some theorists/educators classify group learning into three phases and distinguish them as follows:

 * Compliant learning – where the learner looks to aquire knowledge from those people who seem more commanding, formidable and prestigious
 * Identification learning – where the learners look to and trust the abilities, skills and knowledge of particular people in the group
 * Internalised learning – where the learners take responsibility and ownership of their own learning

Progression through these phases gradually nurtures trust and individual confidence amongst the participants.

Managing the Collaboration
Fiechtner and Davis, 1992 place importance on providing guidance and practice in the skills needed to succeed, particularly for students who have not worked in collaborative learning groups previously. These include:
 * Active and tolerant listening
 * Helping one another in mastering content
 * Managing disagreements
 * Giving and receiving constructive criticism
 * Presenting clear and unambiguous expectations
 * Inspiring commitment

Written contracts

Written contracts are sometimes used by faculty where the rules pertaining to the group are decided by the group members. These would include answering questions such as (Sources: Cooper, 1990; Johnson, Johnson, and Smith, 1991)
 * How the group will arrive at decisions
 * How to communicate as a group
 * How to resolve disagreements
 * Deadlines for tasks
 * Obligations to the group

Fair Division Of Labour

It is very important that the tasks set for the group members are very clear in purpose and unambiguously divided to insure an equitable and fair workload. For example, a project being completed by a group of four students concerning Ireland could be divided into four sections: North, South, East and West with each student researching one section. In the final report all the contributions are assembled into one document. Students conduct their research independently and use group meetings to share information, edit articles, proofread, and design the pages. (Sources: Smith, 1986; Tiberius, 1990; Connery, 1988; Walvoord, 1986).

Plan to Succeed

The course coordinator helps the groups formulate a plan of action on how to proceed. This will include issues such as who will do what and when and will also involve a review of the groups' strategy along with meeting the group to discuss its plan. Johnson et al contends that there ‘is a crucial difference between simply putting students into groups to learn and in structuring cooperation among students’ (1990, p10). This suggests that one must first create an environment that supports collaboration amongst students.

Keep in touch with the Group

The course coordinator maintains contact with the group on a regular basis. This is particularly important with longer projects. The coordinator also requests updates along with outlines or drafts and may requests periodic meetings either in person or on-line.

Factors that may challenge the group

 * Racial and cultural difference (see Harrison, Price and Myrtle, 1998)
 * Demographic dissimilarity (see Pelled, Eisenhardt and Xin, 1999)
 * Gender difference (see Harrison, Price and Myrtle, 1998)
 * Difference in Language/communication styles
 * Different learning/teaching styles
 * Differing time constraints - students have unequal levels of personal and home-life responsibility
 * Variability of time constraints during the project: in a six week project for example, the time at the disposal of each member will fluctuate during various parts of the cycle. Thus, it can appear at any given point that some are not contributing equally. Communication is important to mitigate any misunderstanding that may accrue
 * Some members starting the project before fully discussing the project with all of the members of the group and without making a plan or dividing responsibilities (see http://science.uniserve.edu.au/courses)
 * Absenteeism – lack of regular attendance at meetings (see http://science.uniserve.edu.au/courses)

Unhelpful Roles in a Group
Unhelpful roles according to Benne and Sheats are those that represent efforts to satisfy individual needs, do not help the group to carry out its task and hinder the maintenance of the group itself.

These are catagorized as follows:

 * Dominator: Tries to assert authority or superiority by manipulating the group, gives directions authoritatively, interrupting the contributions of others.
 * Aggressor: who deflates status of others, attack the group or the problem it is working on and jokes aggressively.
 * Blocker: tends to be negative and stubbornly resist and disagrees and opposes without reason.

 * Recognition-seeker: wants to be the centre of attention and is boastful, noisy or acts in unusual ways.
 * Self-confessor: uses the opportunity which the group provides as an audience to express personal, non group oriented ideas and insights.
 * Help-seeker: attempts to call forth sympathetic responses from other members through expressions of insecurity or depreciation of self.

Conclusion
Participation as part of a learning group may or may not fulfill our expectations and requirements. However, there is little doubt that the process itself is a worthwhile and valuable experience in which we learn many beneficial lessons. These relate particularly to our ability to co-operate with others and our willingness to sublimate our own personal desires for the greater benefit of the group. The experience of group work will also equip the participant with the necessary skills for conducting team exercises with his/her own students. Learning and negotiating the problems first-hand will assist initially in ones own personal development and ability to work in a team and laterally in the guidance and nurturing of student groups where unresolved problems may compromise the group dynamic.

Resources

 * Belbin’s team roles: http://www.mindtools.com/pages/article/newLDR_83.htm
 * The Bicycle Analogy, TASK and Maintenance in Groups.docx
 * http://www.learnhighergroupwork.com/episodes.php
 * Hints for Better Learning Groups: http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/hints.htm

Reading

Toseland, R.W. Rivas, R. (2009) An introduction to group work practice. Upper Saddle River, N.J: Pearson Education.

title: Wiki Resources/Group Work


text:
User:Ashattock

Exclusive Private Tutor based in Bloxham, UK. Specialist fields are: Basic Accounting to AS level, Computer Engineering: Hardware and Software to Grade II Technician, Telecommunications: Cable and Satellite home Entertainment, Mechanical Engineering N.T.C. IV (RSA), AutoCAD and LISP Programming, MS Office trainer, Linux Instructor, Personal Management Systems.

A lifestyle tutor who trains people to be the best they can be for themselves. I promise nothing, expect the best, accept only hard work and student does the rest.

title: User:Ashattock


text:
User talk:Ashattock

Quite honestly, I am just another idiot trying to make a small mark on the world that couldn't care less whether I ever lived or died. If in some small way I can contribute something to better another's life, then that will suffice. --Ashattock 04:56, 7 December 2009 (UTC)

title: User talk:Ashattock


text: File:Grcartesian.PNG

title: File:Grcartesian.PNG


text: File:Grpolar.PNG

title: File:Grpolar.PNG


text:
User:בינה תפארת/Father of Canada

{\rtf1\ansi\ansicpg1252\deff0\deflang1033\deftab708{\fonttbl{\f0\froman\fcharset0 Pravda;}} \viewkind4\uc1\pard\f0\fs24 `\par \tab John A. Macdonald became a lawyer when he was 21. He obtained a reputation for exhibiting tenacity, forming alliances, and respecting national rights. He found common ground and recruited supporters. His party was effective at resolving problems quickly. The mutual respect between Macdonald and George-Etienne Cartier lasted for as long as both men were alive. When the united Province of Canada was in a deadlock, he cooperated with his nemesis George Brown to crash a party in the Atlantic colonies, and present the case for Confederation. He learned from the failure of federalism in the U. S. that a strong central government was essential for national unity. After the success of Confederation in 1867, Macdonald became Canada's first Prime Minister. He convinced a major railway company to begin a railway which would stretch across the country. Macdonald's government fell to a scandal manufactured by his opponents but regained the mandate of the voters after a economically depressing period of Liberal government. Macdonald's National Policy of protectionism, railways, and settlement contributed to an economic recovery. He was determined to maintain Canada's economic independence and build a self-sufficient economy. Sir John A. died two months after winning an election which was in fact a national referendum on unrestricted free trade with the United States.\par \tab John A. Macdonald was born in Scotland in January 1815, and grew up in Upper Canada, amid rebellions and American raids. He began apprenticeship as a lawyer at an the age of 17, and was admitted to the Upper Canada bar at the age of 21. He became known as a man who enjoyed a difficult challenge by defending clearly hopeless cases. The most significant of John A. Macdonald's achievements before Confederation were his work towards the advancement of the Liberal-Conservative party and his alliance with francophone Canada. He believed in respecting French-Canadian nationality. The majority of French-Canadians would support the Liberal-Conservatives for about half a century. The union which he engineered between the Reform faction and the old Conservatives would dominate Canadian politics until his death in 1891. This party accomplished the abolition of feudalism in October 1854 soon after coming to power, and resolved the difficult problem of the clergy reserves. Macdonald's alliance with George-Etienne Cartier, known as \ldblquote The Lightning Striker\rdblquote, would last until Cartier's death from Bright's disease, and would make Confederation possible.\par \tab By 1864, politicians from west and east Canada province were in a stalemate. The Province of Canada, united in the aftermath of Lord Durham's report, was divided into French and English-speaking factions. A proposal by francophone members would be opposed by members from Canada West, and vice versa. The American Civil War was in progress, which meant that Canada was likely to be the main theatre of any war between Britain and the Northern States. British America would be stronger united than separate. Macdonald was a late convert to the idea of Confederation, but once he realized that it was better than the divisiveness of the nominally united Province of Canada, he worked tirelessly towards the goal of colonial unity. When Macdonald\rquote s Liberal rival George Brown suggested a coalition which would work together to achieve a federation of British North American colonies, John Alexander Macdonald and the rest of the coalition set out for Charlottetown, where a Maritime Union Conference was in progress. On August 29, the steamer \i Queen Victoria\i0 left Quebec city for Prince Edward Island with a full load of champagne. Because the Maritime delegates did not have much on their agenda, the well-prepared representatives from the Province of Canada were able to deliver effective speeches. John A. showed off his knowledge of British history, and Cartier and Brown lectured concerning their areas of expertise. A week of substance-enhanced recreation and a change of scenery to Halifax and Saint John mellowed the Maritime politicians enough to agree to another conference in Quebec on October 10. At the Quebec Conference, John A. explained the shortcomings of the federal system in the U. S. A. and proposed a unified government. His political partner Cartier, however, advocated provincial powers sufficient to fill the function of the old Quebec Act and maintain francophone Catholic\i \i0 identity. The Quebec Conference led to the London Conference, and the drafting of the B. N. A. act. After receiving royal assent, Confederation passed a vote by Canadian politicians in Canada West by a large majority and among francophone politicians by a much smaller majority. Macdonald had used his legal expertise and political experience to become the major contributor to Canadian Confederation. He became the first Prime Minister of the Dominion of Canada on July 1, 1867 and was knighted by the Queen.\par \tab During Macdonald's first administration from 1867 to 1873 Canada acquired Rupert's Land from the Hudson's Bay Company, and welcomed British Columbia, P. E. I., and Manitoba as new provinces. Plans were made for a railway which would link B. C. with Montreal without going through the U. S. The railway became a major political issue, and the 1872 election was closely won. On April 2 1873, the Liberals alleged that the C. P. R. company had won the trans-national railroad contract because of which party it supported in the previous election. There was really only one railway company with the finances and the engineering experience to build the railroad, and since the Liberals were against a national railroad, the Canadian Pacific Railroad company contributed money to the election campaigns of Cartier and Macdonald. Despite having not gained personally from the campaign contributions, Macdonald lost supporters because of the Liberal allegations, and the government resigned in November 1973. Macdonald's party lost the election in 1874. Fortunately for Macdonald, the Liberals gained power just in time for an economic depression. When manufacturers failed to convince the Liberals to protect domestic industry with tariffs in their 1876 budget, Macdonald's Conservatives promised to implement their own tariff system, which would allow domestic finished products to compete with cheap imports. This system, along with the national railroad and the settling of the West, was called the National Policy. Tariffs on raw materials were lowered, and production costs were reduced. The National Policy helped the Sir John A. as well, by enriching wealthy businessmen who would support the Conservative Party. The last spike of the Canadian Pacific Railway was finally driven in November 1885, completing the CPR line in half the time specified in the contract. In 1880, Canadian National identity was strengthened with the appointment of the first High Commissioner for Canada, who fulfilled the function of ambassador to Britain.\par \tab In 1890, the McKinley tariff on Canadian wheat exports to the U. S. was levied. Sir John's effort to negotiate a limited reciprocal trade agreement was thwarted, so he followed a strategy which was designed to ensure Canadian independence from the U. S. for decades to come. He opposed the Liberal platform of \ldblquote Unrestricted Reciprocity\rdblquote, and the even more extreme scheme of commercial union with the States. Sir John appealed to Canadian nationalism, and promised to his audiences that \ldblquote With my utmost effort, with my latest breath, will I oppose the 'veiled treason' which attempts with sordid means and mercenary proffers to lure our people from their allegiance\rdblquote. He published a pamphlet drawn up by Liberal supporters which explained how Americans could force Canada into surrender. American politicians talked openly of forcing the assimilation of the Dominion of Canada through trade policies. Edward Blake, the former Liberal leader, publicly opposed Laurier's trade policy. The 1891 election proved to be too exhausting for the \ldblquote old lion\rdblquote, and he died two months after the election. He indeed defended the nation that he founded with his latest breath.\par \tab The Right Honourable Sir John Alexander Macdonald, Knight Commander of the Bath, was the man who was responsible more than any other for the creation and survival of the Dominion of Canada. The Scottish-born lawyer was involved in Canadian politics for forty-eight years, and was the leader of the Liberal-Conservative coalition of francophone and English-speaking reformers and Tories for most of his adult life. His party ended the feudal system in Canada. As a father of Confederation, he was the main author of the B. N. A. act. The trans-national railroad that he worked relentlessly to complete opened up the prairies and linked B. C. with Ontario and Quebec. His government fell to a politically motivated scandal, but regained the confidence of the electorate and saw the country recover from an economic depression. His brand of protectionism provided a top-down boost to the Canadian economy and promoted east-west trade in defiance of geography and politics. Canada got its first de facto \ldblquote ambassador\rdblquote to Britain during his government. He fought against the seemingly inevitable incorporation of Canada into the United States, and remained popular until and after his death.\par `\par \pard\nowidctlpar\hyphpar0\sl200\slmult0\b `\par \pard\nowidctlpar\hyphpar0\sl200\slmult0\qc Works Cited\par \pard\nowidctlpar\hyphpar0\sl200\slmult0\b0\par \pard\nowidctlpar\hyphpar0\fi-444\li458\sl200\slmult0 Robert Craig Brown, \ul National Policy\ulnone, (Historica Foundation of Canada, , 2007)\par \par Donald Creighton, \ul The Young Politician\ulnone, (Macmillan, Toronto, 1965)\par \par Donald Creighton, \ul The Old Chieftain\ulnone, (Macmillan, Toronto, 1965)\par \par J. K. Johnson, \ul John A. Macdonald\ulnone, (Historica Foundation of Canada, , 2007)\par \par David Orchard. \ul The Fight for Canada\ulnone : Four centuries of resistance to American expansionism, (Westmount, Quebec: Robert Davies Multimedia Publishing Inc., 2002)\par \par James H. Marsh, \ul The Persuasive Power of Champagne\ulnone, (Historica Foundation of Canada, , 2007)\par \par Heath Mcquarrie, \ul The Conservative Party\ulnone, (McLelland and Stewart Ltd., Toronto)\par \par Desmond Morton, \ul A Short History of Canada\ulnone, (Hurtig Publishers Ltd., Edmonton)\par \par P. B. Waite, \ul Pacific Scandal\ulnone, (Historica Foundation of Canada, , 2007)\par `\par `\par \par \par \par \par \par \par \par \par \par \par \par \par \par \par \par \pard\nowidctlpar\hyphpar0\sa120\sl200\slmult0\qc The Father of Canada\par \par \par \par \par \par \par \par \par \par Yousef ibn Abd al-Halim\par \par \par \par \par \par \par CH4U\par \par 5768\par 06. 18. 07.\par \par \par \par \par \par \par \par \par \par \pard\nowidctlpar\hyphpar0\sa120\sl200\slmult0 `\par ````\par }

בינה תפארת 07:57, 7 December 2009 (UTC)

title: User:בינה תפארת/Father of Canada


text:
User talk:Bayman~enwikiversity

 Hello Bayman, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 7 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 7 December 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

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

title: User talk:Bayman~enwikiversity


text:
User talk:Ifnotschool

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 7 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 7 December 2009 (UTC)

title: User talk:Ifnotschool


text:
User talk:Ganymede~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 7 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 7 December 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Ganymede~enwikiversity


text:
New Zealand Law/Criminal/Automatism

Definition
An unconscious involuntary act performed without conscious volition.

R v Cottle

 * Held

 * 1) Where intent is an essential ingredient and… a proper foundation has been laid and automatism is consistent with sanity, the accused should be acquitted. But if the automatism is attributable to a disease of the mind, the verdict should be acquittal on acct of insanity.
 * 2) If sane automatism, onus on defence to provide no more than sufficient evidence from which a finding can be based. If insanity, accused must establish.
 * 3) It is for the trial judge to instruct the jury on what constitutes a disease of the mind. It is for the jury to say whether the accused is suffering from a disease of the mind.
 * Obiter

 * 1) Prosecution must disprove non-insane automatism beyond reasonable grounds once defence put evidence on which such a finding could be based.
 * 2) Automatism is an action of which the doer is not conscious, a temporary eclipse of consciousness that nevertheless leaves a person able to exercise bodily movements.
 * 3) If there is evidence of insanity, judge must put insanity to jury - judge must consider fairness to the defence, public interest.
 * 4) Crown may not adduce evidence of insanity first.

R v Rabey

 * Facts
 * 1) Student infatuated with classmate, reads letter in which she calls him a nothing.
 * 2) When she tells him she considers him “a friend”, defendant snaps.

 * Held SC of Canada
 * 1) An internal malfunction is a disease of the mind. A transitory external malfunction is not a disease of the mind.
 * 2) Ordinary stresses and disappointments of life are not an external cause. However, a dissociative state caused by viewing, for example, an horrific accident in which loved ones died is external, not a disease of the mind.

Ministry of Transport v Strong

 * Facts
 * 1) Driving, defendant hit roundabout.
 * 2) When stopped, refused to take breath test.
 * 3) At trial, claimed automatism.

 * Held
 * 1) Strict liability offence.
 * 2) Defence of automatism not available where intent is not an ingredient (ie automatism is subsumed into a defence of due diligence or total absence of fault.)

Police v Bannin

 * Facts
 * 1) Schoolboy with Kleine-Levin syndrome
 * 2) Expert said not automatism or disease of mind.

 * Held
 * 1) Judge can receive expert evidence but must categorise himself.
 * 2) Automatism and Disease of the Mind are legal not medical terms.
 * 3) If malfunction internal and risk of recurrence high, then the Court is entitled to order treatment.
 * 4) However, it is still necessary to prove that the defendant was not conscious. In this case, there was evidence that the def was aware of important facts and acted intentionally.
 * 5) But prosecution had not proven that the defendant had an intention to commit a crime when he entered.

R v Campbell

 * Held
 * 1) A loss of self-control does not mean that the conduct is voluntary (unless automatism – which requires absence of conscious volition).

Burnskey v Police

 * Facts
 * Appellant suffered brain injury at birth, brain “functioned defectively”.

 * Held:
 * 1) Not a disease of the mind (but provided foundation for automatism).
 * 2) Impaired consciousness raised possibility of automatism (but note Adams doubts sufficient).

R v Stone (SC of Canada)

 * Held (following Rabey).
 * 1. If automatism results from psychological blow, must be presumed to be disease of the mind unless the trigger was:
 * (a) extremely shocking; or
 * (b) such that a normal person would have entered a dis-associative state.
 * 2. If the condition is likely to recur, then it is insanity.
 * 3. Suggests defence may sometimes succeeds, but in this case defendant semi-conscious and has some memory.
 * 4. Accused must prove automatism – sane or insane – on the balance of probabilities.
 * 5. For automatism to be considered, defendant must claim and must support with expert evidence.

title: New Zealand Law/Criminal/Automatism


text:
New Zealand Law/Criminal/Bail

Statutory Provisions

 * Bail Act 2000

B v Police (No 2)

 * Held
 * 1. On appeal of bail, accused must prove:
 * - the decision was contrary to principle;
 * - the judge took account of irrelevant matters; or
 * - the judge was wrong.

 * 2. Therefore, new evidence best dealt with as new application.

 * 3. Court has to consider:
 * - risk of offending while out on bail;
 * - risk of absconding;
 * - risk of interference with witnesses;
 * - delay before trial;
 * - need of access to legal counsel.

G v Police

 * Held
 * 1) Primary consideration – the safety of the public.
 * 2) Onus on applicant to show why bail should be considered.
 * 3) Only evidence admissible at trial should be considered.

R v Fatu (unreported)

 * Held
 * 1) No nexus between curfew and risk of interference with prosecution witness(es).
 * 2) Bail, therefore, amended and curfew replaced with geographical constraint.
 * 3) BORA right to freedom of movement at issue.

title: New Zealand Law/Criminal/Bail


text:
User:Fangjian~enwikiversity

en:Fangjian

fr:Fanron

zh:方洪渐

title: User:Fangjian~enwikiversity


text:
User:בינה תפארת/B/2

co-operative confederation coalition `67
And G-d saw the light that it was good.

...

On the 7th day, the secretary-general rested from all the work that he had made.

pre-emptive fortitudinous defence 34`
We're winning!

We're winning!

Ceasefire!

Ceasefire!

We won!

We won!

Let's all get along. Don't you like my swastika tie? I picked it special as a symbol of peace and security.

` Begin
Ok. Here's a nice AFB, large oil reserves, and some great tourist resorts.

My receipt? Thanks. It's great doing business with you.

I'm sure we'll live together side by side for many years to come.

Congrats on the Peace Prize!

` Barak u MuBarak
(to be continued)

page description
rough outline

בינה תפארת 10:53, 7 December 2009 (UTC)

title: User:בינה תפארת/B/2


text:
User:בינה תפארת/b/2

concept art
`

attribution
` <!-- ````

!Todo ser humano tiene la obligación de respetar la vida y la libertad ordenada!

Guten Tag. Ich bin ein Mensch, nicht ein Untermensch.

Izraelici na żywo.

Јосиф је зив!

Information
{userboxtop}

This user knows that gun control has killed more people than guns have.

This user believes Yeshu HaNotzri, along with millions of other Jews, died instead of Goyyim. And that's just the 1st millenium C. E.

This user has a Wikimedia account.

This user uses a Wikademia account for original research.

{userboxbottom}

Edit log
AdamDavid 22:13, 3 December 2009 (EST)

````

5TH LUMBAR SHATTERED
in a small dark room

before the dawn, memories

of treblinka and sobibor,

of warsaw and tel hai. in

iraq, david raziel dies--

for the enemy. in america

uncomfortable questions--

suppressed but never silenced.

a victim, but a victor...

arlosoroff, shalhevet, gandhi.

AdamDavid 22:34, 5 December 2009 (EST)

Source Code Template
%rem #include<_library.h>

setscreen ("nobuttonbar");

%rem int main

%rem {

var n_xpos, n_ypos, n_zrot, n_lodz, n_etimec1, n_etimec2 : int := 0;

var n_xcol, n_yrow : int := 0;

var c_har : char := chr (0); var c_hars : array char of boolean

var n_mousx, n_mousy, n_mbttn : int := 0

Mouse.ButtonChoose ("multibutton")

put "press space to continue,"; put "press ` to exit";

loop Input.KeyDown (c_hars); if c_hars (' ') then exit end if end loop

%rem main loop

loop Mouse.Where (n_mousx, n_mousy, n_mbttn);

Input.KeyDown (c_hars); c_har := chr (0); for n1 : 0 .. 255       if c_hars (chr (n1)) then c_har := chr (n1); end if   end for put n_zrot ..; if c_har not= chr (0) then if c_har = '`' then exit end if       put c_har ..; for n : 1 .. 24           put " "; end for end if   n_zrot += 31415 n_zrot := n_zrot mod 32768

%rem funtion{ %rem line seg, %rem (truncated) conic section, %rem fill3poly, 2-tone, %rem splinecurve;

%rem co-ord's;   %rem colour; %rem }

n_etimec1 := Time.ElapsedCPU; for n1 : 0 .. 31       for n2 : n1 .. 31           if n_etimec2 - n_etimec1 <= 20 then drawdot (n_mousx + (31 - n2), n_mousy - n1, (15 + n_mbttn * 16) mod 128); n_etimec2 := Time.ElapsedCPU; end if       end for end for %rem UI code goes here end loop %rem end main loop %rem return(void); %rem } end loop

%rem EOF

AdamDavid 22:34, 5 December 2009 (EST)
```` --> `

title: User:בינה תפארת/b/2


text:
Wikiversity talk:Contact

Hi, My name is Nathan Grimm from www.GuideToOnlineSchools.com. We recently published a detailed list of style guide resources for the MLA, APA, Chicago, and CSE styles: http://www.guidetoonlineschools.com/tips-and-tools/mla-apa-chicago-cse. It includes resources written by universities, general online guides, and free works cited generators. It is an excellent tool for any student because it links to over 70 of the best resources on the internet. I think the visitors to your website will find a link to this resource useful. Also, I would be happy to improve the guide based on your feedback. Thank you for your time. Sincerely, Nathan Grimm Program Manager – Reach Network nathan@reachnetwork.com http://twitter.com/n8ngrimm (425) 605-8898 123 Lake Street S Ste B-1 Kirkland, WA 98033

title: Wikiversity talk:Contact


text: User:Antarctic-adventurer

title: User:Antarctic-adventurer


text: File:Legfunc.jpg

title: File:Legfunc.jpg