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UK Database Law

What is a database?
A database is a collection of information stored in a computer in a systematic way, such that a computer program can consult it to answer questions. The software used to manage and query a database is known as a database management system (DBMS).

For the purposes of English law, s.3A Copyright, Designs and Patents Act 1988 defines a database as a collection of independent works, data or other materials which are:
 * arranged in a systematic or methodical way, and
 * individually accessible by electronic or other means

As such, under English law, a database includes data held electronically and, notably, data held in a non-electronic format, e.g. paper records.

Legal protection of databases in England & Wales
The law in England and Wales recognises the existence of two separate legal rights in databases: (i)  copyright; and (ii)  database right.

Copyright is available to certain, but not all, databases. The key criterion for determining the availability of copyright to a database is whether the database qualifies as a "literary work".

Database right is available to all databases.

Copyright
Copyright in England and Wales is governed by the Copyright, Designs and Patents Act 1988. For the purposes of this wikibook this will be referred to as the 1988 Act.

Under s.1(1)(a) of the 1988 Act, copyright is stated to "subsist", i.e. exist, in "original literary works".

"Literary works" are defined in s.3(1) of the 1988 Act as being "any work, other than a dramatic or musical work, which is written, spoken or sung".

Copyright will exist in database if it is sufficiently original; in order to be a literary work, “the selection or arrangement of the contents of the database” must constitute the author's own intellectual creation s.3A of the 1988 Act.

Existence
Copyright arises automatically in a work that meets the criteria outlined below. There is no need to register copyright in a database with a central organisation.

Originality
s.1(1)(a) requires the database to be original. "Original" for the purposes of copyright means that the database is the author's own work, i.e. not copied from the work of another party.

A common misconception is that an idea can be protected by copyright. This is not correct. Copyright protects that expression and form of an idea, not the idea itself. It is equally the originality of the expression and form that matters, not the idea.

Minimum effort
A literary work does not require significant effort in order to obtain copyright protection. Any writing will attract copyright, provided it is substantial enough to constitute a work.

Recorded
In order to obtain copyright, data must be recorded. The nature of databases is such that this requirement will always be satisfied.

Ownership
Under s.11(1) of the 1988 Act, initial ownership is owned by the author or co-authors of a database.

Under s.11(2) of the 1988 Act, if the author of the database is an employee, copyright in the database is owned by his employer. This is subject to the following provisions:

 * the database must have been created in the course of the employee's employment
 * there must be no agreement to the contrary between the employer and employee, e.g. an agreement granting the employee copyright in the database

If a database is commissioned, copyright rests with the author, not the person, company or organisation whom commissioned the database. An agreement whereby a third-party is commissioned to create a database should contain a clause providing for assignment or licence of copyright work. In the case of Blair v Alan S Tomkins & Anor (1971) 21 QB 78 it was held that in the absence of licence, one will usually be implied.

Note, in R Griggs Group Ltd v Evans (2003) EWHC 2914. it was held that the party who commissioned a database may be entitled in equity to beneficial title in the database if a mere licence may not give them enough rights to stop the work being used by a rival.

Duration
Under s.12 of the 1988 Act, copyright will protect a database for the life of the author (or employee) plus 70 years.

Rights
Under s.16 of the 1988 Act, copyright provides the owner of a database with the right to prevent another party copying the database.

s.16 equally provides the owner of a copyright with exclusive rights to:

 * copy the work (see s.17)
 * issue copies of the work to the public (see s.18)
 * rent or lend the work to the public (see s.18A)
 * perform, show or play the work in public (see s.19)
 * to communicate the work to the public (see s.20)

Infringement
Copyright in a database is infringed if a “substantial part” of the database is copied by another unauthorised party.

The question of what is a substantial part is qualitative.

Primary infringement
A party who commits a primary infringement of copyright in a database is liable regardless of state of mind.

Copying can be indirect – i.e. a result of seeing a copy of the original work – s.16(3).

Copyright in a work is infringed by a person who without the licence of the copyright owner does, or authorises another to do, any of the acts restricted by the copyright – s.16(2)

There is a rebuttable presumption of copying if the defendant's work is similar to that of the claimant and the defendant has access to the claimant's work.

Secondary infringement
Requires knowledge, or reason to believe, that one is dealing with an infringing copy.

Copies are made without the copyright owner's permission.

Includes:
 * people who import infringing goods – s.22
 * people who sell infringing goods – s.23

Defences
Fair dealing:

 * for purposes of research or private study – s.29
 * for purpose of criticism or review – s.30(1)
 * for the purpose of reporting current events – s.30(2)

Remedies
Damages for primary infringement – s.97
 * Note, this remedy is not available if a defendant did not know and had no reason to believe that the database was copyright

Delivery up for primary infringement – s.99

The database owner may seize offending copies of the database – s.100.
 * Normally this remedy is only used against street traders as the right excludes business premises.

An infringing party may face criminal liability for making or dealing with infringing articles – s.107

Delivery up of infringing copies – s.108

Destruction of offending copies – s.114

Order preventing importation of infringing copies – s.111

Database Right
Database right is a  sui generis right that has provided protection for databases in England and Wales since 1997.

Prior to 1997 the view in England and Wales was that databases were adequately protected by copyright (see previous). This conflicted with the wider view in continental Europe that databases were functional documents, not literary works, and as such could not be protected by copyright.

The European Union passed Council Directive 96/9/EC on the Legal Protection of Databases ('the Database Directive') in order to standardise the legal protection provided to databases across the EU.

In England and Wales, the Database Directive was implemented by the Copyright and Rights in Databases Regulations 1997 SI 1997/3032 ('the 1997 Regulations'). The 1997 Regulations amended the 1988 Act to limit the extent to which copyright applies to databases (s.3A).

Existence
Under Reg.13 of the 1997 Regulations, database right subsists in a database if "there has been a substantial investment in obtaining, verifying or presenting the contents of the database".

In order to qualify for database right in English law, one or more of the creators of the database must reside in the European Economic Area, see Reg.18.

Like copyright, database right will arise automatically in databases that meet the criteria provided Regs.13 and 18. The creator of a database right does not need to register the right with a central body.

Ownership
Under Reg.15 of the 1997 Regulations, the maker of the database is the first owner of it.

The maker is defined in Reg.14(1) of the 1997 Regulations as "the person who takes the initiative in obtaining, verifying or presenting the contents of a database and assumes the risk of investing in that obtaining, verification or presentation shall be regarded as the maker of, and as having made, the database".

Regulation 14(2) provides a caveat that "where a database is made by an employee in the course of his employment, his employer shall be regarded as the maker of the database, subject to any agreement to the contrary". This is similar to the position with copyright.

Duration
Regulation 17(1) of the 1997 Regulations provides that "database right in a database expires at the end of the period of fifteen years from the end of the calendar year in which the making of the database was completed".

Regulation 17(3) provides further that "any substantial change to the contents of a database, including a substantial change resulting from the accumulation of successive additions, deletions or alterations, which would result in the database being considered to be a substantial new investment shall qualify the database resulting from that investment for its own term of protection".

In effect, it is possible for databases that are updated regularly to obtain indefinite rolling protection from database right, i.e. every updated version of the database obtains 15 years protection.

Rights
Database right gives the owner the right to prevent copying and unauthorised use of the database.

Infringement
Under Reg.16(1) of the 1997 Regulations, "a person infringes database right in a database if, without the consent of the owner of the right, he extracts or re-utilises all or a substantial part of the contents of the database".

Extraction, re-utilisation and substantial are defined in Reg.12.

Extraction is defined as "the permanent or temporary transfer of [the] contents [of the database] to another medium by any means or in any form".

Re-utilisation is defined as "making [the] contents [of the database] available to the public by any means".

Substantial is defined "in terms of quantity or quality or a combination of both".

Regulation 16(2) further provides that "the repeated and systematic extraction or re-utilisation of insubstantial parts of the contents of a database may amount to the extraction or re-utilisation of a substantial part of those contents".

Defences
Fair dealing - Reg.20 of the 1997 Regulations:

 * extraction by a lawful user - Reg.20(1)(a)
 * extraction for purpose of illustration or teaching or for a non-commercial purpose - Reg.20(1)(b)
 * the source is indicated - Reg.20(1)(c)

Regulation 20(2) provides further exceptions to database right for public administration. These are detailed in Schedule 1 of the 1997 Regulations.

Links

 * The Copyright and Rights in Databases Regulations 1997, legislation.gov.uk
 * Copyright, Designs and Patents Act 1988, legislation.gov.uk
 * Council Directive 96/9/EC on the Legal Protection of Databases, March 1996, eur-lex.europa.eu
 * Protection of Databases, ec.europa.eu

 * Sui generis database right

title: UK Database Law


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User:Brianmeenagh

Brian Meenagh

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

title: User:Brianmeenagh


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Cookbook:Shrimp Fritters (Accra)

| Cuisine | Caribbean cuisines | Cuisine of Trinidad and Tobago

Ingredients

 * ¼ cup (60 ml) green pepper, chopped
 * 2 spring onions, chopped
 * 1 small onion, chopped
 * 1 Scotch bonnet or other hot pepper, minced
 * 2 cups (480 ml) flour
 * 2 tsp (10 ml) baking powder
 * 1 tsp (5 ml) sugar
 * ½ lb (~225 g) chopped shrimp
 * 4 cloves garlic, minced
 * 1 tsp (5 ml) thyme
 * 1 tsp (5 ml) parsley
 * Black pepper to taste
 * Salt to taste
 * Water
 * Vegetable oil

Procedure

 * 1) Combine green pepper, spring onions, onions, and scotch bonnet in a bowl.
 * 2) Add remaining ingredients except water, and mix thoroughly.
 * 3) Stir in enough water to make a soft mixture using a spoon. Beat mixture until is smooth.
 * 4) Using a pan or deep fryer, drop spoonfuls in to hot oil, and fry until all sides are brown.

title: Cookbook:Shrimp Fritters (Accra)


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Cookbook:Potato Samosas (Aloo Pies)

| Cuisine | Caribbean cuisines | Cuisine of Trinidad and Tobago

Ingredients

 * 2 cups all purpose flour
 * 2 tsp baking powder
 * ½ tsp salt
 * ¾ cups water
 * 4 ea. (600 g / 1 lb) medium potatoes
 * Salt
 * Black pepper
 * Chile pepper
 * 1–1½ tsp ground or whole cumin (jeera), or to taste
 * Oil for deep frying

Procedure

 * 1) Mix flour, baking powder, salt, and water. Knead lightly to make a dough.
 * 2) Set dough aside to relax, covered with a bowl or damp cloth
 * 3) Boil potatoes in salt water until tender. Peel and mash potatoes well.
 * 4) If whole cumin is used, heat in a dry skillet for a few minutes to release the flavour.
 * 5) Season the potatoes with salt, black pepper, hot pepper, and cumin.
 * 6) Divide the rested dough into 9 balls called loyah. Flatten out loyah into 10 cm (4 inch) circles and fill with potato mixture.
 * 7) Wet one edge with water, then fold over and seal, enclosing all potato
 * 8) Deep fry in oil until golden brown.
 * 9) Drain on brown paper or kitchen towel.

Notes, tips, and variations

 * If the loyah are made smaller, 12 medium-sized aloo pies can be made

title: Cookbook:Potato Samosas (Aloo Pies)


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Talk:Build Your Own Solar Power Generator

Promotion Concerns
I hope this book can be expanded to be a more comprehensive book on creation of a solar power generator. As it is, it seems more as a promotional pamphlet for the company -- which Wikibooks is not supposed to be. - Lynx7725 5 July 2005 03:02 (UTC)

Cleanup
I started to clean up this booklet and added some steps near the end based on an attempt I made over a decade ago. Please review and fix if I got it wrong. --Mbrickn (discuss • contribs) 08:38, 4 August 2021 (UTC)


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Talk:Biblical Studies/Christianity/John 3

Parallel version columns 1 and 3 use word wrap, 2 and 4 require one * plus string of spaces to maintain width.

Re: Comfortable Words
I haven't even finished the page with the link back to {{Christianity]] the Wikibook I am spearheading and you already put it up for Speedy Deletion, what gives? - Athrash | {Talk)  8 July 2005 20:18 (UTC)
 * If it's not a book in its own right, but a subpage of an existing book, it should either be named  or   in accordance with Naming_conventions. Otherwise, how is a user subsequently going to be able to write a book entitled "Comfortable Words". Please don't pollute the main namespace, it's bad enough already, but people are slowing converting older books to more recent conventions. - Aya 8 July 2005 20:31 (UTC)

 * Update: Also note that using the  convention will automatically add a link to the subpage which leads back to the main book. - Aya 8 July 2005 20:34 (UTC)

Sorry, then it's an issue of non-conformity. If I try subpage Christianity/The Comfortable Words then you delete the other, is that preferable. Or should I or you use redirect?  - Athrash |  {Talk)  8 July 2005 20:50 (UTC)

Saw your vote on John 2, thanks. I will redirect all pages to Christianity/... That was the problem and this is the solution, I think. - Athrash | {Talk)  8 July 2005 21:05 (UTC)

 * Update: I've moved all the offending pages, and updated the links on the main page. I'll note it in Votes for deletion. - Aya 8 July 2005 21:47 (UTC)

Thank you again, when I got back to it, you did all the work. The move function, not redirect, worked for a remaining page Palestine map and now I understand the naming convention. What a switch, to say, you may have saved Christianity (the book). - Athrash | {Talk)  9 July 2005 01:30 (UTC)

Update as of September 5 − Christianity: The Book became The Appendix as calmer influences have the last word. Others may talk til they are green in the face. - Athrash | (  T a l k )  05:22, 6 October 2005 (UTC)

Finalized
Findings: ευρεσις
 * God so loved the world.
 * Start with only a few versions of the Bible, various household references, some ancient manuscripts now available on the Internet and a Wikipedia link. So, begin a new translation with no preconceived notions. The progression is steady just like the early church, in fact parallel. Aramaic and its oral tradition are the backbone. Evidence, the earliest persecutions by Saul of Tarsus were in Damascus, they spoke Aramaic. The Syrian tradition spreads to Egypt, Modernity picks up the earliest Coptic Gospel of John on papyrus which may have come from a trilingual. To Koin a phrase, early Christianity is to Greek as Shakespeare is to English, making Greek the expansive written language of choice, but something must be said for Latin which would emanate from Caesarea early on. Thus Modernity speaks through Codex D or Bezae of the bilingual Greek-Latin, which some (incl. F.H. Chase) have called Western Syro-Latin text. The introductory Latin Word Picture comes in v. 20 where something was hidden from the light, ironic. The exemplar for the Sub-Achmimic Coptic version would have been 2nd century and for the Codex D, probably 3rd century. Evidence, the Coptic Codex Q (Qua) incorporating the Greek alphabet omits Eccehomo of John 19, but Codex D and Codex B include it, a Latin addition.
 * Reference: The Gospel of John According to the Earliest Coptic Manuscript and Translation by Sir Herbert Thompson, British School of Archaeology in Egypt and Egyptian Research Account. 1923. (Introductory Conclusion, pp. 28-30).

 * The conversion of Cephas in Chapter 1 to a tiny wikified image of the screenshot Aramaic rather than ISO numbers which were read differently in different browsers, opened the door to small inline facsimiles of phrasing from ancient manuscripts, a unique placement of Coptic and Latin with the enlargement and more information behind the image link.
 * Something about the laborious method proscribed to recording the Greek Word Pictures and weighing the possibilities for that concise spacing redeems the effort, deepening the thought process. The wordplay seems inevitable.
 * Would it be presumptuous to say, if the translator emulates the early church and writes the Word, that such a person becomes possessed and God takes over, setting the rules. Yeshua (Ezra 3: 8) is the simplest Aramism and the name by which the early church would remember Jesus. Every chapter could mention Yeshua in the margin at least once beginning with Chapter 5, only taking liberties in Chapter 15, following the lead of Chapter 1 verse 12 by substituting “name of Jesus” for “name.” This allows the column heading Aramism to stand as a logical extension even when one Latin phrase is cited per chapter, thus bringing to bear the nomina sacra and monumental Latin like pastor for shepherd, paracletus for Comforter, proverbus for figure of speech, yet, confirming the language of Rome plays a minor part overall. Messiah remains the most elevated term, see Chapter 1 and 4 for the only mention of the original word in the N.T. “The Christ” alone is described everywhere else as the Messiah, an Aramism.
 * The transition from Latin to Old English is a natural, thus the transition of Iesous from Greek to Latin to O.E. to English reaches an interesting juncture in Chapter 4. Jesus had foreign relations. Modernity opts for universal language at that point. The Coptic version only starts in Chapter 2, first viable sacred name is a preview in 3: 10, unavoidably (the abbreviation IHC represents the unpronounceable name of God already) this shows a mixture of Greek and English translation, an awkward moment, but one of the earliest examples of superlineation and an Aramism of redundant verbage, all in three words, altogether fascinating since the Greek would have required four words adding και in between. Latin makes it easier, Codex D starts at John 3: 16, first viable sacred name John 4: 1. The last leaves or pages in both codices are missing bringing the Latin phrases to a dramatic conclusion in Chapter 20 and 21, even more so the Aramaic in Chapter 20.
 * Gender issue, double entendre in v. 6 comment. Issue, whether to pursue gender neutral at all? Why tick some people off, because the clock has been ticking long enough and, God willing, the time may have arrived. Issue (meaning, definition number 30 in the Random House, offspring), the birth itself is to issue forth and all human offspring are the bodily issue of a woman. The alternative, flesh, is only skin deep, yet beauty is … This too, a mind, body, and spirit exercise as in v. 9. If the process becomes at all cumbersome then a retraction can be issued. She/he designation (v. 5) is not appropriate for these times, but see nothing wrong with an occasional his/her. The Wikipedia article on the NRSV is of interest, commenting:
 * Gender-inclusive language does represent a change from the traditional translations, however, in many cases, the original language, Koine Greek, is gender ambiguous. For example, adelphoi, can be translated as either "brothers" or "brothers and sisters."

- Athrash | T a l k 01:22, 22 February 2006 (UTC)


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Cookbook:Chicken Biryani

Ingredients

 * 2 cups rice (preferably Basmati)
 * 500 g (1 lb) chicken
 * 6 tablespoons oil
 * 300 ml (10 oz) yoghurt
 * 3 cloves of garlic, crushed and chopped
 * 1.5 cm ginger, peeled and sliced

 * 5 large onions, chopped
 * ½ cup tomatoes, puréed
 * 2 chiles, chopped
 * 1 teaspoon turmeric powder
 * 5–6 strands saffron
 * 8 cloves
 * 10 cm (4 inches) cinnamon stick
 * 5 black pepper corns
 * 8 cardamom pods
 * 1 teaspoon cumin
 * Salt to taste

Procedure

 * 1) Cook soaked and washed rice.
 * 2) Marinate the chicken in lemon juice, yoghurt, ginger, garlic, salt, turmeric powder, cumin powder, cloves, chillis, chopped tomatoes, and tomato purée.
 * 3) Heat oil in a pan, add onions, and cook until onions turn golden brown. Add these to the chicken.
 * 4) Grease a heavy-bottomed deep and wide mouthed pan. Add a layer of rice. Put in the chicken mixture, top with the rest of the rice, and put the saffron on top.
 * 5) Bake in the oven for 1–1½ hours at 150°C (300°F); cut into a piece of chicken to see if it is cooked.
 * 6) Serve the biryani with yoghurt on the side.

title: Cookbook:Chicken Biryani


text:
Ada Programming/Delimiters/**

Arithmetic Power of
The "**" operator is defined as arithmetic power of for all numeric types.

"**" (Left : T; Right : Integer) T;

Usage
A : Float   := 5.0 ** 2; B : Integer := 5 ** 2;

Working Example
; Operator_Power A : Float   := 5.0 ** 2; B : Integer := 5 ** 2; T_IO Ada.Text_IO; F_IO    (Float); I_IO    (Integer); T_IO.Put ("A = "); F_IO.Put (      Item => A,       Fore => 3,       Aft  => 1,       Exp  => 0); T_IO.New_Line; T_IO.Put ("B = "); I_IO.Put (      Item  => B,       Width => 3,       Base  => 10); T_IO.New_Line; Operator_Power;

Wikibook

 * Ada Programming
 * Ada Programming/Delimiters
 * Ada Programming/Operators

Ada 2005 Reference Manual

|**

title: Ada Programming/Delimiters/**


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User:Too Old~enwikibooks/sandbox

Bonding
Dogs are social animals; they live in packs. They will, very soon after you bring them into your home, regard your family as their pack. This trait is what makes it so easy to train a dog.

Instinct makes dogs defer to the leader of the pack. This does not mean that they fear the leader, but that they respect and /or love him/her. And it is so much easier for all concerned if that respect and love is reciprocated.

It is cruel to isolate a dog from the pack. A dog that is tied on a leash (or a chain) in a yard all day long is an abused dog, and he will soon exhibit behavioral problems. The same is true of a dog that is left in an apartment all day, while its master is at work. If you can't provide comapanionship to a dog, how can you get companionship from him? If you must leave the dog during the day you should have one or two other animals to keep him comapany. And they must have adequate space to attend to their needs.

Remember that your dog is a person too, although of a different species.

Training
It is perhaps not too extreme to say that every dog needs a job, and that if you don't give him one he will invent one of his own, and you might not like the job he chooses. So it is essential that your dog must be trained. He will enjoy doing the jobs you give him, no matter how small or large. And you will be proud of him.

You should start with simple things and very gradually progress to more complicated ones.

Dogs, like people, have varying degrees of ability and varying likes and dislikes. Some dogs love to swim all day long, others will not even let their feet get wet, though all dogs can swim if they must. It is almost as cruel to try to have a dog do something he really doesn't like as it is to lock him in a dark room all day. And throwing or pushing a dog into the water (for example), in an effort to teach him to swim, will only make him hate water all the more.

Communication
Most of the effort in training a dog is spent in communication. He and you must learn each other's language to some extent. Shouting at him will not make him understand you any better. It will, however, hurt his feelings until he learns that it just your meaningless way of barking, and learns to ignore it.

He will, however, understand your tone of voice almost immediately, so, if you want to tell him "no", do it in a deep, growl-like way, and if he does the right thing, be happy about it, and tell him so. But his hearing is very keen, and you can almost whisper.

Focus
When you are training your dog, especially if it is something new, you must not allow yourself or him to become distracted. If something comes up that you must deal with it is better to drop the training entirely, and take it up at a later time.

First Lessons
If you have a new puppy, you will want to house-break it as soon as possible. This can be a very easy process. The very best way is to teach the puppy to urinate and/or defecate on command. Don't despair, it is easy.

title: User:Too Old~enwikibooks/sandbox


text:
Puzzles/Set theory puzzles

 * Infinite Hotel
 * Russell's Paradox

title: Puzzles/Set theory puzzles


text:
Puzzles/Set theory puzzles/Infinite Hotel

Puzzles | Set theory Puzzles | The infinite hotel

You are the manager of a hotel with an infinite, countable number of rooms. All rooms are currently being occupied. One day a new guest arrives and asks for a room.
 * How do you make room to accommodate this new guest?

Later on that day, the infinite hotel next door has a flood and all of those guest come over to your hotel and ask for a room.
 * A countable, infinite number of guests arrive. Can you make room for them all?

Solution


text:
Provençal

Provençal (Prouvençau in Provençal language) is one of several dialects of the Romance language Occitan, which is spoken by a minority of people in southern France and other areas of France.

This book aims to teach beginners the Provençal maritime language in mistralian writing.

Content

 * /Pronunciation/
 * /Introductions/
 * /Dates/
 * /Vocabulary/

External link

 * Wiquipèdia

Provençal

title: Provençal


text:
International Relations/Evolution of the Modern State System

 * 1) Sumerian City State - Ur, Kish, Karsa, Lagash, etc. (30 in number, existed before 2500 B.C.)
 * 2) Greek city-states
 * 3) Pre-modern states; not nation states but empire-states which did not represent the wishes of the people - Roman empire
 * 4) End of 30 years' war, treaty of Westphalia in 1648 and the acknowledgement of other states
 * 5) Italian mercantile city states
 * 6) French Revolution and development of ideas of self-determination


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY XKEY

GKEY XKEY - Grabs the selection and locks its Z and Y position. In this mode it will only move along the global X axis.


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY YKEY

GKEY YKEY - Grabs the selection and locks its Z and X position. In this mode it will only move along the global Y axis.


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY ZKEY

GKEY ZKEY - Grabs the selection and locks its X and Y position. In this mode it will only move along the global Z axis.


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY XKEY XKEY

GKEY XKEY XKEY - Grabs the selection and locks its Z and Y position on the local axis. In this mode the selection will only move along the local X axis.


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY YKEY YKEY

GKEY YKEY YKEY - Grabs the selection and locks its Z and X position on the local axis. In this mode the selection will only move along the local Y axis.


text:
Template:Blender 3D: HotKeys/3D View/Multiple Modes/GKEY ZKEY ZKEY

GKEY ZKEY ZKEY - Grabs the selection and locks its X and Y position on the local axis. In this mode the selection will only move along the local Z axis.


text:
Radiation Oncology/Spinal radiosurgery

Spinal radiosurgery is the one or a few fractions and high doses per fraction for primary or metastatic tumors involving a vertebral body with close proximity to the spinal cord. It is often used in a site of prior irradiation, so IMRT can be used to limit the dose to the cord.

Doses

 * 25 Gy in 5 fx

title: Radiation Oncology/Spinal radiosurgery


text:
Robotics/Design Basics/Mechanical Components

Robotics: Design Basics: Mechanical Components

Gears
Gears are mechanical parts with cut teeth designed to mesh with teeth on another part so as to transmit or receive force and motion. The cut teeth are also sometimes called cogs. Others like in chainsaws and motors can be tweaked. In Robotics Gears are used to transfer rotational forces between axles. They can change speed and direction. The axles can stand in any orientation, however not all orientation can be done with 2 gears. Commonly gears are used to reduce the speed of a motor. When they reduce the speed, the torque of the output axle increases.

Common types of gears as used in Robots are explored below. Each type of gear is used for different purposes and it has both advantages and disadvantages.

See this Wikipedia article on gears. This page will cover how each gear is used specifically in robotics.

Spur gear
Spur gears are the best-known gears. These are the simplest form of gears and are commonly used in light machines as bikes, mixers, etc,... They aren't used in cars as they are very noisy and their design puts a lot of stress on the teeth.

You might use them to transfer rotation from a motor output shaft (coming directly from the motor or from the gear box) to the axle on which the wheels are attached. This poses a limitation: the motor output axle and the wheel axle have to be parallel.

Bevelled gear
Beveled gears are used when you wish to transfer work between two perpendicular shafts that are on the same plane (if the axles were to be extended they would hit). They can have straight, spiral or hypoid teeth.

Worm Gear
This is a gear that resembles a screw, with parallel helical teeth, and mates with a normal spur gear. The worm is in most cases the driving gear, there are however a few exceptions where the spur gear drives the worm. The worm gear can achieve a higher gear ratio than spur gears of a comparable size. Designed properly, a built-in safety feature can be obtained: This gear style will self-lock if power is lost to the drive (worm) however this feature doesn't work if the pinion is powered.

Rack and Pinion
Torque can be converted to linear force by a rack and pinion. The pinion is a spur gear and meshes with a toothed bar or rod that can be thought of as a sector gear with an infinitely large radius of curvature. Such a mechanism is used in automobiles to convert the rotation of the steering wheel into the left-to-right motion of the tie rod(s).

Chains & Belts
Chains and belts can be used to transfer rotational motion over a longer distance. The main difference between the two, lays in the fact that a belt can slip. This is not necessarily a bad thing as slipping occurs when the output shaft carries a load that is too heavy. In this case the belt slips instead of the motor being stalled. This protects the motor as it could otherwise be damaged by the stall current. The disadvantage of belts is that since it can slip, the amount of rotation doesn't remain the same, e.g., the input axle may turn 4 times, while the output axle may turn only 3.8 times. This should be taken into account if the position of the output axle is important.


text:
Robotics/Components/Video

Video components split up in 2 categories. On one hand you have a video camera, some form of transmission (wire or radio) and a display. On the other hand you have computer vision.

Camera, transmission, display
There are very small cameras, some even with built in wireless connection, which are cheap and need hardly any external components. These cameras can be mounted on a robot and let the user see through the robots "eyes".

If the robot has an on-board computer (single board or laptop) a webcam can be used. This allows robot control over a network or even the internet.

Computer Vision
Computer vision is a relatively new area. It tries to provide a computer with eyes and the ability to "understand" what it sees. The first step is easy. Webcams have been around for quite some time. However the second step, understanding the image, is the hard one.

Image processing plays a substantial part in robotics where computer vision is used. There are many aspects to image processing including: demosaicing, image registration, differencing, recognition and segmentation.

Demosaicing
Demosaicing is perhaps the first step in image processing as it pertains to computer vision due to the fact that this process occurs just after the image is initially captured. In general, demosaicing is an algorithm that takes the image after being processed by a color filter array (CFA), such as a Bayer filter, and reconstructs a full color image. The image shown on the left is the output from the CFA and the image on the right shows the reconstructed image using the demosaicing algorithm. The result is an overall loss in detail and sharpness leading to a loss in resolution.

Image Registration
Image registration is the process used to combine multiple images into a single coordinate system. Combining images into a single coordinate system makes it easier to process the data contained in images taken at different times or from different perspectives. There are two main types of image registration based on how the images are combined into a single coordinate system. The first of which is intensity based, which uses correlation metrics to compare intensity patterns within the images to combine them. The other method is feature based, which uses points, lines and contours within the images to combine the images. Image registration has also been used in the realm of digital photography with the process of photo-stitching.

Image Differencing
Image differencing is used to obtain the changes between two images and is done by comparing the images pixel by pixel. A typical application of image differencing is with a traffic camera that needs to determine where cars are located in an image. By taking an image and finding the difference between it and the frame before it, the result is an image similar to the one shown where the outlines of the vehicles are neatly shown. The problem with this method is that there is a gap between the images in where the car is located. To solve this problem, taking the difference between the current image and a stock image that was taken when no cars were present gives a much clearer image depicted where the cars are located.

Image Recognition
The process of image recognition is difficult to pull off in the realm of computer vision. Nothing comes close to what a human can accomplish, but robots can do simpler tasks. Some of the simpler tasks that can be accomplished within computer vision are recognizing simple geometric shapes, human faces and fingerprints. Different aspects of the problems involved with image recognition include: object recognition, identification and detection. An implementation of image recognition is known as geometric hashing. The geometric hashing algorithm uses a model image of a particular object such as a computer mouse to see if it is located in a given image.

Image Segmentation
The process of image segmentation is used to simplify other aspects of image processing. This includes breaking an image down into smaller pieces making object detection and edge detection easier. The K-means algorithm can be used to segment the image into K clusters. The basic algorithm is shown below.

// Basic K-means algorithm

1.	Pick K cluster centers, either randomly or based on some heuristic

2.	Assign each pixel in the image to the cluster that minimizes the variance between the pixel and the cluster center

3.	Re-compute the cluster centers by averaging all of the pixels in the cluster

4.	Repeat steps 2 and 3 until convergence is attained (e.g. no pixels change clusters)

title: Robotics/Components/Video


text:
Template:Blender 3D: HotKeys/3D View/Edit Mode/HKEY

HKEY - Hides the currently selected vertices, edges and faces. They will be hidden only while in Edit Mode.


text:
Template:Blender 3D: HotKeys/3D View/Edit Mode/ALT-HKEY

ALT-HKEY - Unhides vertices, edges, and faces that were previously hidden. Vertices, edges, and faces that are unhidden will be added to the current selection.


text:
Radiation Oncology/Testis

Testis

 * Official Guidelines
 * Overview
 * Staging
 * Seminoma
 * Non-seminoma Germ Cell Tumors
 * Radiation Tolerance

title: Radiation Oncology/Testis


text:
Cookbook:Clams Steamed in Aluminum Foil

Ingredients

 * 18 ea. (2 lbs) clams
 * 2 celery stalks, finely chopped
 * 1 onion, finely chopped
 * 1 bell pepper, diced
 * 2 garlic cloves, minced
 * 2 tbsp parsley
 * 1 tbsp thyme
 * ½ cup of lemon

Procedure

 * 1) Preheat oven to 450°F (230°C).
 * 2) Clean clams.
 * 3) Cut out four 18-inch aluminum foil squares.
 * 4) Make squares into double foil pockets and put ingredients in them.
 * 5) Fold edges so there is plenty of space for them to open. The edges themselves should be tightly folded several times to close up.
 * 6) Bake for 15–25 minutes.
 * 7) Eat right out of the foil or empty onto plate.

title: Cookbook:Clams Steamed in Aluminum Foil


text:
Talk:Introduction to Sociology/Race and Ethnicity

My Notes for now
The following is from: Brown, Rupert; Gaertner, Samuel L. Editors. - Blackwell Handbook of Social Psychology: Intergroup Processes - 2002

p. 65 "In particular, two traditionally held views have undergone major revision. One view, that children become gradually more prejudiced with age, is no longer tenable. Empirical research now typically shows an inverted-U relation between age and prejudice. The second view, that children learn stereotypes and prejudice solely from parents and peers, has also not been supported. Rather, children are now seen to play a more active role in the biases they develop. Perhaps the revisions are due in part to a decline in normative forms of prejudice and thus greater variability in attitudes of parents and children."

p. 66 "Ethnic bias has been particularly harmful in imposing constraints on the social and academic opportunities afforded minority children, and on the social relationships of majority children. Gender stereotypes impose the same harmful constraints on development; however, we know that boys and girls will eventually be dating and mating. The ethnic divide only becomes larger with age, not necessarily because of personal bias, but because of societal structures such as marriage and religion that keep us a Dart."

p. 67 "A discussion of measurement techniques leads to the question of how children's prejudice differs from adults' prejudice. This question often arises because teachers and parents express disbelief at the early high levels of prejudice reported by researchers. They claim to be unaware of prejudice in all but a few young children. Most people identify spontaneous slurs and stereotypic remarks as indications of prejudice. Children, however, differ from adults in verbal and emotional sophistication. Consequently, they do not frequently express their prejudice in racial slurs. Furthermore, the emotional underpinnings of children's prejudice is less likely to be anger and hostility and more likely to be suspicion, fear, sadness, and expectations or projections of rejection, harm, and avoidance."

p. 70 "By the time minority children are between 7 and 10 years old, any pro-White bias seems to have disappeared, and they either no longer exhibit any clear bias or express pro-ingroup bias."

p. 71 "This is demonstrated with measures that highlight a fixation on ethnic classification over multiple classification. For example, children have been asked to sort pictures of people into as many groups as they like, based on whatever criteria are salient to them ("Make groups of children who go together or who are similar"). In some studies, race was a particularly salient cue for sorting, more salient than gender or age (e.g., Davey, 1983; Ramsey, 1991), whereas in others race was less salient (Bennett, Dewberry, & Yeeles, 1991; Bigler & Liben, 1993; Hirschfeld, 1996; Verkuyten, Masson, & Elffers, 1995). When children were asked to reclassify pictures they had already sorted based on one dimension, for example, race, they found this difficult at 4 and 5 years, but generally were able to resort at 6 or 7 years (Bigler & Liben, 1993). More difficult was the simultaneous multiple classification task which requires that the child use two criteria such as race and gender to classify people."

p. 72 "Most studies do not report the number of children who have close cross-race friends, but when they do, the percentages appear to be less than 50% during pre- and early adolescence (Aboud & Mendelson, 1999; DuBois & Hirsch, 1990; Graham & Cohen, 1997). Although studies generally report gender effects, there has been no consistent finding that girls or boys have more cross-race friends. "Black, Hispanic, and Asian students have generally, but not always, reported more cross-race friends than White students."

p. 73 "Several theories have been formulated over the years to explain the development of prejudice. The most commonly held theory of prejudice is that it is learned from parents (Allport, 1954). Most lay people, educators, and psychologists explain the ethnic conflicts and name-calling of young children in this manner. "If children are not born prejudiced, then they must have learned it from their parents" is the logic employed. The alternative cognitive-developmental theory proposes that cognitive maturation leads children at a young age to construct and evaluate categories from available information, and that subsequent maturation leads children to differentiation within these categories (Aboud, 1988; Katz, 1976; Piaget & Weil, 1951). Individual differences in the way children use these categories (Levy & Dweck, in press) may explain why some children maintain prejudice into adolescence. We now describe the theories and the evidence pertaining to them." Any guess which side he'll favor?

p. 74 "The simplest way to demonstrate parental influence on the acquisition of prejudice is to correlate the attitudes of parents and children. Some studies have found a small correlation (Carlson & lovini, 1985; Mosher & Scodel, 1960). Others found no significant relationship between White parents and their children (Aboud & Doyle, 1996b; Davey, 1983) or Black parents and their children (Branch & Newcombe, 1986). Children of 10 years could not accurately predict the attitudes of their parents or best friends, but their own attitudes correlated significantly with what they thought were others' attitudes (Aboud & Doyle, 1996b; Epstein & Komorita, 1966). Children generally seem to perceive in others levels of prejudice comparable to their own, either because they egocentrically distort others' attitudes or because they have little real evidence on which to base judgments to the contrary. "Most children receive very little information about race or ethnicity from their parents. Kofkin, Katz, and Downey (1995) reported that only 26% of White parents of 3-yearold children had ever commented on race, usually for the purpose of teaching their children about equality and appreciating differences, or merely to answer their children's questions. The correlation between parent and child attitudes was .33 in families where race had been discussed, and nonsignificant in families where race had not been discussed. This suggests that children are influenced by their parents' attitudes only when parents explicitly talk about their views. Typically it is in regions where ethnic conflict is high that parents explicitly and emotionally express their attitudes (e.g., Bar-Tal, 1996; Duckitt, 1988), leading to the one-sided conclusion that high prejudice in children comes from parents. However, parents are just as likely to be responsible for lowering the levels of prejudice in their children." Informative.

p. 75 "In contrast with gender socialization, which appears to decline with age during childhood, minority ethnic socialization may increase as parents detect their children's receptivity to the more complex aspects of ethnic group membership. Likewise, it is thought that minority children derive important ideas about minority group identity from watching television programs, which to date have not provided the kinds of models that parents find desirable (Graves, 1993)." I was right in my criticism of Elijah Anderson's work - media is a major influence on youth, minorities in particular.

p. 79 "Intervention experimental studies. Because category formation and outgroup homogeneity appear at a young age, researchers have not attempted to train these skills in order to observe their role in the formation of prejudice. However, a number of cognitive approaches have been used in schools to reduce prejudice. The common one is to provide knowledge about the cultural ways of minority groups. This is unrelated to cognitive developmental theory in that it makes no reference to age-related cognitive structures, but rather to the idea that prejudice is based on ignorance. Typically these studies find no consistent effect of information on reducing prejudice (Pate, 1988; Furuto & Furuto, 1983). In fact, the presentation of information about typical cultural patterns, simplified for young schoolchildren, runs the risk of contributing to group stereotypes. Even if the goal is to instill a positive stereotype, say about the eating habits of Chinese people, it is quite inappropriate to teach children that Chinese Americans use chopsticks, when many of them do not. "More successful are role-playing programs, where students re-examine their attitudes after experiencing powerlessness or discrimination in a simulation game (McGregor, 1993). Another cognitive approach, called antiracist teaching, seeks to reduce prejudice by discussing the social/historical inequalities that underlie racism and discrimination. Role-playing and antiracist teaching, however, are limited in scope and application. First, they are rarely used with elementary schoolchildren because they require a certain amount of social and emotional sophistication. Secondly, they may unintentionally portray minority members as helpless victims, rather than as potentially respectable friends. Thirdly, they are directed to a White audience only, and the material is often inappropriate for non-White ethnic group members. Fourthly, they may raise feelings of guilt that young children cope with in unproductive ways, for example, by blaming the victim or denying wrongdoing."

p. 80 "In summary, there may be several routes to the acquisition and reduction of prejudice. Children appear to have a predisposition to create ethnic categories around age 4 or 5, and then to use these to infer group distinctions and homogeneity of members within categories. If evaluations from parents are explicit, preoperational children may adopt these evaluations. However, a more likely scenario is that prejudice is acquired when children identify with one ethnic category and generalize their self-esteem to their group, or without a salient identification they generalize from social attachments to similar others. As a function of age and familiarity, children become more flexible in their thinking and more reciprocal in their social relations; this results in fewer distinctions between ethnic groups, more differentiation within groups, better reconciliation of differences, and use of multiple cross-cutting categories. These social-cognitive abilities, developing in the concrete operational stage, appear to contribute to a post-7 year reduction in prejudice. Minority group children differ from White children only in their greater attitude variability pre-7 years. They may not all follow the ingroup preference route to the extent that ingroup identification is not salient or personal attachments are multiethnic. Why some but not all children develop balanced attitudes in middle childhood is not clear, though there may be individual differences in cognitive assumptions about people or the presence of other controlled, as opposed to automatic, processes such as belief in fairness. Research published over the next decade will address questions about social and cognitive inputs to prejudice by designing experimental interventions to prevent early high levels of prejudice and to reduce prejudice and discrimination in school children (see Aboud & Levy, 2000)."

These look like very reasonable and comprehensive notes and should be added.

--Aunk (talk) 04:25, 23 December 2007 (UTC)

Some examples of specific types of alleged racism
See Zionism and racism for details.
 * Afrocentrism - the belief that black African cultures were historically more powerful and influential than most historians believe, or that certain ancient civilizations were created or maintained by black Africans
 * Anti-Semitism - racism directed towards followers of the Jewish faith or people of Jewish ethnicity, the latter often including those who follow other faiths.
 * Apartheid - a now defunct, white supremacist system that once existed in South Africa, in which Whites, Blacks and "Coloreds" were segregated; some refer to current Israeli policies towards Palestinians as apartheid as well.
 * Black supremacy - the belief that those of African descent are the superior race.
 * Bumiputra - A system whereby Malays are accorded economic privileges not available to those of other races.
 * Caste system - (not always considered racist) A system of social hierarchy among various social groups, such as in India often stratified along color lines, with the darkest individuals being members of the most subordinate caste - each assigned a specific occupation and social role.
 * Colonialism - a practice of the imperial powers of Europe and Asia, wherein foreign territories were subjugated and minority ruling classes were installed to exploit the natural and human resources of the territory. Although not explicitly racist by intent, negative consequences due to racism nearly always resulted.
 * Colorism - a bias against dark skin resulting from an internalization of white racist values, manifested in such things as the paper bag test. There seems to be an implicit calculus behind this belief that makes the worth of an individual inversely related to the darkness of his/her skin.
 * Cultural genocide is a term used to describe the deliberate destruction of the cultural heritage of a people for political or military reasons.
 * Ethnic Cleansing - the intentional and systematic relocation and/or elimination of different ethnicities to produce an ethnicly "pure" territory or country - for example, recent history in the former Yugoslavia
 * Eurocentrism - the practice of historically and culturally focusing on white Europeans, to the exclusion of study, or even mention of, significant achievements of other groups of people; and often the appropriation of achievements of people of color as being European in origin
 * Genocide - the intentional and systematic elimination of different races to produce an racially "pure" territory or country - for example, the history of the Third Reich
 * Institutionalized Racism - the process of purposely discriminating against certain groups of people through the use of biased laws or practices. Often, institutionalized racism is subtle and manifests itself in seemingly innocuous ways, but its effects are anything but subtle.  An example of this type of racism is the redlining of districts to keep certain people from moving in to a new neighborhood, pervasive in the financial industry in the 1950s and 60s.
 * Islamic terrorism - Political reverse discriminatory prejudice and terrorism against non-Muslims, Muslims who do not adhere to their particular brand of Islam, and non-Islamic governments.
 * Islamophobia - the manifestation of hatred and hostility towards Muslims and sometimes Arab people in general.
 * Manifest Destiny - a historical form of the belief that asserted that white Americans had the right and duty to colonize the West and "civilize" the Native American inhabitants.
 * Model Minority - stereotype that Asian Americans are intelligent and hardworking and should serve as a "model" for other minorities in the United States
 * Nazism (National Socialism) - a historical form of political organization coupled with extreme racism, that directed its energies against the Jews, Roma (the so-called Gypsies), Poles, among other groups. Some adherents of Nazi ideology continue to exist today.
 * Racial purity - the belief that the various so-called races should be kept "pure" by not permitting interbreeding
 * Racial segregation - the discriminatory practice of separating groups in society along racial lines, often associated with privilege, power and entitlement for a dominant group and disdvantage and oppression for the subordinate one.
 * Redlining - the practice of denying marginalized communities services (such as food delivery or taxi service), or access to home or business loans allowing residents to build equity and have a financial stake in their own communities, or refusal to locate businesses or other services in marginalized communities (such as supermarkets, banks, or bus and subway routes).
 * Reverse discrimination or reverse racism - the belief that measures designed to correct alleged racism, such as Affirmative action, have in fact simply created new racist policies against the dominant groups. This is a highly controversial idea.
 * White flight - the practice of white residents abandoning a neighborhood or area due to the arrival of black or other residents, often weakening the tax base and reducing public services. The practice is also known as the tipping point.
 * White man's burden - the belief once held by Europeans that they were obligated to civilize and "correct" the great unwashed heathen masses of the world. Although considered a noble mission by some, in practice its consequences nearly always resulted in more human suffering.  Term coined by Rudyard Kipling.  Similar to "colonialism".
 * White privilege - preferential treatment enjoyed by white persons in various aspects of society.
 * White supremacy - the belief that Caucasians are, as a race, superior or worthy of supremacy, even called by some the "master race".
 * Attitudes of suburb and gated community developers, who are often accused of pandering to racist views by emphasizing "crime risk" in more racially diverse downtowns, especially in North America.

Suggested additional reading

 * Bamshad, Michael; Wooding, Stephen; Salisbury, Benjamin A.; Stephens, J. Claiborne. 2004. Deconstructing The Relationship Between Genetics And Race. Nature Reviews Genetics 5, 598-609. reprint-zip
 * Barkan, Elazar. 1992. The retreat of scientific racism: changing concepts of race in Britain and the United States between the world wars. New York: Cambridge University Press.
 * Boas. 1912. Change in Bodily Form of Descendants of Immigrants in American Anthropologist. 14:530-562.
 * Brace. 1964. A Non-racial Approach Toward the Understanding of Human Diversity. In The Concept of Race, ed. Ashley Montagu.
 * Cann, Rebecca; Stoneking, M.; Wilson, A. 1987. Mitochondrial DNA and Human Evolution. Nature. Vol. 325 Issue: January. pp. 31-36.
 * Caspari, Rachel. 2003. From Types to Populations: A Century of Race, Physical Anthropology, and the American Anthropological Association. American Anthropologist. 105 (1):65-76.
 * Cavalli-Sforza, Luigi Luca; et al. 1995. The History and Geography of Human Genes. Princeton University Press.
 * Dain, Bruce. 2002. A hideous monster of the mind: American race theory in the early republic. Cambridge, Mass.: Harvard University Press.
 * Edwards, A.W. 2003. Human genetic diversity: Lewontin's fallacy. Bioessays 25, 798-801.
 * Ehrlich and Holm. 1964. A Biological View of Race. In The Concept of Race, ed. Ashley Montagu.
 * Frayer, David; Wolpoff, M.; Thorne, A.; Smith, F.; Pope, G. Theories of Modern Origins: The Paleontological Test. American Anthropologist. 95(1):14-50.
 * Jorde, Lynn B. and Wooding, Stephen P. 2004. Genetic variation, classification and race. Nature Genetics 36:28-33. full article
 * Kittles, R. A. and Weiss, K. M. 2003. Race, ancestry, and genes: Implications for defining disease risk. Annual Review of Genomics 4:33-67.
 * Lewontin. 1973. The Apportionment of Human Diversity. Evolutionary Biology. 6:381-397.
 * Lieberman and Jackson. 1995. Race and Three Models of Human Origins. American Anthropologist. 97(2):231-242.
 * Lieberman, Hampton, Littlefield, and Hallead. 1992. Race in Biology and Anthropology: A Study of College Texts and Professors. Journal of Research in Science Teaching. 29:301-321.
 * Livingstone. 1962. On the Non-Existence of Human Races. Current Anthropology. 3:279-281.
 * Montague. 1941. The Concept of Race in Light of Genetics. Journal of Heredity. 23:241-247.
 * Montague. 1942. Man's Most Dangerous Myth: The Fallacy of Race
 * Olsen, Steven. 2003. Mapping Human History: Genes, Race, and Our Common Origins. Mariner Books.
 * Parra, Flavia C. et al. 2003. Color and genomic ancestry in Brazilians. PNAS. 100, (1):177-182. full article
 * Rosenberg, N. A. et al. 2002. Genetic structure of human populations. Science. 298:2381-2385.
 * Sarich, Vincent and Miele, Frank. 2004. Race: The Reality of Human Differences. Westview Press.
 * Serre, D. and Pääbo, S. 2004. Evidence for gradients of human genetic diversity within and among continents. Genome Research. 14:1679-1685. full article
 * Smith, Fred. 1982. Upper Pleistocene Hominid Evolution in South-Central Europe: A Review of the Evidence and Analysis of Trends. Current Anthropology. 23:667-686.
 * Stoler, Ann Laura. 1997. Racial histories and their regimes of truth. Political Power and Social Theory, 11:183-206.
 * Thienpont, Kristiaan and Cliquet, Robert. (Eds.) In-group/out-group gedrag in evolutiebiologisch perspectief. Leuven: Garant. 1999. ISBN 9053509704
 * Thorne and Wolpoff. 1992. The Multiregional Evolution of Humans. Scientific American, April:76-83.
 * Wilson and Brown. 1953. The Subspecies Concept and Its Taxonomic Application. Systematic Zoology, 2:97-110.
 * Wolpoff, Milford. 1993. Multiregional Evolution: The Fossil Alternative to Eden. The Human Evolution Sourcebook Russell Ciochon and John Fleagle, eds.

My Recommendations Regarding Accuracy, Errors and Additional Detail.
Hetep and Respect SuperUnspecial Wiki is a wonderful tool but as all new open tools it is a double-edged sword. That is, one will find accurate information and errors. This is especially true with respect to cultural information.

Below you will find my notes regarding this article, which, have been formally submitted to my fellow wikipedians and wikibookians for their consideration as we speak.

This book deals with complex subject matter and is useful as an introductory survey of the range of issues associated with notions of ethnicity and the later concepts of Euro-centrism and ‘race” my comments should be of interests to those concerned with sociology, anthropology, psychology, the nature of Cultural Health and social science in general.

The book like many in their early start up phase contains accuracy, error and the need for more detail. Below you will find my contribution, insofar as with my wikipedian hat on, I can attest to accuracy, point out an error and make a recommendation for the addition of detail.  Accurate:

“…Debates continue in and among academic disciplines as to how race should be understood. Most sociologists believe race is a social construct, meaning it does not have a basis in the natural world but is simply an artificial distinction created by humans. As a result of this understanding, some researchers have turned from conceptualizing and analyzing human variation by race to doing so in terms of populations, dismissing racial classifications altogether. In the face of the increasing rejection of race as a valid classification scheme, many social scientists have replaced the word race with the word ethnicity to refer to self-identifying groups based on shared religion, nationality, or culture…”

“…The understanding of race as a social construct is well-illustrated by examining race issues in two countries, the U.S. and Brazil…”

This is a very useful survey and the contrast between the U.S. with its approximate 13 million African Americans and Brazil with more then 100 million African Brazilians is a good introduction to the subject.

Errors:

Here the first ethnographic studies are correctly attributed to “Egypt” But the indigenous name of the Country Kemet is not mentioned and the fact that we are here talking about Classical African Civilization in the same way that Greece is related to Western Civilization needs to be corrected. One must be careful here not to insert or overlook the work of anti-Kemetic Egyptologists. Anti-Kemetic Cultural Poisoning should be avoided and historicity should be maintained.

“…The division of humanity into distinct races can be traced as far back as the Ancient Egyptian sacred text the Book of Gates, which identified four races according to the Egyptians. This early treatment merged racial and ethnic differences, combining skin-color with tribal and national identities.

Here we have and example of mixing up truth with falsehood. The classical Africans of Kemet (Egypt) did produce the first ethnographic studies but they had no word for “race”. Yet the author talks as if such a concept existed, it did not, and he offers no proof that it did exist. I personally have never seen or heard of any word in the 10,000 year history of metu neter, (hieroglyphics) for “race”.

The Kemetic people do not ‘identify four “races” ‘ in this ethnographic study from the time of Seti I in the book of Gates. They do identify three major ethnic groups and two Nationalities. Blacks are shown by nationality Kemetian (Egyptian) and Nubian. The other two ethnic groups are Caucasian (White) and Multi-ethnic (Semitic).

There is also an Ethnographic study from the time of Ramosis II that deliniates three major ethnic groups and Two Nationalities. The study precisely notes the Kemetic nationality as belonging to the Black ethnic group. So the first ethnographic studies in recorded history, c. 1500 - 1200 B.C.E., delineate the three major ethnic groups Blacks, Asians and lastly Whites/Semites. Despite the invention of the word “race” some approximately 2,700 years later. I have seen no evidence to invalidate the Cultural Health Golden Rule (There is one race the human race and many ethnic groups) established by the first sociologists in recorded history.

To see a copy of a early ethnographic study from the time of Rameses II c. 1200 B.C.E. Click Here. This link will take you to the Cultural Health Training Center. Scroll down the page until you come to the “African American Cultural Literacy Section. Start the video clip 3.35 minutes in you will see the ethnographic study and the professor’s explanation.

http://aunk123.googlepages.com/home

Recommendation for Additional Detail

"...The word race was introduced to English from the French in the late 16th century..."

I do not have the details on the tip of my tongue but this detail should be filled in, as the facts are known. I recommend the following level of detail be added.

Name of first users of “race”, his book and page number (non racial use)

Name of Second user, book and page number (First racial use)

The 18th century rise of academic Euro-centrism and Racism, at the German university of Gottingen (Bernal 1987).

--Aunk (talk) 05:49, 23 December 2007 (UTC)


text:
Cookbook:Worcestershire Sauce

Worcestershire Sauce, pronounced "Wuh'ster'sher," can trace its origins back to India. The original recipe was brought back by a Lord Sandys from Bengal, and is kept a closely guarded secret. The ingredients include malt vinegar (from barley), spirit vinegar, molasses, sugar, salt, anchovies, tamarind extract, onions, garlic, spice and flavourings. The production process includes maturation in oak barrels for several months.

First made by Lea & Perrins in 1835, the company still makes the sauce in the same way today. It is invaluable for spicing up savoury dishes.

title: Cookbook:Worcestershire Sauce


text:
Carpentry/Survey/Builder's Level

Level spelled backward is level,as both ends of a foundation should be! Bubble levels come in many shapes and sizes, the smallest one used to level the longest length. It is a line level and the idea is to stretch a string as taut as one dares to and hang this little 3 inch level on it. These are hard to work with and wind can cause false readings. The best level for long foundations is the water level. Other builders levels are the torpedo, a 9" level, that are great for scaffold building if they are magnatized. There are 18", 2ft,4ft, and 6ft levels. It is always a good idea to check one level against another by simply stacking one on top of the other to make sure that they read the same.

title: Carpentry/Survey/Builder's Level


text:
User:M.linger

Same username in wikipedia.

Mainly interested in helping to develop the Programming:Cocoa book into a useful work. Also interested in Programming:Objective-C as it relates to Cocoa.

Would love to see the two books develop cooperatively.--M.linger 6 July 2005 02:17 (UTC)

title: User:M.linger


text:
Cookbook:Cuisine of Iraq

Iraqi cuisine has changed and evolved since the time of the Babylonians, Sumerians and Assyrians. The cuisine has been influenced by those ancient civilizations, which also influenced Greek and Persian cuisines. With the coming of Islam and the spread of Arab culture, which influenced the region, the food was enhanced to combine old and new sets of tastes.

As Baghdad became the centre of the Islamic world, Muslims from all over (Africa, India, China, Indonesia, etc.) visited Iraq, which gave Iraq new twists to its food. As Iraqis traveled, trading absorbed Mediterranean flavors.

With the Ottoman rule of Iraq, influences of Turkish cuisine also became incorporated into Iraqi recipes.

Iraqi recipes in this cookbook:

 * Rice in Fish Broth-Sayyadieh
 * Iraqi Charoset

title: Cookbook:Cuisine of Iraq


text:
User:San Martin/monobook.css

a:link { text-decoration : none; }

a:hover { text-decoration : underline; }

a:visited { text-decoration : none; }

a:visited:hover { text-decoration : underline; }

title: User:San Martin/monobook.css


text:
Portuguese Grammar/Contents

Introduction

 * About this Wikibook
 * About Portuguese language
 * About Portuguese speakers countries
 * Grammar overview

Alphabet & Phonology

 * Alphabet
 * Ortography
 * Pronunciation
 * Soft vowels
 * International words

Morphology

 * Noun
 * Article
 * Adjective
 * Pronoun: Tables
 * Verb
 * Verb: Tables
 * Preposition
 * Conjunction
 * Interjection
 * Word formation

Advanced grammar

 * Crase

More on History

 * Romance languages
 * Iberia and Portuguese
 * Around the World

Variations

 * Portuguese standard language vs. Brazilian standard language
 * European Colloquial Portuguese
 * Brazilian Colloquial Portuguese
 * African Colloquial Portuguese
 * Portuguese in East Timor

title: Portuguese Grammar/Contents


text:
Ordinary Differential Equations/First Order

First Order Differential Equations
The simplest types of differential equations to solve are the first order equations. These are equations where the highest derivative in the equation is the first. So, a first order equation is a function $$F(x,y,y^{\prime})$$; there are no occurrences of $$y^{\prime \prime}$$ or higher derivatives.

There are two easily solved types of first order equations. These are equations with separable variables and linear equations. This chapter covers how to solve and graph any equation in one of these forms, or reducible to these forms. Other types of differential equations, such as non-linear equations, are not covered yet.

2: Separable First Order Differential Equations

 * Explanation
 * Examples
 * Problems
 * Answers

4: First Order Linear Differential Equations

 * Explanation
 * Examples
 * Problems
 * Answers

1: Exact Differential Equations

 * Explanation
 * Examples
 * Problems
 * Answers

3: Substitution Methods

 * Explanation
 * Examples
 * Problems
 * Answers

===5: Graphing Differential Equations ===

 * Slope Fields
 * Isoclines


text:
Ordinary Differential Equations/Glossary

C

 * complementary function : The solution to the related homogenous equation for a nonhomogenous equation

D

 * differential equation : An equation with one or more derivatives in it. $$F(x,y,y',y,y',...)$$

 * domain: a solution of differential equation is a function y=(x)y which, when substituted along with its derivative among the differential equation satisfies the equation from all x in some specified interval.

F

 * first order equation : Any equation with a first derivative in it, but no higher derivatives. $$F(x,y,y')$$

G

 * general solution : The solution to a differential equation in its most general form, constants included

H

 * homogenous equation : Any equation that is equal to 0. In differential equations, its an equation $$p_n(x)y^{(n)}+p_{n-1}(x)y^{(n-1)}+...+p_{0}(x)y=0$$.

I

 * initial condition : A value of a function or its derivative at a particular point, used to determine the value of constants for a particular solution

 * initial value problem : A combination of a differential equation and an initial condition. An initial value problem is solved for a total solution including the value of all constants

 * integration factor : A factor a differential equation is multiplied by to discover a solution.

L

 * linear equation : An equation who's terms are a linear combination of a variable and its derivatives. Such an equation is in the form $$f_0(x)+f_1(x)y+f_2(x)y'+f_3(x)y''+...f_n(x)y^{n}$$.  No terms for y or its derivatives may be raised to a power or placed inside a function such as sin or ln

N

 * nonhomogenous equation : Any equation that is not equal to 0. In differential equations, its an equation $$p_n(x)y^{(n)}+p_{n-1}(x)y^{(n-1)}+...+p_{0}(x)y=f(x)$$, where f(x) is not 0.

 * non-linear equation : Any equation that is not a linear combination of a variable and its derivatives. Either one of the terms has the variable taken to a power, or is in a function such as sin or ln

O

 * O.D.E : See ordinary differential equation.
 * order : The highest derivative found in a differential equations. First order equations only have $$y'$$, second order equations have $$y'$$ and $$y''$$, etc.
 * ordinary differential equation: Any differential equation that has normal derivatives only

P

 * partial differential equation : Any differential equation that has partial derivatives in it
 * particular solution : A solution to a differential equation with all constants evaluated
 * P.D.E : See partial differential equation.

S

 * satisfy : to solve a differential equation. Used as an adjective, a solution to a differential equation satisfies that equation
 * second order equation : Any equation with a second derivative in it, but no higher derivatives. $$F(x,y,y',y'')$$
 * separable equation : An equation where the x and y terms are multiplied and not added. $$\frac{dy}{dx}=f(x)g(y)$$
 * substitution method : A method of turning a non-separable equation into a separable one.


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User:Loktai

Michael Wray, also known online as Loktai, is a young adult from a small town near Kansas City, MO. He is a ravenous scholar, and spends up to 16 hours a day reading through gutenberg and (now) wikibooks texts. He can be reached online via his e-mail (deadman.of.deadlands at gmail.com) or can be found MUDding at http://www.retromud.org/

title: User:Loktai


text:
User talk:Michaelnelson~enwikibooks

book rating
There is a template to rate the books: and. Important - in the dynamic wiki environment - is the date when the rating was issued.

In the beginning the rating of pages was just done by a small icon (you know 0%.png, 25%.png) etc. pp. and most pages are still rated this way.

However it is suggested that any new rating is done with the templates above. This templates also show the date when the rating was done.

See Help:Development_stages for more details on how to rate a book.

--Krischik 6 July 2005 05:08 (UTC)

Thanks! I'll update the ratings --Michaelnelson 6 July 2005 06:48 (UTC)

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! Thank you for your work on Web Design. --DavidCary 03:24, 22 December 2005 (UTC)

Check out the question at Talk:Web Design/Basic HTML and CSS. --DavidCary 17:08, 25 January 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:15, 19 April 2015 (UTC)

title: User talk:Michaelnelson~enwikibooks


text:
Introduction to Philosophy/The Branches of Philosophy

The Branches of Philosophy
Western philosophy can be divided into six branches that have assumed various importance over time. Traditionally metaphysics sets the questions for philosophy. Epistemology asks how do we know? Ethics and politics have to do with action and quality of life. Aesthetics or value theory has to do with beauty, balance, and harmony. Logic has to do with the relations of things. Epistemology sometimes replaces metaphysics these days, because it has fewer religious overtones. Among Eastern European and continental philosophers, philosophy tends to be the study of politics. Logic is critical for analytic philosophers, who are deeply suspicious of ethics, politics, and metaphysics.

Understanding philosophy in the 6th century B.C. involves taking into account different priorities than those of the 19th century A.D. However, these divisions remain helpful for identifying what's at stake. Metaphysics, which studies the nature of existence, is closely related to Epistemology, the study of knowledge and how we know what we do about the world around us. Ethics, the study of how individuals should act, depends on Epistemology, because we need knowledge to make good choices. Politics studies human interaction. Aesthetics studies the value of things. Logic is about the symbolic representation of language and thought processes. Once the domain of Aristotle, the foundation of the exact sciences must now take into account relativity, uncertainty and incompleteness.

Epistemology
The theory of knowledge, from the Greek words episteme (knowledge) and logos (word/speech/study), is the branch of philosophy that deals with the nature, origin, scope and (possibility/study) of knowledge.''' Dealing with nature is one of the branches of philosophy. But before anything is done, the meaning of philosophy should be understood. A philosopher of religion must be objective. Anyone who is ready to study philosophy should be able to attack and defend. In other definition logic is the study of reasoning. It can also be described as the study of strength of the evident links between the premises and the conclusion. Logic is further divided into deductive reasoning and inductive reasoning. Deductive reasoning proceeds from a general statement to a particular statement. It is mostly a valid argument given that is tautological in nature. This means that the conclusion bares no new knowledge that it (conclusion) is missing in the premises. Inductive argument: This reasoning perceives from a particular statement to a general statement. This reasoning is mostly utilized in the scientific researches.

Metaphysics
Metaphysics however (derived from the Greek words "meta & physika") - meaning 'after physics'. It was the way students referred to a specific book in the works of Aristotle, and it was a book on First Philosophy. (The assumption that the word means "beyond physics" is misleading) Metaphysics is the branch of philosophy concerned with the study of "first principles" and "being" (ontology). In other words, Metaphysics is the study of the most general aspects of reality, pertaining to subjects such as substance, identity, the nature of the mind, and free will. It is a study of nature, the nature of reality, and the nature of the world in which humans live.

Logic
Logic (from Classical Greek λόγος (logos), originally meaning the word, or what is spoken, but coming to mean thought or reason is most often said to be the study of arguments. Logic is the study of correct reasoning. However the subject is grounded, the task of the logician is the same: to advance an account of valid and fallacious inference to allow one to distinguish.

Ethics
Ethics is a general term for what is often described as the "science (study) of morality". In philosophy, ethical behaviour is that which is "good" or "right". The Western tradition of ethics is sometimes called moral philosophy. It's the study of right and wrong in human endeavors.

Aesthetics
Aesthetics, or esthetics (/ɛsˈθɛtɪks, iːs-, æs-/), is a branch of philosophy that deals with the nature of beauty and taste, as well as the philosophy of art (its own area of philosophy that comes out of aesthetics). It examines subjective and sensori-emotional values, or sometimes called judgments of sentiment and taste.[1]

Other Branches
Philosophy of Education: Fairly self-explanatory. A minor branch, mainly concerned with what is the correct way to educate a person. Classic works include Plato's Republic, Locke's Thoughts Concerning Education, and Rousseau's Emile.

Philosophy of History: Fairly minor branch (not as minor as education), although highly important to Hegel and those who followed him, most notably Marx. It is the philosophical study of history, particularly concerned with the question whether history (i.e. the universe and/or humankind) is progressing towards a specific end? Hegel argued that it was, as did Marx. Classic works include Vico's New Science, and Hegel and Marx's works.

Philosophy of Language: Ancient branch of philosophy which gained prominence in the last century under Wittgenstein. Basically concerned with how our languages affect our thought. Wittgenstein famously asserted that the limits of our languages mark the limits of our thought. Classic works include Plato's Cratylus, Locke's Essay, and Wittgenstein's Tractatus Logico-Philosophicus.

Philosophy of Law: Also called Jurisprudence. Study of law attempting to discern what the best laws might be, how laws came into being in the first place, attempting to delimit human laws from natural laws, whether we should always obey the law, and so on. Law isn't often directly dealt with by philosophers, but much of political philosophy obviously has a bearing on it.

Philosophy of Mathematics: Concerned with issues such as, the nature of the axioms and symbols (numbers, triangle, operands) of mathematics that we use to understand the world, do perfect mathematical forms exist in the real world, and so on. Principia Mathematica is almost certainly the most important work in this field.

Philosophy of Mind: Study of the mind, attempting to ascertain exactly what the mind is, how it interacts with our body, do other minds exist, how does it work, and so on. Probably the most popular branch of philosophy right now, it has expanded to include issues of AI. Classic works include Plato's Republic and Wittgenstein's Philosophical Investigations, although every major philosopher has had some opinion at least on what the mind is and how it works.

Philosophy of Politics: Closely related to ethics, this is a study of government and nations, particularly how they came about, what makes good governments, what obligations citizens have towards their government, and so on. Classic works include Plato's Republic, Hobbes' Leviathan, Locke's Two Treatises, and J.S. Mill's On Liberty.

Philosophy of Religion: Theology is concerned with the study of God, recommending the best religious practises, how our religion should shape our life, and so on. Philosophy of religion is concerned with much the same issues, but where Theology uses religious works, like the Bible, as its authority, philosophy likes to use reason as the ultimate authority.

Philosophy of Science: It is the Study of science concerned with whether scientific knowledge can be said to be certain, how we obtain it, can science really explain everything, does causation really exist, can every event in the universe be described in terms of physics and so on. Also popular in recent times, classic works include Hume's Treatise on Human Nature, Kripke's Naming and Necessity, Kuhn's Structure of Scientific Revolutions.


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Cookbook:Matar Paneer

Ingredients

 * 6 tablespoons oil
 * 8 oz (200 g) paneer, cut in 1” cubes
 * 1 teaspoon ginger-garlic paste
 * 1 cup chopped onions
 * 1 cup puréed tomatoes
 * 3 green chilies, seeded and finely chopped
 * ½ teaspoon cumin seeds
 * ¼ teaspoon turmeric powder
 * ½ teaspoon red chilli powder
 * 1 teaspoon coriander powder
 * Garam masala
 * 1 teaspoon salt
 * ½ cup peas
 * ¾ cup (200 ml) water
 * 1 tablespoon chopped coriander

Frying paneer

 * 1) Heat some oil in a deep pan.
 * 2) Add paneer cubes in it. Fry on all the sides over medium-low heat until golden brown.
 * 3) Remove paneer from the pan, and drain on paper towels.

Gravy

 * 1) Remove excess oil from the same pan, and add ginger-garlic paste.
 * 2) Add chopped onion to it. Cook, stirring, until onion becomes translucent.
 * 3) Add chopped tomatoes and mix. Cook well over medium heat.
 * 4) Turn off the heat when tomatoes have left all the water. Let cool.
 * 5) Transfer mixture to a blender, and add the chiles.
 * 6) Blend until smooth.

Matar paneer

 * 1) Heat oil in a pan.
 * 2) Add cumin seeds, and fry until they start to crackle.
 * 3) Add turmeric, chilli powder, coriander powder, and garam masala. Mix well over low heat.
 * 4) Add the blended purée, and mix well over medium heat.
 * 5) Season with salt, then mix in the peas.
 * 6) Add some water, cover, and steam until the peas are fully cooked.
 * 7) Uncover and add the fried paneer. Mix well, adding more water if required.

Tadka

 * 1) Heat a small pan/tadka pan.
 * 2) Add 1 tsp oil and ½ tsp red chilli powder. Mix well.
 * 3) Turn off the gas and add to the matar paneer while serving.

Notes, tips, and variations

 * Paneer is a pressed uncured cheese usually made fresh. It can be bought in Indian or specialty grocery stores or substituted by tofu if unavailable.

title: Cookbook:Matar Paneer


text:
Introduction to Philosophy/What is Doing Philosophy?

Doing Philosophy
Many fields can be studied and learned without ever actually working with the tools in field. For instance, chemistry can be learned in depth without ever picking up a test tube or mixing ionic compounds. Philosophy, however, is more about the methodology behind deriving answers than it is about the answers themselves. As such, students studying philosophy must use the methodology of philosophy on the philosophy they are learning as they are learning it. Doing philosophy involves asking the right questions, critically examining the work of previous philosophers, truly understanding the works and the reasoning behind the works, and possibly building on the works of previous philosophers by expanding or testing this methodology.


text:
Cookbook:Naan

| Pakistani Cuisine | Indian Cuisine

Naan is a round flatbread made with white flour and is a staple accompaniment to hot meals in central and southern Asia.

Ingredients

 * 3 cups (450 g) plain flour
 * 1 cup (240 ml) yogurt
 * 1 teaspoon baking soda
 * 2 teaspoons salt
 * ¾ cup (180 ml) water

Procedure

 * 1) Make the dough by kneading together all the ingredients and sufficient water (this will be approximately ¾ cup but some judgement is required).
 * 2) Wrap the dough in a damp muslin cloth and leave it to rise for 2–3 hours.
 * 3) Divide the dough into small balls.
 * 4) Roll out the balls in oblong or round shapes with a rolling pin or by slapping and stretching with your hands.
 * 5) Smear the surface with water and bake in a tandoor or preheated oven (as hot as your oven will go).
 * 6) The naans should puff up a little, and be ready to remove from the oven in 4–5 minutes.
 * 7) Brush the naan with butter. Serve hot.

Notes, tips, and variations

 * To add an extra crispy finish, pop the baked naans under a preheated grill for 30 seconds before brushing with butter and serving.
 * To add extra flavour, consider adding finely-chopped garlic and coriander to the butter you brush over your cooked naan breads. Then return them to the oven (or place under a grill) for a short time to cook the garlic.

난

title: Cookbook:Naan


text:
Talk:Introduction to Philosophy/What is Doing Philosophy?

When editing this chapter, please make sure to keep in mind that what we consider doing philosophy is that of reading of ideas. That is we do not whish to have our reader be confused by saying "Wait, you mean I have to read to be a philosopher!? I suppose I am just a deep thinker then." This is far from the case. We wish our philosophical friends to feel comfortable, but please make sure to inform them that the idea of doing philosophy does lay in the fact of not posing ideas that have already been said.

That is, please do not forget that there are other people in the world who might have thought the same as you, and they might have thought before you. It is common then to read works to become familiar with ideas in order to perhaps build upon them or relate to them. This way, your idea seems less abstract when trying to relate it to another person.

--Destrogal 6 July 2005 05:45 (UTC)


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Cookbook:Pasta and Bean Soup (Pasta e Fagioli)

| Cuisine of Italy | Pasta Recipes

There are as many ways of preparing pasta e fagioli (or basta fazool if you come from southern Italy) as there are Italians. In 1940's Brooklyn, all the Italians would have it every Friday night because it is meatless. Usually it is a soup dominated by tomatoes. This recipe, in contrast, is the consistency of a stew, and is dominated by the umami flavor.

Ingredients

 * 1 pound dried white beans
 * 1 cup olive oil
 * 1 whole clove of garlic, unshelled
 * 1 bay leaf
 * 1 teaspoon or more crushed or ground hot red pepper
 * Fresh parsley
 * ½ pound small diameter macaroni (whole wheat is best)
 * Salt to taste

Procedure

 * 1) Put washed beans in salted water (3 parts to 1 part beans).
 * 2) Soak overnight OR bring to boil, boil 2 minutes and let stand, covered, for 1 hour.
 * 3) Do not drain beans, but bring to a boil.
 * 4) Skim off foam and add oil, garlic and bay leaf.
 * 5) Simmer for about 2 hours, or until tender.
 * 6) Cook pasta for 6–7 minutes, but don't let it get too soft.
 * 7) Drain pasta and save some of the water.
 * 8) Stir pasta and red pepper into beans and simmer until pasta is al dente, adding some of the saved water if necessary.
 * 9) Garnish with red pepper to taste and parsley.

Notes, tips and variations

 * Use whichever sort of beans is the favorite in your neighborhood and likely to be freshest. In Southern California that would be pinto beans; in the deep South, black-eyed peas or perhaps butter beans. Garbanzos might be good. Navy beans are always safe.
 * Use the best grade of olive oil you can get.
 * With a salad and some red wine this is a hearty meal, and can be eaten the next day, cold or reheated.