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College Survival Guide/Improving Writing Skills

Intro
Some people ignored English while growing up; some people were not taught correctly; and others had different obstacles. A student will not last long in college if he or she does not effectively use the English language.

This guide is meant to help improve your English language skills in relation to a collegiate setting. This guide does not seek to make you a great writer, and there are other Wikibooks that cover writing more in depth.

You will have to grow accustomed to writing multi page papers properly and efficiently. You should also be able to quickly proofread and revise your work to minimize grammatical and spelling errors. The grading of a paper depends on many factors: course level, course, paper requirements, etc. As someone aspiring to be a professional or a scholar, you will need to write like a professional or a scholar.

Some people might think this is too much trouble. However, if you don't learn it, you'll be in trouble.

Preparing yourself
The best way to master reading and writing is to read and write. Below are some exercises you can try to improve your skills.
 * Check out books from your local library and read one every few days. Summarize your thoughts on each book in a diary.
 * Attend a writing workshop.
 * Expand articles on wikis. Cite your sources when doing so.
 * Write letters to the editor, online reviews for products, and other short form writing.
 * Read manuals of style. Ask yourself why some writing styles are different than others.
 * Review things you wrote in the past. Are you happy with them? If so, what did you like? If not, how would you rewrite it?
 * An easy way to practice is writing in a journal. As a person continues to write his or her thoughts in a journal, he or she will come across spelling and grammar errors and be able to correct them. Good writing comes with consistent proofreading and revision.

Good writing is not something that is achieved overnight. Keep at it, and you will improve.

Coherence
Make one sentence link to the next. Afterwards, you could use transitions to go from that sentence to this sentence. However, this sentence may not be as apparent as the last sentence. Of course, one could make an argument about that statement... Do you notice the coherence? That's why you need to start practicing coherence before you write a college paper.

Rhetoric
Put simply, Rhetoric is a technique used to influence the reader. This is critical when writing at a college level, as you will often have to make points and take sides when authoring a paper. People may perceive the writer to be an intelligent writer because of his or her ability to create stylish prose. The trick is to make the prose seem logical and reasonable.

By analyzing style, seeing how it is used, and applying its concepts, a student can vastly improve their writing. By using rhetorical figures in different situations, and throwing them around like spices in a dish, you will be working toward that perfect meal that earns 5 stars on presentation and taste. You ever hear about a person analyzing a text? You ever wonder how that is done correctly? Well, it takes some practice, but understanding rhetoric is a good start, mainly because rhetoric is about understanding terminology and applying it.

Here's an exercise as an example. Grab a newspaper and identity rhetoric techniques in it. Choose Newsweek, Times, USA Today, or some other popular publication. Your job is to identity the parts of style. Afterwards, you job is to write a paper, restate the thesis, and change the usage of rhetorical figures. Do not make it look the same; make it look different, but say the same thing using rhetoric.

The idea is to analyze the content, style, and the form it takes. Afterwards, reword the content, and reshape the form of style. By doing this, you will gain practice and experience in rhetoric. Also, if you type up blogs or journal entries, implement rhetoric into each entry you make.

Proofreading
Proofreading is the a key step of polishing a paper. Never turn in a college paper without proofreading it. And after you do that, do it again. Ask a friend to read through your paper after that - An extra set of eyes can make all the difference.

Many people speak out loud while proofreading their paper - This is highly suggested. Another technique is to use a text to speech program. By using such a program a person can listen to the text version of the paper spoken aloud, and find mistakes in the paper when a word is spoken incorrectly. There are AI based assistants in some word processors that can also aid proofreading.

Grammar
Grammar is an essential part to writing a paper. Sometimes, a person must relearn grammar and practice his or her English skills. An affordable way to do this is to go to a local library and pick up grammar books and grammar exercise books. If your local library doesn't suit you or have the materials, you could go to a college library. An interesting thing about a college library is that you usually don't need to be a student to actually walk around and read the books; a college library, sometimes, offers more books than a local library. In this situation, you would walk through the library, find the book catalogue, grab some grammar books, and sit down somewhere to read them.

Practicing grammar by yourself is hard. How does someone know if they are using correct grammar? In this situation, one of the best things to do is consult a grammar book. There are also forums online for people who are learning English. These forums often provide people who are helpful toward those learning ESL and refreshing their English skills.

Whenever you write something, type something, or say something, check to see if you're using proper grammar. Grab a style usage and grammar book. Think about how you presented things. Were they correct?

= Types of Papers =

Paragraph One
What kind of bullets are you putting in your gun?

When you create a first paragraph, you have to notice that each sentence is a bullet. However, it's a certain type of bullet. Each bullet has its own property and effect on the individual you shoot it at. Nonetheless, the bullet is going to whiz through your paper and have an affect on the reader. If you've ever seen Outlaw Star, you understand that each bullet Gene Starwind has will have a different property. Some bullets are more unique than others, yet they all have a purpose. You have to notice that each sentence in the first paragraph has a purpose. The thesis sentence could be seen as the gun that you load all the bullets into. This thesis sentence is typically the last sentence of the first paragraph. Imagine that each previous sentence is a bullet being loaded into the thesis chamber. The thesis sentence is the most important sentence in the paper. It is the controlling sentence that allows you to shoot the bullets. Otherwise, you might as well throw the bullets at your reader, and that won't do you any good.

Each time you type a sentence into your first paragraph, imagine that you're loading the chamber. Each bullet needs to slide into the chamber with relative ease. Imagine what each sentence sounds like as it's slided into the thesis. The words and thoughts need to connect to each other. Otherwise, when you shoot the gun, it might become jammed. The gun wouldn't be of any use to you.

Body

 * How are you going to shoot your gun?

When you shoot each sentence, it begins to have its own environment. Each environment takes shape, reason, and adjusts to its surroundings. In a way, a bullet in the first paragraph is shot and creates a paragraph environment of its own. This bullet creates a world of physics, details, examples, and facts. However, as the bullet begins to make contact, the environment is aware, impacted, and changes because of the bullet's presence. You want each word, sentence, and thought to ricochet inside the person's mind. Each thought in the paper bounces around in the reader. However, it all has to make sense. It all has to be rational. It all has to have a motive, a reason to be there.

 * What are you talking about?
 * What are these things connected to?
 * Why should I care about what you're saying?
 * Why are you talking about this?

You have to address a thought. These thoughts need something to connect to. These thoughts would be connected to the thesis. Of course the bullets came from the thesis. However, if the bullets don't come from the gun, the reader is going to think God is flicking pieces of rock at him or her at amazing speeds. The person being shot at can't make any sense of what's going on. They'll question why they are in this environment, and they'll want to get out of this odd and absurd predicament. However, if you can show that the sentences are bullet, they come from the thesis chamber, then the person being shot at can understand what's going on. You have a motive, and that motive gives cause to the chamber and bullets. Although this might seem a bit macrabe, it serves a good example.

Argumentative Research Paper
"It's not what you know, it's what you can prove." - Alonzo from Training Day.

Argumentation become a common aspect of post-secondary education, yet so many people don't understand it. There are many reasons why people don't understand it, but perhaps the best reason is because it is philosophically rooted. Many people believe philosophy can be hard to grasp without correct guidance. It can often be the failure of those who teach argumentation to teach its history and philosophical side. In this sense, understanding who created argumentation, what they intended it to be, and how it works will allow someone to better understand argumentation.

You say you know something, but can you really say it? I'm not so sure until you can prove it.

History of Argumentation
Argumentation is deeply rooted in philosophy, and yet it has adapted to be part of communication, and those who study communication adapted argumentation to their field. Argumentation has a large history preceding Aristotle.

Argumentation Theory, as many people call it, had a large amount to do with formal logic. Aristotle was one of many people to contribute to argumentation with the ideas of logos, ethos, and pathos. Logos would be the logical side of the argument; ethos would be the ethics, character, or type of person the arguer present him- or herself to be; and pathos would be the emotional, yet relevant, side of the argument.

Aristotle was also responsible for bringing out the idea of "enthymeme": An argument with one conclusion, one premise, and one unstated premise.

A person must keep in mind that Aristotle is who most persons refer to when they are studying argumentation. Throughout the history of argumentation, people such as Scholars have used Aristotle's reasoning in hopes to become better arguers.

Why should people argue?
Although a person can remain skeptical of Truth, justice, and the ways people should go about things, these are the things that are often argued. Yet some people might take an egoist view of argumentation along with a pragmatic view. If a person thinks, "This doesn't effect me, so why should I care?" Ah, but decisions might affect you. The idea is that the history of a person allowed him or her to arrive at a point in time. This history has so far allowed the person to live and read these words. It is this history that enables a person to argue.

However, were the person a skeptic, then he or she might say, "I'm skeptical about the things you say, the conclusions you reach, and the reasons you use. A person cannot know anything until he or she is that thing. Therefore, I'm not going to argue." Yet the irony is that for a person to be a skeptic, he or she must give reasons for being skeptical. Along with these reasons comes out the conclusion, "Therefore, I'm not going to argue." The skeptic has just argued.

In both of these scenarios, it is shown that argumentation is required in many cases. Argumentation allows a person to fight for his or her own views. That does not necessarily mean he or she is wrong, but it means simply that the person is arguing with others and presenting views. These views must be supported with reasons (premises) and at least a conclusion. As a person understands argumentation more and more, he or she will begin to notice argumentation in many places.

To bring us back to an argument already present:

 * Reason 1: This doesn't affect me.
 * Reason 2: Things that don't affect me do not matter in my life. (Unstated assumption.)
 * Conclusion: Therefore, I don't care.

One way to attack an argument is to attack one of its stated reasons (also called premises), which in this case would be reason 1. I have stated that things do affect you. Things in this physical world are dependent on something else. Nothing is independent in this universe. Therefore, you are affected by something one way or another.

 * Premise 1: Things in this physical world are dependent on other things.
 * Premise 2: Nothing is independent in this universe.
 * Conclusion: Therefore, you are affected by something in one way or another.

If you can somehow prove to me that you are independent of this universe, then maybe I'll accept your conclusion. Of course, I'll need evidence of this.

What are you proving?

 * What am I trying to prove and how am I trying to prove it?

Pick a weapon:

 * 1) Formal Logic
 * 2) Informal Logic

If you're taking a philosophy course, you will probably be doing formal logic. If you're taking an English course, you will probably be doing informal logic. Yet even choosing your weapon for arguing depends on an audience. Some audiences in pure reason and logic will accept formal logic. However, this ideal audience rarely, if ever, exists. Such an audience that accepts formal logic might be one person who studies it in depth or an audience of logicians and philosophers. The point of this is that your audience will be the ones to either accept or dismiss your argument.

The Technical side of Argumentation

 * 1) Premise
 * 2) Warrant
 * 3) Conclusion (Claim)
 * 4) Enthymeme
 * 5) Evidence (Grounds)
 * 6) Backing (Backup evidence)
 * 7) Rebuttal

 * An argument must include one premise and one conclusion.

A premise (reason) is used to reach a conclusion (claim).

Words to remember:
 * 1) Premise (reason)
 * 2) Conclusion (claim)

An argument with one premise and one conclusion is called an enthymeme. An enthymeme is an "incomplete argument" that is missing one premise. This one premise, called an unstated assumption, is unprovided by the arguer.

 * Person 1: You're car is broke (conclusion) because someone blew up its engine (premise).

In formal writing, people often place the conclusion and premise(s) next to each other. However, some implied arguments do not make the conclusion and premises so obvious.

 * Person 2 thinks, "I guess so. A blown up engine cannot process gas or other things required for it to run." (unstated assumption)

The unstated assumption (also known as "warrant") is provided by the audience, in this case Person 2. In other words, the audience assumes a premise and fills in the gap for the enthymeme; the audience mentally provides another premise without the arguer providing it.

 * Arguer: Hitting people is wrong.
 * Random person walking by: Why do you think that?
 * Arguer: Hurting people causes suffering. (Major Premise / Major Reason).
 * Random person: I agree.

If you haven't figured it out yet: If someone doesn't offer you premises and only a conclusion, it's difficult to argue with him or her. As you start to learn argumentation more, you might see people only stating conclusions and giving no reasons. If you would like to start an argument with someone, you simply need to ask, "Why do you think that?" From there, you can draw out a person's reasons and argue against or for them.

But the question is, Why do these people agree?

 * 1) Enthymeme (Argument with unstated assumption not included)
 * 2) Big Thesis (Claim or Conclusion)
 * 3) Small Theses (Premises / Reasons)
 * Major Premise
 * Minor Premise
 * 1) Evidence (or Grounds)

Argumentation in Media
In the movie Training Day, the protagonist encounters the antagonist, Alonzo, played by Danzel Washington. Alonzo is a cop gone bad, and the protagonist needs a way to prove it. Although the protagonist knows very well that Alonzo is a bad cop involved with drugs and crime, there is little evidence to support the protagonist's claim (also called a conclusion). Eventually the protagonist meets Alonzo at his apartment and finds Alonzo preparing money to give to a Russian gangster that Alonzo angered. Alonzo needs to pay a "debt of respect," which in this case is a large sum of money, to the Russian gangster. The protagonist encounters Alonzo and they both go through a dialogue about the protagonist not being able to prove that Alonzo is a bad cop. Alonzo than recites the line, "It's not what you know, it's what you can prove." The protagonist sees the large bag of money and Alonzo notices that the protagonist is going to use the bag of money as evidence to support that claim that Alonzo is a bad cop. Eventually after Alonzo and the protagonist get into a long and dangerous fight, the protagonist obtains the bag of money and says that it will be used as evidence. The bag, of course, would have Alonzo's fingerprints and could be tested by forensics.

The movie Training Day includes many things that revolve around argumentation and is a recommended watch. If you've seen it already, you may want to watch it again.

Possible Argument:

 * Claim: Alonzo is a corrupt cop.
 * Reason 1: He is involved with drugs and crime.
 * Reason 2: He has people killed.
 * Reason 3: He searches houses without a warrant.
 * Reason 4: Bad cops don't do these things. (unstated assumption)

More Reading

 * English in Use
 * Basic Writing
 * Creative Writing

The Cambridge Grammar of the English Language.

If you read this whole 1500+ page book, you'll understand more about grammar than most people understand; you'll probably understand more about grammar than most professors. It's expensive, costing around $100 USD, but you may be able to get it through your local library.

Suggested Readings and other Media
This section is broken into two parts:
 * 1) Books that a person ought to read with explanation and/or details.
 * 2) A list of books and other media.

If there is an earlier version of the book, you might be able to use that version instead. Sometimes older versions are better than newer versions. If you can't buy a book, you might be able to loan it from another library through something called interlibrary loan. Ask your librarian about interlibrary loan or borrowing books from another library.

All of these have been listed because they are very relevant to the study of argumentation. Of those that should be studied first are listed:

1. Fundamentals of argumentation theory: a handbook of historical backgrounds and contemporary developments
 * This part of argumentation has been neglected in post-secondary education. However, it will give you a brief introduction to what this topic is all about. I really suggest you read this first. Plus you'll love the cover of the book. You might be able to view that on google images.

2. A Rulebook for Arguments
 * This short book is somewhat of a quick intro/reference guide. If you've read the previous book, you'll be able to understand what's discussed in this book. The book is very systematic and allows a person to flip from section to section. I'd have to say the author perceived the writer's needs when he created it long ago.

3. Argumentation analysis, evaluation, presentation
 * This is more of a scholarly book that gives a decently detailed view at argumentation. It includes exercises which a person should do, type out, and practice with.

4. Fallacies: Classical and Contemporary Readings
 * If you have one or more fallacies in your argument, educated people are going to criticize and frown upon your argument. Your grade will probably get knocked down, too. A lot of books discuss fallacies, but sometimes the way they describe them is not very detailed. This book helps give a detailed view toward fallacies.

5. Writing argumentative essays
 * This is another media that helps a person focus on writing argumentative papers.

6. Ethical Argumentation
 * A lot of ethical concerns exist when people are going further into the future. This book will allow you to understand ethics and values when stepping into the realm of argumentation.

7. An exploratory study of junior college students' response to teacher feedback in argumentative essays.
 * It's always neat to get the view of a professor using students as guinea pigs. Although the previous book and other books might help help you scrutinize such a person, this research will help you get a better grasp to what's expected of you as a student.

8. In defense of informal logic
 * Some people think argumentation is stupid because it has little formal logic and many people argue with emotions and values. This book was created to help defend against views like that.

Another possible book to look into would be Argumentation and Critical Decision Making by Rieke and others.

Books

 * A Rulebook for Arguments (By Weston) (Year 2000)
 * A Systematic Theory of Argumentation: The Pragma-dialectical Approach (By Eemeren and Grootendorst) (Year 2004)
 * Argumentation analysis, evaluation, presentation (By Eemeren, Grootendorst, and Snoeck-Henkemans) (Year 2002)
 * Argumentation, communication, and fallacies: A pragma-dialectical perspective (By Eemeren and Grootendorst) (Year 1992)
 * Ethical Argumentation (By Walton) (Year 2003)
 * Fallacies: Classical and Contemporary Readings (By Hansen and Pinto) (Year 1995)
 * Fundamentals of argumentation theory: a handbook of historical backgrounds and contemporary developments (By Eemeren, Grootendorst, and Snoeck)
 * In defense of informal logic (By Levi) (Year 2000)
 * Rhetorical argumentation in biblical texts: Essays from the Lund 2000 conference (By Eriksson and Olbricht) (Year 2002)
 * Teachers' perceptions of coherence in student argumentative essays at the department of Basic English of Middle East Technical University (By Feyza Konyali) (Year 2003)
 * Warranting assent: Case studies in argument evaluation (By Edward Schiappa) (Year 1995)
 * Writing argumentative essays (By Nancy V. Wood) (Year 2001)

Dissertations

 * An exploratory study of junior college students' response to teacher feedback in argumentative essays. (By Dorothy Cheng Suan) (Year 2000)
 * Argumentative essays written by native speakers of Chinese and English: a study in contrastive rhetoric (By Cheryl Ann Eason) (Year 1995)
 * Rhetorical/cognitive strategies evidenced in information and argumentative essays of high school and college undergraduate students: a descriptive study (By Deborah Apy Odell) (Year 1986)
 * The impact of scaffolding via online asynchronous discussions on students' thinking skills in writing argumentative essays (By Yuen Choo Koh) (Year 2004)

Movies

 * Critiquing the argumentative essay (By Kathleen Clower) (Year 1991) (VHS tape)

 * Abstract: Seminar session with students and instructor critiquing student essays for elements of good argumentative writing; thesis statements are examined and strengthened.


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College Survival Guide/Improving Research Skills

Internet Research
There are several factors to consider while conducting research online.

 * 1) Relevancy: Is it relevant?
 * 2) Authority: Does it have an author? Can an author be found?
 * 3) Credibility: Is the author credible?
 * 4) Accuracy: Is the information accurate?
 * 5) Currency: How current is the information?
 * 6) Accessibility: How easily can it be accessed?
 * 7) Reading level: What is the reading level? Ph.D reading level? College? High school? Middle school? Grade school reading level?
 * What needs to be known in order to read the information? Knowledge of statistics? Knowledge of cognitive science and various parts of the brain? Any technical jargon or lingo?

Field Research

 * 1) What is field research?
 * 2) Before you start: Ask permission.
 * 3) Supplies for field research?

Library vs. Internet
It is often faster to use a library than it is to use the internet.

For one, the Internet offers a lot of knowledge—a lot of diverse knowledge. Matter of fact, the Internet over the years has become so diverse, searching through the web is like looking through the garbage for something you accidentally threw away. Finding things on the Internet has become very complex these days, and many people rant about having better information to offer than the competitor.

With Internet searching skills, a person will get better at finding materials. Sometimes, people take a shortcut and go to a web forum to ask people a question or where to locate information. The truth is, searching, asking, and locating on the Internet becomes very time consuming. I’ve found that it becomes more time consuming than looking around in a library.

The library often has many resources to choose from. Learning where everything is in a library is important. The more you know about every nook and cranny in a library, the more you can prepare to find materials to do research. Professors usually want book sources when a student is doing a paper. Libraries also have a physical search engine called a librarian. This person is better than an Internet search engine, because you can describe what you need to research, what you are looking for, and ask where it is and how you can find more information.

It is often better to search through a library than through the Internet. This can be disputed, but if you start using a lot of time to research something you could have researched in the library, then maybe you might want to try using the library.

= Resources =

Newspapers
= Taking notes of Resources =

Citing Resources

 * 1) MLA
 * 2) APA
 * 3) Chicago

Copying Resources

 * 1) Obtain resources.
 * 2) Copy down publisher, author, and other information.
 * 3) If you want, you can use a scanner bed to copy that information from a book.
 * 4) Copying pages from a book is faster than writing information:

 * Copy cover pages.
 * Copy publisher, author, and LOC page.

Organizing Resources

 * 1) Print out a physical copy of resources
 * 2) Put copy into folder(s)
 * 3) Store information somewhere safe
 * 4) Store digital data on a digital medium
 * 5) CDs and DVDs
 * 6) Upload to the Internet

Photographing Resources

 * 1) Documenting artifacts, items, and other physical objects in research.
 * 2) Reprography: A camera and a copy stand.
 * 3) Buying supplies: A camera and a copy stand.
 * 4) Post-image processing.

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


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College Survival Guide/Testing for College Credit

This part of the book is directed more toward United States students. However, there may be tests in which other students of different regions may take.

Make sure the credits you obtain are accepted by the institution you plan on going to before you acquire them.

 * Some High School courses, such as AP classes, allow you to gain college credit.
 * Some tests like the CLEP let you test out of classes.
 * Some Colleges offer classes can be taken while in high school at subsidized rates.
 * Some online course platforms offer college credit through an accredited partner institution. One such platform is edX, which was founded by Harvard and MIT. Be wary of fraudulent programs and degree mills while looking online. Always check accreditation.


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Geometry/Circles/Arcs

An arc is a segment of the perimeter of a given circle. The measure of an arc is measured as an angle, this could be in radians or degrees (more on radians later). The exact measure of the arc is determined by the measure of the angle formed when a line is drawn from the center of the circle to each end point. As an example the circle below has an arc cut out of it with a measure of 30 degrees.

Radians:

As I mentioned before an arc can be measured in degrees or radians. A radian is merely a different method for measuring an angle. If we take a unit circle (which has a radius of 1 unit), then if we take an arc with the length equal to 1 unit, and draw line from each endpoint to the center of the circle the angle formed is equal to 1 radian. this concept is displayed below, in this circle an arc has been cut off by an angle of 1 radian, and therefore the length of the arc is equal to $$2\pi$$ because the radius is 1.

From this definition we can say that on the unit circle a single radian is equal to $$ 2 \pi $$ radians because the perimeter of a unit circle is equal to $$2\pi$$. Another useful property of this definition that will be extremely useful to anyone who studies arcs is that the length of an arc is equal to its measure in radians multiplied by the radius of the circle.

Converting to and from radians is a fairly simple process. 2 facts are required to do so, first a circle is equal to 360 degrees, and it is also equal to $$2\pi$$. using these 2 facts we can form the following formula:

$$2\pi = 360, \pi = 180, \frac{\pi}{180} = 1$$, thus 1 degree is equal to $$\frac{\pi}{180}$$ radians. From here we can simply multiply $$\frac{\pi}{180}$$ by the number of degrees to convert to radians. for example if we have 20 degrees and want to convert to radians then we proceed as follows: $$\left(\frac{\pi}{180}\right)20 = \frac{20\pi}{180} = \frac{\pi}{9}$$ radians.

The same sort of argument can be used to show the formula for getting 1 radian.

$$360 = 2\pi, 180 = \pi, \frac{180}{\pi} = 1$$, thus 1 radian is equal to $$\frac{180}{\pi}$$

title: Geometry/Circles/Arcs


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TI-Basic Z80 Programming/Advanced Programming

This section will focus on advanced programming techniques which will help you manage your code better and create advanced coding structures.

Idioms
Idioms are pieces of code that are used repeatedly from program to program.

Invisible "Done"
the following code will clear the screen and get rid of the  that follows programs. If the last command that alters the screen (e.g., Disp, ClrHome, etc.) is Output(, then  will not appear.

A different solution is to set a variable, string or a number at the last line. That value will be shown at the end of the program. So to remove, just put an empty string at the end of your program.

Booleans
Note that boolean values are represented by  and   where   is true and   is false. This makes integrating true/false conditionals into equations very convenient.

Never use = tests for boolean values. Instead you can use:

for "If true" and use:

for "If not true."

It may not seem like much, but in the end, it will save you a lot of memory.

Use DelVar
The power of DelVar often goes unrecognized. The following are all legal code using DelVar:

As you can see, DelVar is a very efficient way to delete variables, as it can also run another command on the same line.

Despite this, there is a catch:

If, it deletes   and then produces a Syntax error, because <tt>End</tt> is encountered twice. If, nothing happens and the program exits normally because the <tt>End</tt> after   is ignored. This is a design flaw in the TI-Basic interpreter.

Scrollable Lists
Scrollable lists can be quickly created by pausing on a list, for example,

However, its not the nicest looking layout, so only use it if you need to create a program really fast.

Pause
On the subject of pause, you can pause on variables, strings, and text, which is convenient.

Movement with <tt>getKey</tt>
Changing the <tt>X</tt> and <tt>Y</tt> variables with key presses could be done with four <tt>If</tt> commands:

This is a better way to do it:

<tt>Ans</tt>
If you can, don't place values in variables, but store them in <tt>Ans</tt>. <tt>Ans</tt> is a much faster way of storing values, and it won't overwrite any other data. The only bad thing is that if you store a value in variable, <tt>Ans</tt> is set to that value.

<tt>For(</tt> trick
You can end a <tt>For(</tt> loop prematurely by setting the variable it iterates to the end value:

<tt>If</tt> trick
You can have these kind of constructions:

These can save a lot of space in some situations.


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A Beginner's Guide to D/The Basics/Basic Output

One of the most basic operations you can do with a program is to print out some text in a console window (sometimes also called DOS-box). Even if you later only use graphical environments to show nice windows on the screen, writing to a console is always helpful to tell the programmer what the program is currently doing so he/she can check if it does the right thing and can find bugs (mistakes in the source code) in the program.

Very versatile functions to write something to the console are writef and writefln.

First of all, these functions are placed in a separate module named "std.stdio", so you have to import it, as you have learned in Introduction to Modules.

Here is a very simple program that only writes a single string literal to the console:

If you compile and run it, you will see the text

Hello, world!

on the screen.

As you have learned in Types and Math you can use escape sequences, also in writefln:

Output:

Hello, world!

The difference between writef and writefln is only that the latter automatically appends a "\n" after the output. Everywhere where you use writefln you can instead use writef and append the newline yourself, this is just less practical.

Output:

Hello, this is allon one line Another line

There was no space after the "all" in the source, therefore there isn't a space in the output either.

It is a good idea to always have a newline after the last output of a program.

Printing Variables
<tt>writef</tt> and <tt>writefln</tt> are useful for more than just printing string literals. They can print any combination of variables with one of the basic numeric types or string types or arrays of such items.

Output:

8 [1,2,4,3] 3.1415 Integer 5 plus double 3.1415 gives 8.1415

As you can see in the last output of the example, you can also write multiple expressions as a comma-separated list of parameters to <tt>writef</tt> and <tt>writefln</tt>.

This last line can also be written in another way with a format string which is more common to C programmers. A format string is a single string containing some fixed text and placeholders for data which is contained in variables or expressions. The values which must be placed in the format string are appended as additional parameters after the format string itself.

A placeholder in the format string begins always with a percent sign % and ends with a letter which defines how to output the value (the format character). For some letters there can be additional characters between percent sign and letter to control the output more precisely (especially for numbers).

The default all-purpose format character is the 's' which can be used everywhere. So the line above can be rewritten as

with exactly the same output.

[TODO: More details] (stub)


text:
User talk:82.25.146.175

Hi there! Thanks for contributing to Haskell, your work has been appreciated! Just a quick comment on your callCC notes (the lion and the mathematician). The story itself is a nice one, but isn't really sufficiently explained. I also had a load of callCC stuff half finished when you posted that, so I've mostly finished and included my work, but kept yours alongside it.

In my opinion, your stuff, especially the final paragraph where you muse about the value of continuations, could really be valuable to the article. Would it be possible for you to expand on that and include an example? Perhaps after the other larger examples that will form the end of the article.

Appreciate your comments on these opinions. DavidHouse 19:38, 19 September 2006 (UTC)

title: User talk:82.25.146.175


text:
User talk:VillorenteRG

hello.

Colbert discusses issues of saftey in school.

title: User talk:VillorenteRG


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Genealogy

1. Define the following words

 * a. Genealogy:	the study of a family's ancestry and history.
 * b. Ancestor: a person from whom one has descended
 * c. Descendant: one who is the offspring of a specific ancestor
 * d. Spouse: either member of a married couple; husband or wife
 * e. Sibling: a person having at least one parent in common with another (i.e., a brother or a sister)

a. Be able to tell where it is found in the New Testament
Luke 3:23-38 and Matthew 1:1-17

b. Write out the genealogy of Christ – beginning with Adam
From Luke 3:

 * Adam, Seth, Enosh, Cainan, Mahalalel, Jared, Enoch, Methusala, Lamech, Noah,
 * Shem, Arphaxad, Cainan, Shelah, Eber, Peleg, Reu, Serug, Nahor, Terah,
 * Abraham, Isaac, Jacob,    Judah, Perez, Hezron,  Ram,   Amminadab, Nahshon, Salmon, Boaz, Obed,    Jesse,
 * David,  Nathan, Mattatha, Menna, Melea, Eliakim, Jonan, Joseph,    Judah,   Simeon, Levi, Matthat, Jorim,
 * Eliezer, Joshua, Er, Elmadam, Cosam, Addi, Melki, Neri, Shealtiel, Zerubbabel, Rhesa, Joanan, Joda, Josech,
 * Semein, Mattathias, Maath, Naggai, Esli, Nahum, Amos, Mattathias, Joseph, Jannai, Melki, Levi, Matthat, Heli, Joseph, Jesus

3. List five ways to obtain family genealogy information

 * Talk to ancestors
 * Internet
 * Library
 * Public Records
 * Marriage Databases
 * Ellis Island Records
 * Mormon Records
 * Census data
 * Cemeteries
 * Passenger Lists
 * Military Records
 * Obituaries
 * Newspapers

4. Know at least three societies that help with genealogy research

 * The National Genealogical Society, Arlington, Virginia
 * The Federation of Genealogical Societies
 * Federation of East European Family History Societies
 * Historical & Genealogical Societies of the U.S.

http://www.genealogylinks.net/

5. Learn four steps important to genealogy research

 * Interview Family
 * Check for family records at your house or those of relatives
 * Previous research done by other family members
 * Access the internet and begin searching (here are a few of the available options)
 * http://www.genealogy.com/79_fs-start.html
 * http://www.genealogylinks.net/

8. Prepare a four-generation family chart – beginning with yourself.
Here is a blank four-generation family chart. Fill in the names after "name:", put the date of birth after the "b:", and the date of death after the "d:". If the person has not died, leave the date of death field blank. If you do not know a precise date, put a year (or a range of years). If you do not know a piece of information at all, leave the field blank.

9. List ways to record your genealogy information.

 * 1) Family tree chart
 * 2) Computer Genealogy program
 * 3) Family group sheets

10. Research your family history by talking/writing to your oldest living relative. Ask the following

 * a. first memory
 * b. When and where you were born?
 * c. First church you remember attending?
 * d. Names of schools, and location, you attended.
 * e. Where you lived at age ten and age fourteen.
 * f. From what country did our ancestors emigrate?
 * g. Where and when were you married.
 * h. If you had children please give their names, place and date of birth.
 * i. Write a thank you to your relative for their time and include a photo of yourself and ask them if they would be willing to share a copy of an older family photo with you.

It would be a good idea to let your relative know ahead of time that your are interested in family history. He (or she) may surprise you with a wealth of documentation, and is sure to be delighted to share this information with you. You might get to read love letters your great-grandfather wrote to you great-grandmother, or see photographs you have never seen before. You may hear stories of long-dead relatives, or learn things you never knew about living relatives (such as your parents). It would be a good idea to bring an audio recorder so you can go back and listen to the conversation again. Such a recording will become a valuable part of your family's history.

a. Genealogical chart
See requirement 8 for a chart, or use a computer program to record the information (you'll need to print it out in order to share it as per part e).

b. Records that pertain to your life
These records would include any of the following: There is no reason for you to use the originals when you share this information with others, as the consequences of loss or damage can be severe. It would be better to make a photocopy. These days, identity theft has become a significant concern, so you may wish to black out some information but only on the copies. The Social Security number of living person should never be shared with anyone who does not have an official need for it.
 * Birth certificate
 * Child dedication certificate
 * Baptismal certificate
 * Marriage license
 * Military orders (assignments)
 * Deed to family property

c. Pictures
These can be put in a photo album, mounted on a display board, or made into a computer slide show.

d. Stories
If the stories have not already been recorded in writing, write them down. Even if you have an audio recording, a written record is still important, because audio technology changes over the years. It is entirely possible that you will be unable to find a tape player to play a cassette recording of your great-aunt's story in the future. CD's are nearly certain to fall victim to technology's relentless advance as well. This also applies to word processor files - print them out! It's already very difficult to read computer files that were created ten years ago, and nearly impossible to read ones created 20 years ago. A written copy printed on acid-free paper will last for centuries if properly stored, and no special equipment is needed to read it.

e. Share this with your group/club/school
If you are working on this honor as a group, you can all get together and share your information. You can also host a get-together and share your personal history then.

==12. Visit a City/County Library – Genealogy Section (or other Genealogy Research Center) and write a paragraph on your visit including: a. Types of information available b. Any New information you discovered about your family== Not all public libraries have genealogy sections, and some have tremendous collections. Call or visit your local public library and ask the librarians. They should be able to either tell you where their genealogy section is, or tell you the nearest library with a genealogy section.

Once you find the genealogy section of a local library, you should plan to spend a couple of hours there doing some research. Bring a notepad and a pen (or a notebook computer) with you and dig in.

If you are planning to bring a group of Pathfinders to the library, be sure to call ahead of time and let them know of your plans. They may be willing to present an orientation session.

The types of information that will be available will vary from one library to another, but you might expect to find any of the following:
 * Family histories
 * Census records (Federal and State, including other states)
 * City Directories
 * Passenger Lists
 * Military Records
 * Land Ownership Maps
 * Native American Records
 * African-American Records (including slave records)
 * Online Databases
 * Local Histories
 * DAR Records
 * Church Records
 * Early Newspapers
 * Vital Statistics Records (birth, marriage, and death)
 * Tax Rolls
 * Voter Registration Data
 * Conviction and Incarceration Data

In many cases, the library will prohibit the making of photocopies of these records because of their fragile nature. However, many have programs in place to microfilm or digitize their collections. Before making any copies, check with the library staff. If possible, you should print copies from the digital or microfilm resources. Many libraries will charge a small fee to cover the costs of duplicating, so be prepared for that.

==13. Visit a cemetery and learn by copying the headstones: a. The names of three different families b. The dates of birth and death for these family members c. The average length of life for these family members==

Finding the names of three different families will be relatively easy, assuming that people from at least three families are buried there. Simply walk the grounds reading the headstones, and pretty soon you will notice a surname that gets repeated. Write that down, and then start taking note of birth and death dates. Then keep looking. More names will become apparent.

In order for an average lifespan to have any meaning, you will need data on at least eight or so individuals. Be careful not to discard data because it does not suit your preconceived ideas. This means you will record infant deaths as well as the deaths of the aged.

Determine the age at death of each individual by subtracting the date of birth from the date of death. This is most easily accomplished by use of a spreadsheet program. To do this, create four columns, and label them Name, Birth, Death, and Age. Date for the first three columns should be entered in directly. Enter dates in the form:
 * "11/26/1827"

Be sure to enter a four-digit year, especially if it occurred more than 50 years ago. For the age column, assuming you are on row 2, enter the formula
 * =(C2-B2)/365.24

This will make the spreadsheet calculate the person's age at death. Once you've entered that into one cell, you should be able to copy it into the others (select the cell, type ctrl-C - then highlight a column of cells and type ctrl-V. This will paste it into each highlighted cell and automatically adjust the cell references for you). The result should look something like this:

Once you have the data entered for several families, you can average the ages per family using the spreadsheet's  function.

14. Check with your local cemetery officials to learn how upkeep is done and ask them how you can help with clean-up in a cemetery in your area. Then do it!
This is one area where phone books are still better than an Internet search. Few cemeteries maintain an online presence, but most are listed in the white pages of a local telephone directory. If you have not chosen a cemetery for this requirement, look in the yellow pages and choose one. If you already have one in mind, check the white pages. Then make a phone call to find out how they do maintenance. You may be better off choosing a small cemetery, as they do not generally retain a large force of groundskeepers. You may wish to call several cemeteries before committing to helping one in particular.

Some cemeteries hold an annual picnic at which they collect funds from the people who have families buried there. In years past these picnics were called "graveyard cleanings" because the people would actually assemble to mow, weed, and clean the grounds. At lunchtime they would take a break and eat a potluck picnic. Later, this practice changed so that the people would contribute money for the cemetery's upkeep, but the picnic aspect was retained.


text:
Common Lisp/Advanced topics/CLOS/Example 1

Let's say we have a file that contains some subtitles to a movie, in the .srt format, for example:

00:00:33,657 --> 00:00:35,852 Michael Rennie was ill

2 00:00:36,097 --> 00:00:39,055 The day the earth stood still

3 00:00:39,297 --> 00:00:44,132 But he told us where we stand

4 00:00:44,377 --> 00:00:46,447 And Flash Gordon was there

5 00:00:46,697 --> 00:00:49,609 In silver underwear

But these subtitles are no good for you, because your version of the movie for some reason contains a 10.532 second pause in the beginning. It's impossible change all timestamps manually, and let's assume there's no tool that would do it for us. So we have to code a script in Common Lisp (what else). Let's start now!

The class of objects we will be working with is a set of timestamps. We need to be able to find them in a file, to add them together, and to insert them back.

(defclass srt-time  ((hr :initarg :hr :initform 0 :accessor hr) (mi :initarg :mi :initform 0 :accessor mi) (se :initarg :se :initform 0 :accessor se) (ms :initarg :ms :initform 0 :accessor ms)) (:documentation "Time format for srt"))

(defgeneric display (what) (:documentation "Returns string that represents the object"))

(defgeneric normalise (time) (:documentation "Fix overflow of fields"))

(defmethod normalise ((time srt-time)) (with-slots (hr mi se ms) time (loop until (< ms 1000) do (decf ms 1000) (incf se)) (loop until (< se 60) do (decf se 60) (incf mi)) (loop until (< mi 60) do (decf mi 60) (incf hr))) time)

(defmethod display ((time srt-time)) (normalise time)  (with-slots (hr mi se ms) time (format nil "~2,'0d:~2,'0d:~2,'0d,~3,'0d" hr mi se ms)))

(defun make-srt-time (arglist) (destructuring-bind (hr mi se ms) arglist (make-instance 'srt-time :hr hr :mi mi :se se :ms ms)))

display method would return a textual representation of a srt-time object. normalise is a helper function, which fixes all "overflows" of slots (there can't be more than 60 seconds and so on). make-srt-time is a wrapper around make-instance which allows easier creation of srt-time objects.

Now, we write two methods for adding time.

(defgeneric add (t1 t2))

(defmethod add ((t1 srt-time) (t2 srt-time)) "Adds two srt-times"  (normalise (make-srt-time    (mapcar #'+ (list (hr t1) (mi t1) (se t1) (ms t1)) (list (hr t2) (mi t2) (se t2) (ms t2))))))

(defmethod add ((t1 srt-time) (t2 integer)) "Adds some number of seconds"  (normalise (make-srt-time (list (hr t1) (mi t1) (+ (se t1) t2) (ms t1)))))

Adding a second way to add times doesn't look like much. But consider that every function that calls add may pass integer for second argument instead of srt-time. As we will see later, this extension of functionality propagates to upper layers of our program, including the function that's intended to be called by the user.

Now let's think about the second part of our task. Given a text string we must replace all instances of timestamps with modified timestamps. Fortunately, CL-PPCRE can do exactly that thing. We just need to find a fitting regular expression. Regexes aren't a topic of this Wikibook, but if you're not familiar with them, there are many good sites for learning this concept. I'll just write it down: "([0-9]{2,}):([0-9]{2}):([0-9]{2}),([0-9]{3})". At least try to figure how it corresponds to one specific timestamp, say 00:00:44,132. Note that the things that matched a part of regular expression between "(" and ")" are remembered by CL-PPCRE and we will use that fact. For now, let's generate a scanner that corresponds to that regular expression:

(defparameter *find-time* (cl-ppcre:create-scanner "([0-9]{2,}):([0-9]{2}):([0-9]{2}),([0-9]{3})"))

This scanner is actually a compiled function, but it's not necessary to know implementation details, if everything works like intended. The next step is to use this scanner to find and replace some substrings of a string:

(defun modify-times (str fun) "Modify all instances of srt-time being hidden in the given string   using a given function"  (cl-ppcre:regex-replace-all *find-time* str fun :simple-calls t))

The function just takes an arbitrary string and arbitrary function and uses this function to transform all timestamps that scanner *find-time* finds in that string. Now we'll write a function that feeds the right function to modify-times.

(defun apply-line-add (str delta) (labels ((adder (match hr mi se ms) (declare (ignore match)) ;;match is needed for CL-PPCRE (display	     (add (make-srt-time (mapcar #'parse-integer (list hr mi se ms))) delta)))) (modify-times str #'adder)))

Now wasn't that fun? We construct the needed function at runtime, since we don't know yet how much time the user wants to add! regex-replace-all will call adder with 5 arguments. The first argument, match is for whole match - we don't need it. What we need is the parts (those surrounded by brackets). These correspond to hours, minutes, seconds and milliseconds. We convert them from strings to integers with parse-integer. Then a srt-time object is produced from these numbers, then delta is added to it (note that delta could be either srt-time or integer, we don't know, and we don't care). Then the result is converted back into string using display method. That's what CL-PPCRE wanted from that function, and we can now forget about CL-PPCRE and concentrate on other things.

The next function, mapline would slice a file into lines, feed these lines to some function and print these lines into output file.

(defun mapline (fun input output) "Applies function to lines of input file and outputs the result"   (with-open-file (in input) (with-open-file (out output :direction :output :if-exists :supersede)     (loop for str = (read-line in nil nil) while str do (princ (funcall fun str) out) (terpri out)))))

Don't you like with-open-file? Concise and clean.

And now, the final function, that would combine the power of mapline and modify-times:

(defun delay (delay input output) "Adjusts all srt-times in file by adding delay to them. Delay can be  either integer (number of seconds) or srt-time instance."  (mapline (lambda (str) (apply-line-add str delay)) input output))

Now, why is this example filed under CLOS? Well, it shows why CLOS is good. It makes your programs very scalable. Consider that you need to add the functionality so that delay could be float number of seconds. Just write an appropriate add method. I'm leaving it as an exercise.


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Genealogy - Advanced

3. What is the purpose of documentation?
==4. Demonstrate a census extraction for one branch of your family from six of the following census: (for NAD find year of immigration and list the country from where they immigrated) a. 1840; b. 1850; c. 1860; d. 1870; e. 1880; f. 1900; g. 1910; h. 1920==

11. Where in the Bible does it say not to spend time on fables and endless genealogies? What does the Seventh-day Adventist Commentary list as the reason for this advice?
Paul also mentioned this in Titus:

The SDA Commentary suggests that Paul was cautioning against the common practice among the Jews to attempt to trace their ancestry back to "a Davidic or priestly heritage." It further states that "Much of Jewish teaching and preaching was based on finely spun allegories that pleased the fancies of the people without feeding their souls." - Seventh-day Adventist Bible Commentary, Volume 7, pg 288.

In other words, he was cautioning against the belief that salvation was a matter of lineage, and therefore, the Sons of Abraham did not need to repent. John the Baptist also cautioned them against this in Matthew 3:9:


text:
User:Amandasykes

Why is Feedback Important?

By: Amanda Sykes

ECI 301 Dwight W. Allen September 19, 2006

Outline

I.	What are the types of feedback? A.	 Positive B.	Negative II. What are the characteristics of effective feedback A.	 Focused on Specifics B.	Nonjudgmental C.	Timely D.	Objective E.	Limited F.	Expected III. Who does feedback benefit A.	 Student B.	Teacher IV. How does it benefit the student A.	 Allows them to know what area they are weak in B.	Lets them know that they are doing well and on track V.	How does it benefit the teacher A.	Allows them to plan their schedule B.	Helps them to know what areas need more work in

Feedback is what causes a person to react to a situation. There are two major types of feedback. There is positive feedback and there is negative feedback. Positive feedback encourages a person to continue doing what they are doing. It signifies that something good has been done and to keep it up. On the other hand negative feedback has the opposite effect. Negative feedback lets the person know that they need to stop what they are doing and rethink their actions. Feedback is used in education to let student know when they are doing something right or when they are doing something wrong. Depending on the feedback that the student receives from the teacher lets them know if they are approaching a situation correctly or not. Feedback can be a very positive thing in education if used correctly. When a student feels that they are getting positive feedback this inspires a positive emotion. This makes them work harder and want to do better. On the other hand if a student feels they have been given negative feedback then their response is most likely to be a negative one. They may feel like a failure and feel they can’t do it right so they are just not going to do it at all (Waugh, C.E. & Frederickson, B.L.). There are ways to make even negative feedback positive. This is called effective feedback (Carma Bylund Ph.D). To make it effective it depends on how a teacher goes about it. Effective feedback can be given in various ways. Several characteristics of effective feedback are to be focused on specifics. Instead of being vague and saying something like, “You seem to be slacking here lately”, get straight to the point and tell them exactly what is wrong like, “Your math grades have been going down lately. Is there anything in particular that you are having trouble with?” This lets the student know exactly what area they are having trouble in. If you don’t point out specifics they may feel like they are a failure in everything and aren’t doing good in any subject which can make the situation worse than what it is. Another characteristic is to be nonjudgmental. When you talk with a student talk to them calmly and avoid pointing out flaws. Instead make suggestions which are helpful and beneficial. Another characteristic is to be timely. Make sure when you are giving feedback to do it while you are still working on that area. If you wait until after that subject is finished then it is most likely it will not do the student any good. When you are giving feedback you should also be careful about not doing it publicly. You should do it in a timely matter but make sure to set aside time that you can spend one on one time with the student to discuss the matter. Another characteristic is to be objective. Don’t assume that a student just doesn’t care about something because they aren’t doing well in it. A student may be having trouble and actually trying. So don’t make assumptions until after you talk to the student. Another characteristic is to be limited on your topics you are discussing. Don’t overload a student with all kinds of things they are doing wrong. Instead try and focus on what areas they need the most and maybe set up another meeting if they are having trouble in other areas as well. Another important characteristic is for feedback to be expected. Let your students know up front that there will be feedback given on a regular basis. This allows them to know exactly how they are doing. This way if they are doing poorly it can be caught early on and if they are doing great they need to know that also (Carma Bylund Ph.D). There can be different ways of delivering the feedback. A student can choose to have the feedback delivered face to face or through email on the computer. It has been studied an proven that usually if a student picks to have it delivered through the computer instead of face to face they are usually more lost and have more anxiety over the assignment. Usually face to face interaction is the best way because this allows for the student to ask any questions that have and receive immediate feedback. The student usually asks more questions face to face than they would over the computer. Most of the time if it is delivered via computer it is not paid much attention to (Matsumura, Shoichi, Hann, George). When you collaborate effective feedback into a K-12 classroom it allows for a better learning experience. It allows the students to concentrate on learning more than being worried about whether they are doing the assignment right or not. It helps to keep their minds focused on the subject at hand instead of on whether or not they did good on last week’s test because they will already know and know what they did wrong and what they need to work on to fix it (Wainwright, Camille, Morrell, Patricia D., Flick, Harry). When you give effective feedback it not only allows the student to assess their own work it allows the teacher to assess how well they are teaching the material. If a teacher is getting a lot of bad results on a test then maybe they did not go over the material well enough, whereas if there are a lot of good grades then it means that the teacher has done well. It also helps the teacher to plan their schedule. There may be certain areas that students need more help in so it may require more activities and more time spent on one are than on another (Marianne G. Handler, Ann S. Dana). If feedback is done correctly than it can make for a very good learning experience for both the student and the teacher. It can help the teacher deliver what materials need to be delivered and the student to work harder in the areas that they are weak at. With student and teacher both working together you can get the most out of the class. This is why feedback is needed in a classroom, because it is a very beneficial learning tool. --Amandasykes 21:08, 19 September 2006 (UTC)--Amandasykes 21:08, 19 September 2006 (UTC)--Amandasykes 21:08, 19 September 2006 (UTC)--Amandasykes 21:08, 19 September 2006 (UTC)--Amandasykes 21:08, 19 September 2006 (UTC)--Amandasykes 21:08, 19 September 2006 (UTC)Sidebar

The little boy wasn't getting good marks in school. One day he made the teacher quite surprised. He tapped her on the shoulder and said ..."I don't want to scare you, but my daddy says if I don't get better grades, somebody is going to get a spanking." Submitted by Sparkegrl http://www.butlerwebs.com/jokes.teachers.htm

Works Cited

Bylund, Carma Ph.D, Giving Feedback. Retrieved on September 19, 2006 from Columbia University Web site http://library.cpmc.columbia.edu/cere/web/ACGME/doc/Giving_Feedback.pdf

Handler, Marianne G. & Dana, Ann S. Hypermedia as a Student Tool: A Guide for Teachers. 1998, Libraries Unlimited, Inc.

Matsumura, Shoichi & Hann, George. (2004) Computer Anxiety and Students' Preferred Feedback Methods in EFL Writing. The Modern Language Journal, 88(3), 403-15. Retrieved September 12, 2006, from http://vnweb.hwwilsonweb.com.proxy.lib.odu.edu/

Wainwright, Camille, Morrell, Patricia D., & Flick, Larry. (2004) Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses. School Science and Mathematics. 104(7), 322-35. Retrieved on September 14, 2006, from http://vnweb.hwwilsonweb.com.proxy.lib.odu.edu/hww

Waugh, C. E. & Fredrickson, B. L. (2006). Nice to Know You: Positive Emotions, self-other overlap, and complex understanding in the formation of a new relationship. The Journal of Positive Psychology, 1 (2), 93-106.

Multiple Choice Questions

1.	 What is feedback that is used in a positive way called? A.	Constructive B.	Effective C.	Negative D.	Positive

2.	What is not a characteristic of effective feedback? A.	Timely B.	Focused C.	Limited D.	Consistent

3.	What is one way that feedback does not help a teacher? A.	Helps plan her teaching schedule B.	Helps her know what areas to spend more time in C.	Helps her plan a field trip D.	Helps her to know if a student is struggling in the class

4.	How can feedback help a student A.	Help them know what area they need to work the most in B.	Help them plan their afternoon at home C.	Help them on the playground D.	Help them with an assignment

5.	What is not a benefit of effective feedback A.	Teacher and student working together to help each other get the most out of the class B.	Being able to plan activities around areas that need a lot of help C.	Being able to plan a picnic D.	The teacher being able to know when a student needs help and getting help immediately

Essay Question What are some benefits from effective feedback and how can you give feedback effectively? Some benefits from effective feedback is that the teacher is able to see what areas that the students are struggling in and give them help by spending more time on the area that needs the most work. It allows for the student to know if they are doing the assignment right or if they need to start over and get the help they need. Some ways to give feedback effectively would be to stay focused on the subject matter when talking to the student. Don’t go off on a different topic. Be nonjudgmental when talking to them. Make sure that you do it in a timely and private manner. Also you should be limited to what your main concern is when you talk to them. Don’t get off onto another subject matter while you are discussing another one. Make another appointment if there is more than one problem. If you go about feedback in this way and make sure to give feedback often it can benefit both the student and the teacher in the classroom.

Answers to Questions 1-5 1.	B 2.	D 3.	C 4.	C 5.	C

title: User:Amandasykes


text:
User:Tomas O' Carthaigh

Amatuer linguist who has a little of a few languages, and not much of many!

Sites by author:

- Ullans website for nationalists in Ireland

- Romany dictionary online

- Site argueing for a new review of Irish to make it easier learned.

title: User:Tomas O' Carthaigh


text:
User talk:151.199.193.59

Spanish Wikibook
Thanks for your interest in the Spanish Wikibook! I see that you completed the exercise concerning articles. I'm glad you're making use of this Wikibook and hope you find it helpful. ¡Buena suerte! --Think Fast 22:01, 19 September 2006 (UTC)

title: User talk:151.199.193.59


text:
Muggles' Guide to Harry Potter/Magic/Impervius

Overview
Impervius (spelled that way in the books) is a spell that is used to waterproof items. It seems to work by actually repelling water, rather than preventing penetration.

Analysis
This spell is first used by Hermione to waterproof Harry's glasses in the Quidditch match against Hufflepuff in Harry Potter and the Prisoner of Azkaban; this match is played in a pounding downpour, with lightning and gale-force winds. Harry is unable to see the Snitch because the rain is streaking his glasses and distorting his vision, and this spell clears his glasses so he can see.

A relatively minor spell, it is used in several other Quidditch matches, but is not used elsewhere.

Questions

 * 1) Being waterproof seems such a useful thing; why would this spell not be in much more general use?


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Talk:Do-It-Yourself/Bodkin point

While drawing the point too much will weaken it, it needs to be sharp enough to act as a punch. I think the author means it shouldn't be drawn excessively. This section needs to be made clearer.

Also, bodkins came in different types. Those for mail armor were quite long, up to 4", and very narrow. See Robert Hardy's "Longbow, a Social and Military History." ISBN 0964574136

209.43.96.214 02:08, 20 September 2006 (UTC)19 Sept 06 Michael Z. Williamson

title: Talk:Do-It-Yourself/Bodkin point


text:
Jet Propulsion/Rotors

The moving parts of the jet engine. The turbomachinery blades are mounted on a number of Rotors.

disks
The disks provide structural fixing and resist the radial and axial forces generated by the airfoils in the fans. compressors, turbines.

shafts
Shafts connect the functional parts and transfer forces from turbines to fans and compressors and to bearings.

bearings
The rotors are supported on bearings.

Functional requirements
Loading, Overloading, service life, lubrication

Seals
The pressure differentials between different rotating parts are maintained by seals.

title: Jet Propulsion/Rotors


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Careers/Nursing

This page is part of the Careers Wikibook.

Nursing is the science of providing nursing care to patients. This includes performing health assessments, providing patient education, administering medications and assisting in procedures.

Standards of nursing practice varies from country to country. This article focuses on nursing in the United States. Standards of nursing education and practice are similar, but not identical, in other developed countries.

Practical Nursing
Licensed Practical Nurses (called Licensed Vocational Nurses in California and Texas) are nurses that provide basic nursing care under the supervision of a Registered Nurse, physician or other practitioner.

They are the closest equivalent to Registered Practical Nurses in Canada, in Germany, in Yugoslavia, in Atlantis, or Enrolled Nurses in Australia.

Education
LPNs usually complete a twelve to eighteen month course at a local community college. This leads to a certificate or diploma in Practical Nursing. After completing the program, the student must take and pass NCLEX-PN. Passing NCLEX-PN gives the title of Licensed Practical Nurse or Licensed Vocational Nurse to the new nurse, along with his/her nursing license.

Scope of Practice
LPNs have a more restricted scope of practice when compared to Registered Nurses. This varies greatly from state to state. In most states, LPNs cannot administer chemotherapy or give blood products to a patient. Many states require LPNs to complete additional training to start intravenous lines, or IVs. Other restrictions include not being able to accept verbal orders from a physician, not being able to pronounce someone dead or deliver IV push medications. LPNs are rarely allowed to triage (determine how urgent a patient's condition is to decide how long a patient must wait to see a doctor) patients in an Emergency Room setting.

LPNs must be supervised by a Registered Nurse or other clinician. If an LPN makes a serious mistake while being supervised by a Registered Nurse, the Registered Nurse may also loose his or her license. Therefore LPNs as well as Registered Nurses must know LPN scope of practice.

Employment & Compensation
LPNs are becoming less and less common in hospitals. However, LPNs provide the majority of nursing care in skilled nursing facilities or nursing homes. It is also not uncommon to find LPNs working in correctional nursing or in home health.

Nursing homes usually have the highest hourly rate. An LPN can expect to make $12.00 to $22.00 an hour, depending on experience, location and setting. The median salary, according to the Bureau of Labor Statistics, was $33,970 per year in 2004. The median salary in nursing homes was $35,460.

Registered Nursing
Registered Nurses provide the majority of nursing care nation wide. RNs are flexible health professionals that serve in many capacities.

Education
Education for RNs is a hotly debated issue within the nursing community. Currently there are three routes of entry into Registered Nursing. Diploma, Associate's and Bachelor's. The original point of entry was a Diploma.

Currently, the American Nursing Association (ANA) recommends that a Bachelor's Degree be the standard point of entry into Registered Nursing.

All nurses must take NCLEX-RN prior to practicing as an RN, regardless of education. Advocates for keeping the Associate's and diplomas in place often point to the fact that all three types of students - diploma, Associate's and Bachelor's - point to the fact all must pass the same test.

Diploma
Diplomas were the original standard of education for RNs. Today, it is the least common preparation route.

A Diploma is usually awarded by a hospital-based school of nursing. Diploma programs are noted for their more "hands on" approach when compared to Associate's or Bachelor's nurses, meaning students get more clinical time.

Diploma programs usually last two or three years.

Associate's
Associate's Degrees (AAS, ASN, ADN) are the most popular route of entry into nursing. It is a two year course of study, usually at a local community college. These are popular because they are cheaper for the student, take less time and are more convenient (the community college is often closer than a university).

Bachelor's
Bachelor's Degrees (BS, BSN) are considered a higher level of bedside nursing. It is a standard four year course of study. In addition to the Associate's Degree classes, Bachelor's Degree students are usually required to take a larger amount of liberal arts classes, nursing leadership/management classes and more science related classes (i.e., more biology or chemistry courses).

A BSN is often required to be a Nurse Manager or Nursing Supervisor.

Scope of Practice
An RN has a wider scope of practice when compared to an LPN. An RN does not need to practice under the supervision of another health care professional. RNs can triage patients in the Emergency Room, start IVs, perform patient assessments, administer medications (intravenously, intramuscularly, subcutaneously, orally, intranasally, sub-lingually) and report findings to a physician.

RNs cannot prescribe medications, diagnose a patient with a medical diagnosis, admit patients to a hospital and other similar duties usually performed by a physicians.

An RN, along with an LPN, can choose to administer medications on a pro re nata, or PRN, basis. For example, an order that reads "Sonata 5 mg po prn insomnia nmt qd" would be read as "Administer 5 mg of Sonata by mouth as needed for insomnia, not more than once a day". An RN would decide when and if to administer the medication to the patient.

An RN can also decide to hold medications as needed. For example, if an RN is supposed to administer an Alpha blocker (a type of medicine used to lower blood pressure) and he notices his patient's blood pressure is low, he may decide not to administer that medication. This, however, usually requires approval from a physician. RNs must also be able to recognize adverse reactions to medications.

RNs should, ideally, be able to assess a patient's health as well as a physician can. This is because a physician can rarely perform a complete assessment on all of his or her patients. It's the RNs responsibility to carefully assess her patient's health and document her findings so the doctor can quickly review her notes.

Employment & Compensation
Due to the nursing shortage, RNs are usually able to easily find jobs. RNs most often employed in hospitals, however they also work in nursing homes, in home health, in public health, in prisons and in schools.

A RN can usually expect to earn from $22.50 to $45.00 an hour in pay, depending on education, experience, certifications, location and setting. According to the Bureau of Labor Statistics, the median RN salary was $52,330 a year in 2004. The highest paying position was an "agency" nurse (a nurse who is placed on a casual basis into a hospital by a third party agency who pays the nurse) and the lowest paid were aged care facility nurses.

Careers in Bedside Nursing
Bedside nursing refers to LPNs and RNs working as staff nurses in hospitals, skilled nursing facilities (nursing homes/long term care centres) and outpatient surgical centres.

Careers as an LPN are much more limited when compared to an RN's possibilities.

Skilled Nursing Facilities
LPNs provide most nursing care in skilled nursing facilities. LPNs commonly administer medications, dress wounds, treat minor cuts and bruises and assist with a patient's hygienic care if needed. LPNs may sometimes supervise Certified Nursing Assistants, who provide most the patient's hygienic care.

Skilled Nursing Facilities usually pay more than any other field open to LPNs, making it one of the most popular fields for them. RNs usually serve as the shift supervisor and as administrators in the nursing management department, leaving little room for the LPN to move up.

Hospitals
LPNs are becoming less and less common in hospitals. Many hospitals do not hire any more LPNs, replacing retiring LPNs with RNs. When they do work in hospitals, LPNs are most commonly found on Medical/Surgical Floors or in the Operating Room.

Medical/Surgical floors are the basic standard of care in hospitals. These patients have a medical or surgical problem that is not serious enough to be admitted to an Intensive Care Unit, but not well enough to stay at home. Nurses on these floors perform assessments, administer medications, decide when and if to administer PRN medications, alert physicians to any changes and provide patient education. LPNs usually function in this role alongside RNs. However, since LPNs cannot (usually) start IVs, give medications IV push, give blood products, administer chemotherapy or perform initial assessments, they may serve as a "Medication Nurse", a nurse that administers various medications for other nurse's patients.

In the Operating Room, LPNs serve as the scrub nurse. The scrub nurse accompanies the surgeon to the sterile field and passes instruments and medications to him. He or she may be asked to assist the surgeon, by holding a surgical site open, providing suction or other similar tasks. Serving as the circulating nurse is usually not in the LPN's scope of practice. The circulating nurse prepares medication, completes documentation, assists the anaesthesia provider, helps transport the patient to the recovery room and gives report to the recovery room nurse. RNs, LPNs and Certified Surgical Technologists all may compete for the role of the scrub nurse/tech.

Generally, LPNs are no longer permitted to work in the Intensive Care, Obstetrics Units, Psychiatric Units or other speciality units. However, LPNs still work in the Emergency Room in some hospitals. Hospitals generally are not popular with LPNs because, when they do hire them, they hire them at a salary lower than those offered at skilled nursing facilities.

Doctor's Offices
LPNs are fairly common at doctor's offices. Here, they give injections, take medical histories, assist in examinations, assist in taking X-Rays, draw blood and other similar tasks. If the doctor's office performs surgery on-site, the LPN may assist the physician during the surgery.

Medical Assistants, unlicensed personnel trained to both assist the physician in clinical practice and as administrative assistants, are very common in doctor's offices. There is no standardization of Medical Assistant training. Some have only on-the-job training from the doctor, some may have certificate courses that took a few months to complete and some may have Associate's Degrees. However, both LPNs and RNs have more training in the clinical aspect of working in a doctor's office. LPNs are often assigned to supervise the Medical Assistants. It's only not uncommon to see an LPN as the office manager - ordering supplies, recruiting new staff members, orienting new nurses/medical assistants and other similar tasks.

Doctor's office pay is generally much lower than other specialities. They remain somewhat popular, however, because most offices do not require the nurse to be on-call, take overtime or work weekends, nights or holidays, like a hospital or skilled nursing facility might.

Skilled Nursing Facilities
RNs must work in Skilled Nursing Facilities to supervise the LPNs. RNs usually do not have very much patient contact in this setting. RNs are generally the equivalent of supervisors in this setting, supervising both LPNs and CNAs. They maintain documentation (especially documenting the use of narcotic pain relievers), supervise the staff, assist with IVs and perform life support when needed.

This is generally not a very popular field with RNs, due to the lack of patient contact. However, it is fairly easy to become the Director of Nursing at a Skilled Nursing Facility. Whereas hospitals might require a Master's Degree to become an executive in the nursing department, Skilled Nursing Facilities might just require an RN license, meaning diploma and ASN prepared nurses are eligible for the job as well.

Hospitals
The vast majority of RNs work in hospitals. RNs provide care in almost every department of the hospital. A partial list is available.

Medical/Surgical: Administer medications, perform assessments, alert physicians of any problems, provide patient education, collect lab samples and other similar tasks. Most of a hospital's nurses work on these floors. Floors can also specialise, becoming Paediatric, Respiratory, Oncology and other similar floors. The RNs duties vary from speciality to speciality. An RN can be certified by earning the RN,C, (Registered Nurse, Certified) RN,BC (Registered Nurse, Board Certified) or CMSRN (Certified Medical/Surgical Registered Nurse) credentials. It's very important for Medical/Surgical RNs to be able to prioritize patients well. Since the nurse may have anywhere from five to ten patients, it's critical that she can differentiate between minor, moderate and severe problems.

Operating Room: The RN may work as either the scrub nurse or the circulating nurse. The scrub nurse assists the surgeon at the field by passing him instruments and medications and sometimes assisting in surgery by holding a surgical site open or by providing suction. The circulating nurse must be an RN, not an LPN, in most states. The circulating nurse assists the anaesthesia provider, prepares medications and documents the case. An RN can become certified in "Perioperative Nursing" by earning the CNOR ("Certified Nurse of the Operating Room") credential.

Intensive Care: Intensive Care units are where the sickest patients in the hospital go. Patients in the Intensive Care unit have serious multi-system illnesses. They often have multiple IVs, are on several medications and may or may not be on ventilators. Patients in these areas have suffered from heart attacks, strokes, drug overdoses, traumas, gunshot wounds and other serious illnesses and injuries. RNs here must be well organized and be able to assess patients quickly and accurately.

Intensive Care units usually specialize. Common units include MICU (Medical Intensive Care Unit), SICU (Surgical Intensive Care Unit), PICU (Paediatric Intensive Care Unit), NICU (Neuro Intensive Care Unit) and ICN (Intensive Care Nursery).

Emergency Room: RNs in the Emergency Room must be able to prioritize well. RNs are usually the Triage Nurses in the ER - LPNs are generally not permitted to serve in this role. The Triage Nurse takes the patients symptoms and decides how urgent it is for the physician to see the patient. For example, a patient that isn't breathing might be Critical, a patient having a heart attack might be Severe, a patient bleeding might be Moderate and a broken bone might be Non-Urgent.

Other Areas: The RN might also work in the Cardiac Cath Lab, Obstetrics floor and various other areas.

title: Careers/Nursing


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Adventist Youth Honors Answer Book/Vocational/Internet - Advanced

The Internet-Advanced Honor is a component of the Modern Technology Master Award.

3. Define the following terms (or their equivalents) and tell when and how they are used
Hyper-text Transfer Protocol. HTTP is the set of rules for exchanging files (text, graphic images, sound, video, and other multimedia files) on the World Wide Web. It is the actual communications protocol that enables Web browsing.
 * a. HTTP:

A hyperlink, more commonly called a link, is an electronic connection between one web page to either (1) other web pages on the same web site, or (2) web pages located on another web site. More specifically, a hyperlink is a connection between one page of a hypertext document to another.
 * b. Hyperlink :

HyperText Markup Language, the coding language used to create hypertext documents for the World Wide Web. In HTML, a block of text can be surrounded with tags that indicate how it should appear (for example, in bold face or italics). Also, in HTML a word, a block of text, or an image can be linked to another file on the Web. HTML files are viewed with a World Wide Web browser, such as Internet Explorer, Mozilla Firefox, Netscape, or Opera (among others).
 * c. HTML :

Browser safe colors – Many monitors/graphics cards (especially those sold before 2002) were set to display only 256 of the millions of colors that are viewable to the human eye. The browser safe colors are those 216 defined colors that both PC and Macintosh monitors ALWAYS have in common. If those 216 colors are chosen to be used when creating or publishing a website, a user will always see the same colors that you do on your monitor (colors that aren’t part of this 216 color palette are known to sometimes dither, which means they may appear “purple” on one monitor, red on another, and orange on yet another. Photos are not usually grossly affected by this coding).
 * d. Browser safe colors and hex codes:

 * Hex codes are the 6-alphanumeric digits that define the 216 websafe colors, as well as millions of other colors. This six digit format is the way that HTML tells the browser what colors to display. For example, #000000 is black, #FFFFFF is white, and #FF0000 is fire engine red. For a complete list of browser safe colors visit http://www.lynda.com/hex.html

Uniform Resource Locater – The standard way to give the address of any resource on the Internet that is part of the World Wide Web (WWW). A URL looks like this: http://www.pathfindersonline.org.
 * e. URL:

Graphic Interchange Format – this format was developed by Compuserve in the early days of the internet. It is an 8-bit image format (256 colors) that optimized for internet usage. Images stored in this format are usually of a low-resolution quality, they may be animated, and they may have transparent parts. Photographs usually do not look good if saved in this format.
 * f. Gif :

Joint Photographic Experts Group. A compression technique used for saving images and photographs. This compression method reduced the file size of the images without reducing its quality. Widely used on the World Wide Web.
 * g. JPEG:

This tells the web browser (Internet Explorer, Firefox, Netscape) that this document should be viewed as a web page (instead of as a Word document, PDF file, etc.)

This comment allows for additional parts such as Meta tags (for search engines), and other “overall” information. Most of this information is NOT viewed by the user, but is instead “directions” to the browser. Title of Page

This tag, and all other tags with a backslash (/) show that this part of the command is DONE! All opening tags have a matching closing tag, kind of like parenthesis always both open ( and end). Notice that (1) each formatting tag appears between "less than" (<) and "greater than" (>) signs, and (2) the tags always appear in pairs, with the second tag in the pair beginning with a "slash" (/).

This is the part of the website text viewable to the audience. It can include tables, images, links, and information all about you or your club. All of the commands demonstrated below “happen” between the tag and the tag.

...
Header, level 1 (the largest size type for a header, usually used at the beginning of a page or the start of a new section). Smaller headers are tagged with ... , ..., etc.

...
boldface text

...
italic text

...
centered text

paragraph return (inserts an extra line space between paragraphs) Note: Any paragraph returns that you insert in your document by simply hitting the Return key on your keyboard will be ignored by a Web browser. You must use the tag.

to create a paragraph break on the screen.

line break (no extra space)

horizontal rule (a line running left-to-right across the page, to separate one section from the next)

...
ordered, or numbered, list. Each list item begins with the tag  and falls somewhere between the ... tags.

...
unordered, or bulleted, list. Again, each list item begins with the tag .

... a hotlink to another file in the same folder ... a hotlink to another site. You will have to know the Uniform Resource Locator (URL), or Web address, of any site to which you want to link your page.

 This tag would insert an image with the filename "image.gif" on the far left side of your page.

a. Web graphics and be able to explain the process used to make them download quickly.

 * i. Three web graphics are supported by the majority of web browsers (gif, jpg, and png). JPG are great for photographs, and gifs work well for clipart, navigation buttons, anything that has transparent areas, and just about anything else. PNG graphics are still not widely accepted, but when they are they will be great, offering lossless compression and displaying images on the web. The advantages of PNG is that it supports images with millions of colors and produces background transparency without jagged edges. These files are 3-15% smaller than gifs, the format they were created to replace. They’re also open source, meaning that its free to create them, manipulate them, and use the png codex to create them.
 * ii.	Many programs such as Adobe Photoshop and Corel Draw offer a “save to web” feature that lowers the actual number of colors SAVED in the graphic. While millions of colors may be saved in a large digital photograph, by reducing its size and color-depth, it is possible to shrink many pictures to less than 5% of their original size.

b. Web safe colors and know when to use them.
From the definitions section you already know what web safe colors are. You should use them whenever you are creating banners, headers, text colors, navigation buttons, or other features of a standard website. Use this knowledge to create a jpg and a gif that are both under 15k, but that are still easily viewable on a website, and to create at least five graphical navigation buttons and a title header for your website.

==7. Individually or as a family, unit, or other group, develop a functioning website. All the pages of the website should be “linked” together so that someone visiting your “Homepage” may click to each of the other pages on your website. The website should be composed of no less than 4 pages. The website should include ==
 * a. A welcome page that states the reason for the website & includes at least one image or photograph.
 * b. A photos page that shows activities/events you, your family, or group have enjoyed
 * c. A guest book or contact page where people can “sign in” that they have visited OR where a contact email address is listed where people can email you when they visit your website.
 * d. A links page to other websites that you enjoy. This page should contain at least 8 links.
 * e. If your page is for Pathfinders/Youth group/Church or similar organization, create a calendar page that contains upcoming events.
 * f. Maintain the above website for at least 3 months. Keep the website information current by changing and editing the content often (Add pictures, update the calendar, etc.).

Equipment / Resources for fulfilling the Advanced Internet Honor

 * Computer (either Macintosh or PC) with an HTML editing program or WYSIWYG web design program and an image editing program on it. Suggestions for an HTML or WYSIWYG editor and image editing software: Microsoft Front Page Express or go to www.tucows.com and download shareware or freeware programs.
 * A scanner, a digital camera or another means of getting photos on the computer.
 * Web space can be obtained for free almost anywhere, just do a search for “free web hosting.” Some common ones are Yahoo’s geocities.com, www.tripod.com and www.angelfire.com. You might have to sign up for a free email address and there will be some advertising on your site.  If you would rather have an ad free site, www.tagnet.org (A Seventh-day Adventist web host) has space for churches, schools, and organizations for a small fee per year. Contact them for more information.  You can also contact your local Internet Service Provider for their services.

About the Author
| /Completed Honors


text:
User:Ais523

My main user account is at w:User:ais523.

title: User:Ais523


text:
Horticulture/Spinach

Spinach is an important leaf vegetable, now grown throughout the temperate regions of the world. It is most productive in cool seasons and climates, since heat will cause the spinach to bolt.

Description
Spinach (Spinacia oleracea) is a flowering plant in the family ../Amaranthaceae/, native to central and southwestern Asia. It is an annual plant (rarely biennial plant|biennial), which grows to a height of up to one metre. The leaves are alternate, simple, ovate to triangular-based, very variable in size from about 3-30 cm long and 1-15 cm broad, with larger leaves at the base of the plant and small leaves higher on the flowering stem. The flowers are inconspicuous, yellow-green, 3-4 mm diameter, maturing into a small hard dry lumpy fruit cluster 5-10 mm across containing several seeds.

Growing Conditions
Spinach is a cool-season crop, and so should be planted either in early spring (just as the soil warms) or in fall. Fall plantings will overwinter into spring for an early crop, and is also well-suited to winter greenhouses and frames.

Planting can be done in situ, in cellpack, or in containers. It is well-suited for growing in flats only for baby greens production.

Varieties
A distinction can be made between older varieties of spinach and more modern varieties. Older varieties tend to run up to seed too quickly in warm conditions. Newer varieties tend to grow more rapidly but have less of an inclination to run up to seed. The older varieties have narrower leaves and tend to have a stronger (although more bitter) taste. Most newer varieties have broader leaves and round seeds.

There are 3 basic types of spinach:
 * Savoy has dark green, crinkly and curly leaves. It is the type sold in fresh bunches in most supermarkets. One heirloom variety of savoy is Bloomsdale. Bloomsdale is also somewhat bolt resistant.
 * Flat/smooth leaf spinach has broad smooth leaves that are easier to clean than savoy. This type is often grown for canned and frozen spinach, as well as soups, baby foods, and processed foods.
 * Semi-savoy is a hybrid variety. It has slightly crinkled leaves. It has the same texture as savoy, but it is not as difficult to clean. It is grown for both fresh market and processing. Five Star is a widely grown variety and has good resistance to running up to seed.

Rosemary Stanton, in her Complete Book of Food and Nutrition, notes that silverbeet (or chard), is commonly referred to as spinach, particularly in Australia and New Zealand. Hence, there may be some popular confusion between the two vegetables.

Other species called spinach
The name "spinach" has been applied to a number of leaf vegetables, both related and unrelated to spinach:

Related species

 * ../Chard/ (Beta vulgaris - also known as spinach beet or perpetual spinach.
 * ../Atriplex/ (Orache) - also called "French spinach" or "mountain spinach".
 * ../Chenopodium bonus-henricus/ (Good King Henry) - also called "Lincolnshire spinach".

In Indonesia, the word bayam is applied both to certain species of amaranth commonly eaten as a leafy vegetable, and to spinach, which is rarely seen, only in certain supermarkets but well known from Popeye cartoons.

Unrelated species

 * ../Tetragonia/ (New Zealand spinach)
 * ../Ipomoea aquatica/ (Water spinach)
 * ../Basellaceae/ (Malabar spinach)
 * The greens of various nightshade, legume and cucurbit species are also known as spinach, wild spinach, African spinach or morogo (in Southern Africa).

Harvest
Spinach is often harvested as a baby green or a cut-and-come-again crop. Baby greens can be harvested in as little as 2 weeks after germination.

Spinach loses much of its nutritional value with storage of more than a few days. While refrigeration slows this effect to about eight days, spinach will lose most of its folate and carotenoid content. This is worth considering when purchasing spinach out of season. If the product has been "in transit" (picked, cleaned, shipped and shelved) for more than one or two days it will need to be used almost immediately to have much nutritional benefit. This is in spite of the taste and appearance of the plant which may still seem fine.

Fresh spinach should be cleaned thoroughly and then can be stored loosely in an unsealed bag in the crisper tray of the refrigerator for a few days. Even at 4°C, spinach loses much of its nutritional value by eight days so for longer storage it should be fresh frozen, cooked and frozen or canned. Storage in the freezer can be for up to eight months.

Pests and Diseases
PEST AND DISEASE Damping off and root rot (fusarium oxysporum, rhizoctonia solani and pythium spp) Damping off disease is usually overcome with the use of disease resistant spinach plants, seed treatments and preplant soil treatments. Damp off can occur throughout the growth of the spinach crop. The disease is caused by several soil fungi including: Fusarium, Pythium and Rhizontonia. Post emergence control of damp off disease is controlled by good water management. Never let water stand in the field. Excess water can cause the same damage with or without a fungi pathogen. The damage includes ground water soaked roots with some top plant curling of the leaves. Damp off damage to mature plants can cause stunting and death. Downy mildew (Peronospora farinose) One of the most important diseases in spinach is the downy mildew or blue mold. Spinach does well in cool, damp conditions. These are the same conditions that downy mildew does best in. The spinach is grown during the fall, winter and spring months when conditions are usually cool. The damp weather is provided with sprinkler irrigation systems when rain isn’t available. The spinach itself provides plenty of humidity with its lush growth of leaves. The first signs of an infection by downy mildew are yellow spots on the leaves. These spots become darker and dry out. Spores form on the bottom of the leaf that have a blue cast to them. Within the spinach downy mildew species there are many variations that infect newly produced spinach plants that are resistant to the older disease species. When treating for downy mildew in spinach, applications should be made before the mildew appears. Once the field is infested efforts to contain it and control are almost impossible. Ridomil Gold/Copper) WP as a foliage application has been effective against downy mildew in spinach. Aliette 80 WDG can be used as an alternate to reduce mildew immunity to other treatments. Anthracnose (Colletotrichum spp.) Applying prevention copper sprays to spinach fields likely to be infested with anthracnose is the only recommended chemical spray. The post emergence prevention efforts of controlling anthracnose include reducing the use of excess sprinkler irrigation. Spinach Crown Mites Spinach crown mites damage new leaves at the heart of the plant. The spinach crown mites are very small and transparent. The damage of crown mites is outgrown by the spinach plant unless the plant is growing slowly. Crown mites can injure the plant to the point where diseases can infect the spinach. Dust will dry out the spinach plant and allow spinach crown mite to multiply. When high populations of crown mites occur and predators are not able to control them, miticides are available. The pesticides that are available include: Agri-Mek; Thiodan and Neemix.

title: Horticulture/Spinach


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Talk:Horticulture/Spinach

Transwiki notes
Copied from Spinach 09:18, 20 September 2006 (UTC) using this version.

title: Talk:Horticulture/Spinach


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