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User:Whiteknight/Simple Header

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Creating This Template
To create a page header template using this design, go to the template page and type:

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You can customize the CSS style of the template by adding a second argument:

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title: User:Whiteknight/Simple Header


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User:Whiteknight/Book3

This template is used to create links to a page, including links to create a new outline if one does not exist. This is used only for books which are planned but have not yet been created. This template makes heavy use of ParserFunctions, and may not be transcluded into a page outside of my user namespace.

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

title: User:Whiteknight/Book3


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General Chemistry/Formulas and Numbers

Calculating Formula Masses
The calculation of a compound's formula mass (the mass of its molecule or formula unit) is straightforward. Simply add the individual mass of each atom in the compound (found on the periodic table). For example, the formula mass of glucose (C6H12O6) is 180 amu.

Molar masses are just as easy to calculate. The molar mass is equal to the formula mass, except that the unit is grams per mole instead of amu.

Calculating Percentage Composition
Percentage composition is the relative mass of one substance in a compound compared to the whole. For example, in methane (CH4), the percentage mass of hydrogen is 25% because hydrogen makes up a total of 4 amu out of 16 amu overall.

Using Percentage Composition
Percentage composition can be used to find the empirical formula of a compound, which shows the ratios of elements in the compound. However, this is not the same as the molecular formula. For example, many sugars have the empirical formula CH2O, which could correspond to a molecular formula of CH2O, C2H4O2, C6H12O6, etc.

For example, a compound is composed of 75% carbon and 25% hydrogen by mass. Find the empirical formula.
 * 75g C / (12 g/mol C) = 6.25 mol C
 * 25g H / (1 g/mol H) = 25 mol H
 * 6.25 mol C / 6.25 = 1 mol C
 * 25 mol H / 6.25 = 4 mol H

Thus the empirical formula is CH4.

Calculating Molecular Formula
If you find the empirical formula of a compound and its molar/molecular mass, then you can find its exact molecular formula. Remember that the molecular formula is always a whole-number multiple of the empirical formula. For example, a compound with the empirical formula HO has a molecular mass of 34.0 amu. Since HO would only be 17.0 amu, which is half of 34.0, the molecular formula must be H2O2.

title: General Chemistry/Formulas and Numbers


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User talk:65.5.128.20

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 16:08, 15 May 2007 (UTC)

title: User talk:65.5.128.20


text:
User:Aetheling

Aetheling is the WikiBooks user name of Loren Cobb. See Wikipedia:User:Aetheling for a bio.

title: User:Aetheling


text:
User talk:SivartM~enwikibooks

Hi SivartM,

Thanks for your work on the Mammals honor. Glad to have you here on Wikibooks! I upped Mammals to 100% and announced it on the PF forum. --Jomegat 17:07, 15 May 2007 (UTC)

You're welcome! I finally found a few honors that I could contribute to. Awesome, thanks!

 * Let me know if you want to work on importing articles from Wikipedia, especially if you're inclined to create something of a Field Guide to Reptiles. At first I was including a mini-field guide in the honors themselves, but later decided it would be better to make a stand-alone field guide.  But the "proper" way to do that is by importing articles from Wikipedia rather than doing a cut-n-paste, because it preserves authorship data as required by the GFDL.  If you do cut and paste more than a couple of sentences from WP, let me know so I can merge the article history (I have admin privs on Wikibooks now, and that's required for doing an import/merge). Also drop me a note if you have any questions about formatting, etc.  And thanks again for your work.  --Jomegat 19:19, 15 May 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 SivartM. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name SivartM~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.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 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) 05:30, 19 April 2015 (UTC)

title: User talk:SivartM~enwikibooks


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A-level Chemistry/OCR (Salters)/Halogens

Fluorine
Fluorine is the most electronegative element in the periodic table, and is also the most reactive. Flourine is a special case as Fluorine has anomalous properties due to its small size. It has a lower electron affinity than Chlorine due to electron repulsions in the overcrowded outer shell. However, it is a stronger oxidising agent than Chlorine due to its unusually low bond energy. This is due to the repulsions between outer electrons in the F2 molecule.


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IB Biology/Human Reproduction

Production of Gametes
Draw the structure of testis tissue as seen using a light microscope.

Outline the processes involved in spermatogenesis including mitosis, cell growth, the two divisions of meiosis, and cell differentiation.
 * The outer layer of cells, called spermatogonia (2n) divides by mitosis, producing more spermatogonia (also 2n).
 * Spermatogonia grow into larger cells called primary spermatocytes (2n).
 * Primary spermatocytes (2n) carry out the first stage of meiosis, producing 2 secondary spermatocytes (n).
 * Each secondary spermatocyte carries out the second division of meiosis, producing four spermatids (n).
 * Spermatids become associated with nurse cells called sertoli cells, which help the spermatids develop into spermatozoa (n).
 * Mature sperm (the spermatozoa) detach from sertoli cells and eventually are carried out of the testes by fluid in the center of the seminiferous tubule.

Outline the origin and the role of the follicle stimulating hormone (FSH), testosterone, and lutenizing hormone (LH) in spermatogenesis.
 * Follicle Stimulating Hormone: Released by the pituitary gland; stimulates primary spermatocytes to undergo the first division of meiosis.
 * Testosterone: Released by testes; stimulates development of secondary spermatocytes into mature sperm.
 * Lutenizing Hormone: Released from the pituitary gland; stimulates secretion of testosterone by testes.

Draw the structure of the ovary as seen using a light microscope.

Outline the processes involved in oogenesis including mitosis, cell growth, the two divisions of meiosis, the unequal division of cytoplasm, and the degeneration of polar bodies.
 * In the ovaries of a female fetus, cells called oogonia (2n) divide by mitosis to make more oogonia cells.
 * Oogonia grow into larger cells called primary oocytes (2n).
 * Primary oocytes start meiosis but stop at prophase I. Primary oocytes and a single layer of follicle cells form a primary follicle.
 * When a baby girl is born, the ovaries contain 400,000 primary follicles.
 * Every menstrual cycle, a few primary follicles start to develop -- During this time, the Primary oocyte completes meiosis I, forming two haploid (n) daughter nuclei - cytoplasm of the primary oocyte develops unequally, forming a secondary oocyte (n) and a small polar body (n).
 * Then, the Secondary oocyte starts second division of meiosis but stops at prophase II. The follicle cells, meanwhile, are reproducing quickly and follicle fluid is forming.
 * When the mature follicle bursts at the time of ovulation, the released egg is still a secondary oocyte (n).
 * After fertilization, the secondary oocyte completes the second division of meiosis to form an ovum with the sperm nucleus already inside.
 * Polar bodies do not develop into eggs; they degenerate.

Draw the structure of a mature sperm and egg.

Outline the role of the epididymis, seminal vesicle, and prostate gland in the production of sperm.
 * Epididymus - where mature sperm are stored, waiting to be released into the vas deferens to become part of ejaculatory fluid.
 * Seminal vesicle - releases a sugary solution to feed sperm nutrients during their journey.
 * Prostate gland - releases an alkaline (very basic/high pH) solution that constitutes seminal fluid; alkaline solution helps provide the proper environment for the sperm while they're in the acidic environment of the female reproductive system.

Compare the processes of spermatogenesis and oogenesis, including the number of gametes and the timing of the formation and release of gametes.
 * Number of gametes - Spermatogenesis: 4; Oogenesis: 1.
 * Timing of formation - Spermatogenesis: constantly, beginning at puberty; Oogenesis: up to prophase I by time of birth, up to prophase II every menstrual cycle, completion only at time of fertilization.
 * Release of gametes - Spermatogenesis: variable starting at puberty; Oogenesis: monthly starting at puberty.

Fertilization and Pregnancy
Describe the process of fertilization including the acrosome reaction, penetration of the egg membrane by a sperm, and the cortical reaction.
 * Acrosome reaction - When a sperm comes in contact with the protein coats surrounding the egg, the acrosome (an enzyme-filled vacuole at the tip of the sperm cell) bursts open and releases enzymes that digest the jelly-like coating of the egg.
 * Penetration of egg membrane - When the sperm membrane comes in contact with the egg membrane, the two membranes fuse, and the sperm nucleus enters the cytoplasm of the egg. This, as implied, happens after the acrosome reaction which digests the jelly-like coating of the egg to allow the sperm to penetrate the egg membrane.
 * Cortical reaction - Once the membranes have fused, a chemical reaction occurs in the egg membrane, making it impossible for other sperm cells to enter the egg. This prevents other sperm from attempting to fertilize the egg.

Outline the role of human chorionic gonadotrophin (HCG) in early pregnancy.
 * HCG is an embryonic hormone that maintains secretion of progesterone and estrogen by the uterus lining through the first trimester. The level of HCG in maternal blood is so high that it is present in the urine, which allows it to be detected for pregnancy tests.

Describe the structure and function of the placenta, including its hormonal role in the maintenance of pregnancy (secretion of estrogen and progesterone).
 * During the first 2-4 weeks of development, the embryo obtains nutrients directly from the endometrium (the uterus lining).
 * Tissues grow out of the developing embryo and mingle with the endometrium to form the placenta.
 * Diffusion of material between the maternal and embryonic circulatory systems via the placenta provides nutrients, exchanges respiratory gases, and disposes of metabolic wastes from the embryo.
 * Blood from the embryo travels to the placenta through the arteries of the umbilical cord and returns though the umbilical vein.
 * The embryo secretes hormones that signal its presence and controls the mother's reproductive system.
 * HCG acts like lutenizing hormone to maintain secretion of progesterone and estrogen.

title: IB Biology/Human Reproduction


text:
User:Whiteknight/Page List Header

Creating This Template
To create a page header template using this design, go to the template page and type:

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Using This Template
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title: User:Whiteknight/Page List Header


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Category:User:Whiteknight

Pages in this category are used by User:Whiteknight in his personal user space.

title: Category:User:Whiteknight


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User:Whiteknight/Header Snippets

This page is going to contain short code snippets that can be copy+pasted into header templates.

Print Versions
Want your navigational templates to disappear on the printable version of your book? Use this parser function around your navigational template:

Where "Print Version" is the subpage name of your printable version. For instance, if your print version is located at "My Book/My Print Version", and we wanted our navigational template to be a simple link to the TOC, we could write:

Forward and Back Links
Want to include forward and back links into your navigational template? If our header template is, we can include two optional arguments in it like this:

In our template, we can write this to create a forward link in our page, or no link if we don't have a "previous page" (such as the first page of your book):

Similarly, we can create an optional "next" link:

Putting these together, we can create a template with a forward link, a back link, and a link to the TOC in the middle:

My Book

Named Variables
If you would prefer to use named parameters instead of the default numbered parameters, you can write this instead:

and:

Simple Last and Next Links
If you don't want the page titles to appear in the forward and backward links, you can modify the code above to print simply "next" or "last":

and

Likewise, you can replace all the instances of the number "1" with the word "last" and all instances of the number "2" with the word "next", if you want to use named paramters instead.

Top Links
To make a link appear at the very top of the page, to the left of the page title, you can use the following span:

...

The links will appear at the top of the page, and will be disabled during printing.

title: User:Whiteknight/Header Snippets


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User:Tdk bob~enwikibooks

hi

title: User:Tdk bob~enwikibooks


text:
User talk:167.206.61.98

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 18:41, 15 May 2007 (UTC)

title: User talk:167.206.61.98


text:
IB Biology/Defense Against Infectious Disease

Types of Defense
Describe the process of clotting.
 * Platelets are small fragments that circulate along with erythrocytes (red blood cells) and leukocytes (white blood cells) in blood plasma.
 * Clotting process begins with the release of incomplete fragments of cells from the damaged tissue, resulting in the formation of thrombin.
 * Thrombin converts fibrinogen (always in the bloodstream) into the fibrous protein fibrin.
 * Fibrin captures red blood cells and immobilizes the fluid portion of the blood so as to provide the impetus for clotting.
 * Blood becomes slightly solidified (similar to a gelatin-like substance) until...
 * Platelets reach this fibrous mass and send out sticky extensions to each other.
 * The platelets then contract, forcing out the liquid and scabbing over the wound!

Outline the principles of challenge and response, clonal selection, and memory cells as the basis of immunity.
 * B cells make antibodies.
 * The immune system can make 10^15 different types of antibodies (but not all at once).
 * A few of each type of B cell are produced and they wait until the body is infected with an antigen.
 * When this occurs, they multiply to form many clones; this is called Clonal Selection.
 * A clone of B cells can produce large amounts of antibodies quickly and give immunity to a disease, only after the immune system is challenged by a disease -- this is called the challenge and response system. The immune system needs to be "challenged" by a disease, usually in the form of an antigen present upon it, and then the immune system responds by producing a clone of "B" cells which produce large amounts of antibodies to fight and eliminate the pathogen.

Define active immunity, passive immunity, natural immunity, and artificial immunity.
 * Active immunity - Immunity due to antibody production by the organism following the invasion by pathogens.
 * Passive immunity - Immunity due to antibodies received from another organism which made them as a result of that particular organism's own active immunity.
 * Natural immunity - Immunity as the result of infection with a pathogen, as per the challenge and response method.
 * Artificial immunity - Immunity as the result of a vaccine which contains antibodies that are used to fight the pathogen.

Explain antibody production.
 * Macrophages consume bacteria with antigen molecules in their membranes.
 * Macrophages present these antigens on their membranes with the help of special protein structures.
 * Helper T-cells come in contact with macrophages, pick up the antigens, and incorporate them into their own protein structures - this will allow them to present the antigens to B-cells. This also causes the activation of the Helper t-cells.
 * Activated helper-T-cells activate B-cells by passing their antigen to B-cell receptors.
 * The B-cells then divide to form clones of antibody-secreting plasma cells and memory cells.

State that cytotoxic T-cells destroy cancer cells and body cells infected with viruses. Cytotoxic T-cells destroy cancer cells and body cells infected with viruses.

Describe the production of monoclonal antibodies along with one use of them in diagnosis and one use in treatment.

 * Monoclonal antibodies - large quantities of a single type of antibody, produced using the procedure outlined below:

 * Antigens that correspond to a desired antibody are injected into an animal.
 * B-cells producing the desired antibody are extracted.
 * Tumor cells are obtained from another source (tumor cells grow and divide endlessly).
 * B-cells are fused with tumor cells, producing hybridoma cells that divide endlessly, providing the desired antibodies.
 * The hybridoma cells are cultured and antibodies they produce are extracted and purified.
 * Treatment of rabies
 * Rabies usually causes death in humans before the immune system can control it.
 * Injecting monoclonal antibodies when a person gets infected will control the virus and at the same time, the person's body begins making its own antibodies.
 * Diagnosis of malaria
 * Monoclonal antibodies are made to bind to antigens in malarial parasites.
 * A test plate is covered with antibodies.
 * The sample to be tested is left on the plate long enough for malaria antigens (if present) to bind to antibodies.
 * The sample is rinsed off and any bound antigens are detected using more monoclonal antibodies with attached color-changing enzyme.
 * Color-changing enzyme can be used to measure the level of infection and distinguish between different strains of malaria.

Production should be limited to the fusion of tumour and B-cells and their subsequent proliferation and production of antibodies. Detection of antibodies to HIV is one example in diagnosis. Others are detection of a specific cardiac isoenzyme in suspected cases of heart attack and detection of HCG in pregnancy test kits. Examples of the use of these antibodies for treatment include targeting of cancer cells with drugs attached to monoclonal antibodies, emergency treatment of rabies or cancer, blood and tissue tying for transplant compatability and purification of industrially made interferon.

Outline the principle of vaccination.
 * A weakened or dead version of a pathogen is injected into the body, causing the immune system to mount a primary response.
 * This results in the production of B memory cells.
 * The B-cells "remember" the antibodies to produce in response to the pathogen.
 * When the real pathogen strikes, a secondary response occurs, aided by the memory cell production of pathogen-specific antibodies.
 * This response is much stronger than the primary repsonse and prevents any ill effects.

Distinguish between polyclonal and monoclonal antibodies
 * Polyclonal antibodies
 * A mixed population of antibodies with multiple responses. They recognize multiple epitopes (separate antigen markers - areas on the surface of a given protein macromolecule that are in turn recognized by the immune system).
 * Produced by injecting animals with a specific antigen. A series of antibodies are produced in response to a variety of different sites on the antigen.
 * Monoclonal antibodies
 * Single, specific antibodies with only one response (to just one antigen).
 * See above for production.

Discuss the benefits and dangers of vaccination against bacterial and viral infection, including the MMR vaccine (measles, mumps, and rubella) and two other examples.
 * Benefits of vaccination
 * Some diseases, such as small pox, can be eradicated.
 * Deaths can be prevented, ex. from measles.
 * Long-term disabilities can be prevented
 * Rubella in pregnant women can lead to birth defects
 * Mumps can cause infertility in men.
 * Dangers of vaccination
 * Immunity developed after vaccination may not be as effective as immunity developed in response to the actual disease.
 * Dangers of side effects of some vaccines include:
 * Whooping cough, vaccine can cause brain damage.
 * Pregnant women, cancer patients, and others can be harmed by cross-infection from people vaccinated with the live virus, ex. smallpox vaccine.


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User talk:67.184.64.14

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks.

Xania talk 20:03, 15 May 2007 (UTC)

title: User talk:67.184.64.14


text:
Template:Electrodynamics

 Electrodynamics

title: Template:Electrodynamics


text: Category:Book:Electrodynamics

title: Category:Book:Electrodynamics


text: The Scientific Method/Print Version

title: The Scientific Method/Print Version


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The Scientific Method/Independent and Dependent Variables

Relationships Between Variables
In any experiment, the object is to gather information about some event, in order to increase one's knowledge about it. In order to design an experiment, it is necessary to know or make an educated guess about cause and effect relationships between what you change in the experiment and what you are measuring. In order to do this, scientists use established theories to come up with a hypothesis before experimenting.

Hypothesis
A hypothesis is a conjecture, based on knowledge obtained while formulating the question, that may explain any given behavior. The hypothesis might be very specific or it might be broad. "DNA makes RNA make protein" or "Unknown species of life dwell in the ocean," are two examples of valid hypothesis.

When formulating a hypothesis in the context of a controlled experiment, it will typically take the form a prediction of how changing one variable effects another, bring a variable any aspect, or collection, open to measurable change. The variable(s) that you alter intentionally in function of the experiment are called independent variables, while the variables that do not change by intended direct action are called dependent variables.

A hypothesis says something to the effect of:

Changing independent variable X should do something to dependent variable Y.

For example, suppose you wanted to measure the effects of temperature on the solubility of table sugar (sucrose). Knowing that dissolving sugar doesn't release or absorb much heat, it may seem intuitive to guess that the solubility does not depend on the temperature. Therefore our hypothesis may be:

Increasing or decreasing the temperature of a solution of water does not affect the solubility of sugar.

Isolation of Effects
When determining what independent variables to change in an experiment, it is very important that you isolate the effects of each independent variable. You do not want to change more than one variable at once, for if you do it becomes more difficult to analyze the effects of each change on the dependent variable.

This is why experiments have to be designed very carefully. For example, performing the above tests on tap water may have different results from performing them on spring water, due to differences in salt content. Also, performing them on different days may cause variation due to pressure differences, or performing them with different brands of sugar may yield different results if different companies use different additives.

It is valid to test the effects of each of these things, if one desires, but if one does not have an infinite amount of money to experiment with all of the things that could go wrong (to see what happens if they do), a better alternative is to design the experiment to avoid potential pitfalls such as these.

Corollary to Isolation of Effects
A corollary to this warning is that when designing the experiment, you should choose a set of conditions that maximizes your power to analyze the effects of changes in variables. For example, if you wanted to measure the effects of temperature and of water volume, you should start with a basis (say, 20oC and 4 fluid ounces of water) which is easy to replicate, and then, keeping one of the variables constant, changing the other one. Then, do the opposite. You may end up with an experimental scheme like this one:

Test number     Volume Water (fl. oz.)    Temperature (oC) 1                 4                       20    2                  2                       20    3                  8                       20    4                  4                       5    5                  4                       50

Once the data is gathered, you would analyze tests number 1, 4, and 5 to get an idea of the effect of temperature, and tests number 1, 2, and 3 to get an idea of volume effects. You would not analyze all 5 data points at once.


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The Scientific Method/Control of Measurement Errors

Experimental Design
Perhaps the most important step in controlling experimental error is to design your experiments to produce as little systematic error as possible. In order to do this, it is important to know something about what you are measuring. As an example, suppose that you desired to measure the weight of the oxygen produced in the decomposition of hydrogen peroxide:

$$ H_2O_2(aq) \rightarrow H_2O(l) + \frac{1}{2}O_2(g) $$

You would need to ask yourself: How would you separate the oxygen from the water and unreacted hydrogen peroxide? How will you prevent the oxygen from leaking? Do you want to measure the weight directly, or by calculating it from other values (such as pressure)?

Get into the habit of asking yourself, "what could go wrong with this experiment?" before you start the experiment. Then if you can, design it so that the things that could go wrong are as minor as possible, and then when performing it be as careful as possible to avoid what is left.

Calibration and Accuracy
All measurement instruments need to be calibrated in some way in order to ensure that the values that are read are near the true value of the property being measured. Rulers all are compared to a standard when they are made so that when an inch is marked on the ruler, it is truly an inch.

Many instruments lose their calibration, and hence their accuracy, over time. Therefore it is necessary to recalibrate them. Instruments are generally re-calibrated by measurement of a standard or several, which have well-defined properties. For example, a scale might be calibrated by weighing a 5g weight and adjusting a dial until the reading is 5.000 g. Follow the instrument manual closely for calibration procedures, so that any bias in measurement due to measurement inaccuracy can be mitigated.

Repeatability and Precision
Measurement instruments never will give you an exact answer. For example, if you are measuring the volume of a liquid in a graduated cylinder, it is necessary for you to estimate which of the hash marks on the instrument is the closest to the true volume (or to interpolate between them based on your eyesight). Most computerized measurement devices, such as many modern scales, take multiple measurements and average them to obtain accurate results, but these also have sensitivity limitations.

Manufacturers often report the precision of their instruments. The repeatability of an instrument is a measure of the precision, which is the similarity of successive measurements of an identical quantity to each other. Reproducibility is essentially the ability to, with all other conditions the same (or as close to the same as possible), achieve the same measurement value in an experiment. For example, you may measure the weight of an object with the same scale multiple times. If the reading is significantly different every time, it is possible that the instrument needs to be recalibrated or re-stabilized (for example, by cleaning out dust from the receiver, or making sure the setup is right). If it has been properly calibrated and set up and measurements still vary more than the precision claimed by the manufacturer, the instrument may be broken.

Reproducibility
Another way to control errors in measurement from experiment to experiment is to constantly assess the reproducibility of the measurements. Reproducibility is measured essentially by performing the same measurement multiple times while varying one part of the experiment. For example, if you are measuring the pH of a buffer as part of a process, you may assess the reproducibility of the buffer preparation by preparing the same sample several times, independently of each other, and measuring the pH of each sample. If the variance in the pH measurements is larger than the measurement accuracy (or repeatability) of the instrument, then it is likely that the preparation of the buffer is to blame for this error. Such tests can be performed on many parts of a larger process in order to pinpoint and remedy the largest control difficulties.

Another possible reproducibility test would be measuring the same sample with different pH meters. It is very important to test the compatibility of different measurement instruments before claiming that the results are comparable, and such reproducibility measurements are critical for determining the relationship between two instruments.


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A-level Chemistry/OCR (Salters)/Kinetics

Rate equations
$$ \mbox{rate} = k[A]^m[B]^n \,\!$$

$$ \mbox{order of reaction} = m + n \,\!$$

Arrhenius equation
$$ k = Ae^{-\frac{E_a}{RT}} $$

Arrhenius plot
$$ \ln{(k)} = \ln{ \left ( Ae^{-\frac{E_a}{RT}} \right ) } $$

$$ \ln{(k)} = \ln{(A)} + \ln{ \left ( e^{-\frac{E_a}{RT}} \right ) } $$

$$ \ln{(k)} = \ln{(A)} + -\frac{E_a}{RT} $$

$$ \ln{(k)} = \ln{(A)} - \frac{E_a}{RT} $$

$$ \ln{(k)} = - \frac{E_a}{RT} + \ln{(A)} $$

$$ \ln{(k)} = - \frac{E_a}{R} \frac{1}{T} + \ln{(A)} $$

$$ \mbox{straight-line graphs are always of the form } y = mx + c \,\!$$

$$ \mbox{therefore, the dependent variable } y \mbox{ is } \ln{(k)} \,\!$$

$$ \mbox{the gradient } m \mbox{ is } - \frac{E_a}{R} \,\!$$

$$ \mbox{the independent variable } x \mbox{ is } \frac{1}{T} \,\!$$

$$ \mbox{the y-intercept } c \mbox{ is } \ln{(A)} \,\!$$


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Applied History of Psychology/Mindfulness Based Therapy - principles, theory, and key figures

The Beginnings - From the East to the West
The ancient teachings of the eastern world have always spoken about the attainment of oneness. This can be defined as a pinnacle of spiritual achievement that permanently unites the divine essence of the adept or bodhisattva (aspirant of Buddhahood or enlightenment), to the very source of all creation, the Absolute, Tao or God. In Buddhism, this process of enlightenment or true freedom (i.e. attainment of nirvana, samadhi etc.) can only be achieved through the Bodhicitta, literally meaning the ‘enlightenment of the mind’.

“Empty your mind of all thoughts. Let your heart be at peace. … return to the common source. Returning to the source is serenity.” (excerpt from the Tao Te Ching, Chapter 16).

The mind is a central theme not just in Buddhism, but dates back to some of the earliest eastern texts of the Aryans, the Vedas. In the most infamous of these text, the Mahabharata (The Great War), Arjuna can be seen wrestling with the act of killing his kin in the 18-day war that is to unfold. At first he patiently listens to the sacred advice of Lord Krishna, but ultimately must dig deep within to understand the concept of dharmic duty. This is the essence of mindfulness, the process of turning our undivided attention and perception to the mysteries that lay within, and ultimately where we will find our answers.

In the Mahabharata, what unfolded with Arjuna was not explicitly called mindfulness. It is not until some of the early Buddhist text that we begin to see this word emerge, particularly in the Suttras(Dryden & Still, 2006). It was the Pali word (the language of the early Buddhist texts) sati that was translated into what we refer to as "mindfulness" today. There have been debates over the translation of the word sati, some translations have included "self-possession", "concentration", or "mind development" (Dryden & Still, 2006). To make matters more complicated sati is often found or linked with another Pail word, sampajanna. " Sampajanna is sometimes translated [as]‘‘awareness,’’ so sati-sampajanna becomes ‘‘mindfulness and awareness,’’as though awareness is not automatically included as part of mindfulness." (Dryden & Still, 2006, p. 19). One Buddhist monk, Nanavira Thera, distinguishes "awareness" and "mindfulness" in the following way:

"Mindfulness is general recollectedness,not being scatter-brained; whereas awareness is more precisely keeping oneself under constant observation, not letting one’s actions (or thoughts, or feelings, etc) pass unnoticed." (Dryden & Still, 2006, p. 19).

The origin of the word 'mindfulness', although not without debate, is not as obscure as the introduction to this and other eastern concepts into western thought. Eastern ideas of meditation and other forms of introspective spiritual work began to emerge in the west (mostly the United States) "...during the era of the transcendentalists, especially between the 1840s and the 1880s, largely influencing the American traditions of spiritualism, theosophy, and mental healing." (Taylor,2004,p. 1). It really took root with the writings and works of Helena P. Blavatsky, co-founder of the International Theosophical Society. She began to translate Hindu texts into English making these eastern ideas more accessible to the readers in North America.

Furthermore, some who have used mindful concepts in their work acknolwdge no influence of Buddhist ideas on their work, where as others do (Still, 2005).

Current Conceptualization
Mindfulness refers to a compassionate and non-judgmental moment-to-moment awareness of one’s experience. Mindfulness is different from but related to meditation. There are various forms of meditations generally divided in two broad categories: Receptive practices and concentrative practices (Goleman, 1976). Receptive meditation practice involve widening our perceptual field to become more aware of our experiences, including bodily sensations, feelings, thoughts, and our 5-sense perceptions. Concentrative meditation practices involve focusing the attention on an object (e,g., the breath or the flame of a candle) narrowing the field of attention, in order to attain states of rapture. In practice, mindfulness training involves formal meditation exercises including both concentrative (e.g., sitting mindfulness with focus on the breath) and receptive practices (e.g., being aware of any objects that manifests within the field of one’s awareness). Another important aspect of structured mindfulness training program the program is that participants are invited to integrate their mindfulness practice into their daily lives, so that they bring the same quality of attention to their work, personal care, and relationships.

Mindfulness-Based Therapy - Introduction
Discussion of the integration of mindfulness into psychotherapy can be found as early as the 1960s, with the well-known works Psychotherapy East and West (Watts, 1960) and Psychoanalysis and Zen Buddhism (Suzuki, Fromm & DeMarino, 1960). Mindfulness is central to Hakomi (ref), Sensori-Motor Psychotherapy (ref), Core Process Psychotherapy (ref), Dialectical Behavior Therapy (ref), as well as Acceptance and commitment therapy (ref), to name a few.

There are also programs that focus specifically on mindfulness practices, the most popular and well-researched intervention being Jon Kabat-Zinn's (1982; 1990) Mindfulness-Based Stress Reduction program (MBSR) Mindfulness-based therapies have gained tremendous popularity in the last three decades.

The traditional MBSR program involves an 8 weekly 2-hour group sessions as well as a full day silent retreat. During the training, participants learn formal mindfulness exercises and are expected to set aside time for practice, 45 minutes a day, 6 days a week. The exercises are designed to help participants augment their awareness of moment-to-moment experience, including sensations, feelings, thoughts, while cultivating compassion and love. In addition to the mindfulness exercises, participants are invited by the group leader to reflect on deepening one’s mindfulness practice, so it transforms one’s way of life, can support choices that are healthier, life-enhancing choices, in particular when confronted with challenges.

The initial impetus for the development of this program was Jon Kabat-Zinn's observation that many individuals with chronic health problems were not benefiting from allopathic medicine's interventions. Kabat-Zinn suggested to a group of doctors that they refer such individuals to the stress reduction program he created and he started gathering data to examine the effects of the intervention and found long-lasting effects (Kabat-Zinn 1982; Kabat-Zinn, Lipworth, Burney, & Sellers, 1987).

The benefits of participation in MBSR has been demonstrated for a number of physical and mental health problems including cancer, chornic pain, fibromyalgia, depression, anxiety, and disordered eating (for review see Baer, 2003 and Grossman et al., 2004).

Two similar programs have been developed in recent years: Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Wellness Education (MBWE).

MBCT was designed for individuals with history of recurrent major depressive disorder. Segal, Williams and Teasdale (2001) found that participation in MBCT prevented depressive relapse.

Philosophical Underpinning
acceptance of symptoms, achieve mental health and mental well-being, awareness, self-acceptance, non-judgement of self and others, purposeful attention to the present moment (Jon Kabat-Zinn)

Ellen Langer (1) ability to view both objects and situation from mulitple perspectives, and (2) the ability to shift perspectives depending upon context (Carson and Langer 2006, p. 30)

Jon Kabat-Zinn
Jon Kabat-Zinn is the founder and director of the Stress Reduction Clinic at the University of Massachusetts Medical Centre (UMCC) and the executive director of the UMCC Center for Mindfulness in Medicine, Health Care, and Society. He is also an Associate Professor of Medicine in the Division of Preventive and Behavioral Medicine.

His education include a Ph.D. in molecular biology from MIT (1971). His research from 1979 to 2002 has focused on the various applications of mindfulness meditation training for people suffering from conditions caused or exacerbated by stress.

Here are some of the awards he has received:

 * 1998 Art, Science, and Soul of Healing Award from the Institute for Health and Healing, California Pacific Medical Center in San Francisco
 * 2001 2nd Annual Trailblazer Aware for "pioneering work in the field of integrative medicine" from the Scripps Centre of Integrative Medicine in La Jolla, California.

His work has been featured on Bill Moyer series Healing and The Mind on PBS (1993).

Jon Kabat-Zinn is a leader in a number of societies including the Society of Behavioral Medicine, the Consortium of Academic Health Centres for Integrative Medicine, and the Mind and Life Institute.

Links to other sites of interest

 * Center for Mindfulness at the University of Massachusetts Medical School


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Talk:William Shakespeare's Works/Comedies

Why was Midsummer Night's Dream described as 100% complete when there's no information in it?


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Applied History of Psychology/Perspectives on Psychological Trauma

Introduction to Perspectives on Psychological Trauma
It has been said that whatever doesn’t kill us makes us stronger. A few people live through horrible events without experiencing much fear, but most of us react with feelings of horror and helplessness. Psychological trauma occurs in the wake of an unexpected event that is so unpleasant and shocking that the human mind and body react in an autonomic defensive manner (Thornet, 2000). For some people, surviving severe traumatic events leaves them depressed, anxious, and with other emotional scars such as Post Traumatic Stress Disorder (PTSD).

By definition, PTSD includes episodic re-experiencing of traumatic events, usually in the form of dysphoric memories. Because these memories are vivid, frightening and unexpected, they have secondary effects, causing sufferers to doubt their sanity, their progress in recovery and their fundamental sense of security (Ochberg, 1998). The original traumatic experience had elements of terror, horror, and/or helplessness, and persistent episodes of traumatic memory continue and compound such elements (Ochberg, 1998). Recent findings have indicated PTSD prevalence rates of 5% and 10% respectively among American men and women (Kessler, Sonnega, Bromet, Hugues, & Nelson, 1996).

The key to understanding the scientific basis and clinical expression of PTSD is the concept of “trauma” (Friedman, 1997). PTSD is unique among other psychiatric diagnoses because of the great importance placed upon the etiological agent, the “traumatic stressor” (Herman, 1992). Thus, traumatization is seen as being caused by the event, not because of some failing or weakness in the person. In fact, one cannot make a clinical diagnosis of PTSD unless the client has actually met the “stressor criterion”. Along with the diagnostic criteria of exposure to a “traumatic event” are symptoms from each of the three symptom clusters: intrusive recollections, avoidant/numbing symptoms and hyperarousal symptoms (APA, 1994). A fifth criterion concerns the duration of the symptoms (APA, 1994). The duration criteria for diagnosis of PTSD when the above criteria have been met is one month (APA, 1994).

Not only is PTSD typified by the automatic, involuntary symptoms such as flashbacks, intrusive thoughts and autonomic hyperarousal, but also consciously mediated attempts to make meaning of the trauma experience(s) (Clark & Ehlers, 2000). The automatic and involuntary symptoms are said to represent conditioned responding to environmental triggers associated with the trauma (Clark & Ehlers, 2000). Much less is known about the origins and consequences of victims’ efforts to understand their trauma(s) or about how best to treat the symptoms associated with personal beliefs about the trauma (Meichenbaum, 1994).

In children, an important issue in the experience of trauma is its effect on the attachment system and developing brain function.

Earliest writings on trauma cases
Humankind has never been without traumatic events. The earliest writings of history contain evidence of the manifestation of psychological symptoms related to distressing experiences. Over time theories regarding the symptoms, causes, and treatment resulting from trauma have greatly varied.

Initially, only women were believed to be inflicted by symptoms that had no physical explanation, such as sudden loss of sight, loss of ability to walk, or uncontrollable shaking. The earliest indication of these symptoms was recorded on an Egyptian papyrus from 1900 BC, which attributed the disorder to a wandering uterus. The use of the term, hysteria, to describe this constellation of symptoms dates back to Hippocrates (430-367 B.C.) who labeled the condition for its Greek meaning of uterus. Since this condition was only documented in women, his prescribed cure for the afflictions caused by a wandering uterus was marriage. Of note, trauma is a term widely used in psychology and its meaning is derived from the Greek word for wound. The term emerged into the neurological and psychiatric vocabulary in the 1860’s and 1870’s. Previously, the term trauma had been reserved for the description of physical wounds and had been documented in the surgical medicine literature.

Anton Mesmer (1734–1815) was the first to explain hysteria in a physiological way. He believed that hysteria was a direct result of a disturbed distribution of the magnetic fluid present in all humans. He appears to have been the first to document the possibility that hysterical symptoms could be present in men and women. Mesmer’s treatment for hysteria involved touching his patients with rods, which he said transmitted a magnetic force called animal magnetism from his body to the patient. He believed that this force of animal magnetism was capable of rearranging the patient’s fluids to result in healthy functioning, and thereby curing the condition of hysteria. With our knowledge today, it is widely believed that Mesmer’s approach was a predecessor of hypnotism due to his convincing manner of describing his techniques to his patients and his strong suggestions of recovery. Although Mesmer’s techniques resulted in improvement and documented cures of many of his patients, his theories and techniques were not respected by other health professionals at the time.

With the development of the railroad in the mid 1800’s, there was also an increase in accidents and death with this initially dangerous mode of transportation. Lerner (2003) found statistics of injuries related to the railway in the United States in 1889: one out of every 117 train workers was killed and one out of every 12 workers was injured. In addition, passengers and bystanders were involved in train collisions and derailings, which in that time were common. Some accident victims seemed to complain of common symptoms such as headaches, dizziness, paralysis, and general disinterest and listlessness with no apparent physical cause. In 1866, an English physician, John Eric Erichsen (1818–1896) published several cases of this condition and coined the term “railway spine”. In addition to the abovementioned symptoms, he wrote about memory loss, confusion, diminished business aptitude, ill temper, sleep disorders, sensory impairment, attitude changes, loss of motor power, numbness and sexual impotence. Although these symptoms paralleled those of hysteria, Erichsen chose the new label of railway spine since it was previously believed that only women were inflicted with hysteria and most of his patients related to the railroad were men.

With increasing numbers of mental health diagnoses related to trauma, treatment for these symptoms was in high demand. Jean-Martin Charcot (1825–1893) was a neurologist who believed that hypnotism was of value in treating hysterics. Originally, his theories on hysteria were somatic in nature. Over time, he adjusted his original theories to include psychological factors. Additionally, in 1882, he began treating cases of hysteria in male patients, which he reported were growing in large numbers. He described symptoms in these males as motor and sensory disturbances due to railroad accidents, workplace accidents, and service in war. He believed that these symptoms were directly related to a traumatic stimulus in those individuals who had an inherited, constitutional disposition.

As stated earlier, symptoms of hysteria were not initially believed to be inflictions of men. However, with men fighting in the frontlines of World War I where they took the lives of the opposition, witnessed violent deaths of their fellow soldiers, and often narrowly escaped death themselves, it is not surprising that many soldiers began demonstrating symptoms of what was then know as hysteria. Soldiers were documented as suffering from symptoms such as debilitating shakes, stutters, tics and tremors, disorders of sight, hearing, and gait (Lerner, 2003). Although there is evidence of other problems during other wars, the sheer number of soldiers with these inflictions caught medical authorities unprepared and therefore drew much attention. Since it was thought unfitting to diagnose these men with a woman’s illness, new labels were created to describe these combinations of symptoms as listed earlier. Many features of what is now called post-traumatic stress disorder were well-described in literary form during this time, such The Red Badge of Courage. However, it wasn’t until World War II that there was a creation of a formal diagnostic category. World War II had brought together soldiers, psychiatrists and other medical personnel, and they discovered that they did not always have a common vocabulary to discuss syndromes and diagnoses.

After World War II ended, the Veterans Administration (VA) developed a diagnostic manual. This provided incentive for the American Psychological Association (APA) to create its own first manual. Thirteen years after his Freud’s death, the American Psychological Association (APA) published its first diagnostic and statistical manual (DSM-1) in 1952 and re-wrote his conceptualization of traumatic neurosis for Gross Stress Reaction. During the post-war era and after there was a rise in systematic investigations of things such as the consequences of exposure to death camps and experiences of prisoners of war, as well as nonmilitary stressors such as mass catastrophes, such as fires, earthquakes and plane crashes (Adler, 1943; Andreasen, Hartford & Norris, 1971). For reasons unknown, but perhaps because of the early links between military combat and stress disorders, Gross Stress Reaction was somehow dropped from DSM-II (Andreasen, 2004). That manual was written when the United States was not engaged in any major war. However, the scientific study of the consequences of stress continued, particularly in the area of consequences of severe burn injuries (Andreasen, 2004).

After the Vietnam War, the U.S. contained another wave of young men who had been traumatized in combat. There was no official diagnosis to give them, and therefore, no coverage for treatment. American veterans lobbied the APA to construct a diagnosis of “Post-Vietnam Syndrom” to recognize the long-term psychological damage incurred by soldiers in combat, in order to pave the way for therapeutic services. Recognizing the long history of the syndrome proposed, as well as the fact that it frequently occurred in traumatized civilians as well, and being rooted in the extensive literature on stress disorders already available at the time, the APA came up with Post-Traumatic Stress Disorder as an operational diagnosis in DSM-III. Criteria specified for the new diagnosis included an initial stressor that would evoke distress in almost anyone (Criterion A), a time frame, and a list of “symptoms”.

The diagnosis began to be used widely and its application broadened steadily. For example, it began to be used for victims of childhood sexual abuse who developed traumatic stress symptoms much later in life. The requirement that the stressor be outside the range of normal human experience was sometimes reinterpreted to include less severe stressors (Andreasen, 2004). In 1987, the criteria for PTSD was reworked in the DSM-III-R. The veteran issues again faded in importance, while feminist practitioners took a special interest in PTSD.

Feminist therapists began lobbying the APA to alter the definition of PTSD so that more of their clients would fall under its auspices (Burstow, 2005). In 1994, PTSD was revised in DSM-IV such that Criterion A now stated that the person had to either experience, witness or be confronted with an event or events that involved actual or threatened death or serious injury or a threat to the physical integrity of self or others. The person’s response must have involved intense fear, helplessness or horror and caused clinically significant distress and impairment in social, occupational or other important areas of functioning. This incorporated the concept of “vicarious traumatization” (i.e. emergency services, rescue workers, etc.). The DSM-IV also added back what was formerly called Acute PTSD, which had been dropped from DSM-III-R, under a new name of Acute Stress Disorder (ASD). In 2000, the DSM-IV-TR PTSD reformulated such that it is not required that the traumatizing event be outside the range of normal experience and explicitly makes room for common events such as childhood sexual abuse. Currently, trauma is of particular interest, at a time when the entire world is aware of the potential for terrorism to strike – a stressor of great magnitude that could strike at any time and anywhere. This is also a time when the U.S. is seeing the return of many traumatized young soldiers returning from the wars in Iraq and Afghanistan. Unfortunately, the present state of our world is likely going to provide many more opportunities to study stress reactions, and the diagnoses of ASD and PTSD are likely here to stay.

Timeline of Documented Cases of Trauma (Parry-Jones and Parry-Jones, 1994)
 * 1860: Spinal concussion, railway spins, irritable heart
 * 1870: Soldier’s heart, cardiac weakness
 * 1880: Traumatic shock, traumatic neurosis, hysterical hemianaesthesia, spinal irritation,  railway brain, and nervous shock
 * 1890: Anxiety neurosis, psychical trauma
 * 1910: Traumatic neurosis, shell fever, irritable heart of soldiers, mental shock, war shock, shell shock, neuro-circulatory asthenia, disordered action of the heart, and war     psychoneurosis
 * 1930: Cardiac/war neurosis
 * 1940: Battle fatigue/combat exhaustion, effort syndrome
 * 1980: PTSD

Assessment Instruments
Frueh, Elhai, & Kaloupek (2004) provided a list of measures of trauma and suggest that these measures can be classified within the following four categories:
 * 1. Trauma exposure measures
 * Traumatic Life Events Questionnaire
 * Traumatic Stress Schedule
 * 2. Symptom-referenced PTSD measures
 * PTSD Symptom Scale
 * PTSD Checklist
 * 3. PTSD diagnostic measures based on standard interview formats
 * Structured Clinical Interview for DSM-IV (SCID) PTSD Module
 * Clinician-Administered PTSD Scale (CAPS)
 * 4. Psychometrically derived PTSD measures
 * Mississippi Combat PTSD Scale
 * Minnesota Multiphasic Personality Inventory-2 (MMPI-2)

Exposure Therapy
Keane and his colleagues first applied Exposure Therapy (ET) to the treatment of PTSD in the form of single-subject designed studies to document the effects of exposure to memories of traumatic events (Black & Keane, 1982; Fairbank & Keane, 1982; Kaloupek & Keane, 1982). Significant reductions in trauma symptoms, anxiety, and other related symptoms were found as a function of ET interventions. This preliminary work led to the development of randomized clinical trials that compared Imaginal Based ET to the less intensive treatment of Anxiety Management Therapy (AMT) and wait-list controls. The results of this study were clear. Compared to the wait-list condition and AMT, those clients receiving ET showed significant reductions on standard psychometric instruments and on clinician ratings of symptoms, and changes were maintained at a 6-month follow-up (Caddell, Fairbank, Keane & Zimmering, 1989).

More recently, many studies have appeared in the literature comparing the effectiveness of ET to Cognitive Therapy (CT). For example, Barrowclough, Faragher, Graham, Pilgrim, Reynolds, Sommerfield & Tarrier (1999) examined the effectiveness of ET and CT in the treatment of outpatients with PTSD stemming from many different traumatic events. Both groups manifested significant improvements that were maintained at a 6-month follow-up. No significant differences were found between the two treatments and outcomes were favorable for both groups. Similar results have also been found by other authors, such as Astin, Nishith, and Resick (2000) who reported on the comparison of ET and CT in the treatment of rape-related PTSD. In general, the two treatments have been found to be equally effective and more effective than wait-list control groups.

Cognitive-Behavioral Therapy
Cognitive Therapy (CT) involves addressing key cognitive distortions found among people who have been traumatized. In particular, the interventions are designed to address difficulties in safety, trust, power, self-esteem, and intimacy in the lives of survivors. Combination treatments that include an array of cognitive-behavioral strategies have had intuitive clinical appeal because they address multiple problems that people with PTSD may exhibit, as well as incorporating techniques that have empirical support in the literature. For example, Fecteau and Nicki (1999) examined a treatment package of 8-10 sessions including trauma education, ET, cognitive restructuring and guided behavioral practice and compared outcomes to wait-list controls. The results of the intervention were successful as measured by clinical ratings, self-report questionnaires, and a laboratory-based psychophysiological assessment procedure. The results were clinically, as well as statistically, significant and the treatment effects were maintained at 6-month follow-up.

Emotion-Focussed Therapy
Emotion-Focused Therapy (EFT) has also shown itself to be effective in helping clients deal with the sequelae of trauma. For example, Greenberg and Paivio (1995) reported clinically meaningful, stable gains for most clients treated with process-experiential therapy (a type of EFT), and that these gains were significantly greater improvements as compared to a psychoeducational group. In addition, Nieuwenhuis and Paivio (2001) investigated a 20-session EFT applied to adults with PTSD symptoms as a result of unresolved childhood abuse issues. Clients in the treatment group were compared to a wait-list control group. EFT clients showed significantly greater improvements than wait-list controls on measures of general anxiety and PTSD symptoms, global interpersonal problems, self-affiliation, and resolution of issues with abusive others. Several other studies have also shown EFT to be effective in treating PTSD symptoms (Soulier, 1995; Clarke, 1993; Davis, Elliott & Slatick, 1998). These studies are more than adequate to support the conclusion that EFT is an efficacious and specific treatment for people suffering the effects of trauma (Elliott et al., 2003). I would argue that EFT works well with clients dealing with PTSD symptoms because often such clients have not been able to develop the skills necessary to process their emotions due to past trauma and/or early attachment experiences. EFT can help increase clients’ emotional intelligence and improve their emotional processing skills so they can better regulate their emotions (Watson, 2006). Clients move towards healing and wholeness in their lives as they learn to become aware of, label, express and reflect upon their emotions so that they may move more productively towards fulfillment of their needs, values and goals (Watson, 2006).

Key Figures

 * Pierre Janet published L'Automatisme Psychologique, which was his first work to deal with how the mind processes traumatic experiences. "Janet claimed that vehement emotions interfere with proper appraisal and appropriate action. Failure to confront the experience fully leads to dissociation of the traumatic memories and their return as fragmentary reliving experiences, feeling states, somatic sensations, visual images, and behavioral reenactments. A century later, Janet still provides an unsurpassed framework for integrating current knowledge about the psychodynamic, cognitive, and biological effects of human traumatization" (Brown, van der Hart & van der Kolk, 1989).
 * Edna B. Foa has been described as one of the leading experts in post-traumatic stress disorder research. Among her many publications, are the popular books Posttraumatic stress disorder: DSM-IV and beyond (American Psychiatric Press, Inc: 1992) and Treating the Trauma of Rape (Guilford Publications, Inc.: 1997)
 * Judith Herman is a well-known psychiatrist in the field of trauma research. Her areas of research include the psychology of women, child abuse, domestic violence, and post-traumatic disorders. She is the author of the award-winning book, Trauma and Recovery (Basic Books:1991; second edition, 1997).

Relevant Websites
The Trauma Centre: http://www.traumacenter.org/

Sensorimotor Psychotherapy Institute: http://www.sensorimotorpsychotherapy.org/faculty.html

Other Sites Discussion Trauma
http://en.wikipedia.org/wiki/Post-traumatic_stress_disorder


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Introduction to Chemical Engineering Processes/Atom balances

The concept of atom balances
Let's begin this section by looking at the reaction of hydrogen with oxygen to form water:

$$ H_2 + O_2 \rightarrow H_2O $$

We may attempt to do our calculations with this reaction, but there is something seriously wrong with this equation! It is not balanced; as written, it implies that an atom of oxygen is somehow "lost" in the reaction, but this is in general impossible. Therefore, we must compensate by writing:

$$ H_2 + \frac{1}{2}O_2 \rightarrow H_2O $$

or some multiple thereof.

Notice that in doing this we have made use of the following conservation law, which is actually the basis of the conservation of mass:

Since by definition the number of moles of an element is proportional to the number of atoms, this implies that $$ \dot{n}_{A,gen} = 0 $$ where A represents any element in atomic form.

Mathematical formulation of the atom balance
Now recall the general balance equation:

$$ In - Out + Generation - Consumption = Accumulation $$

In this course we're assuming $$ Accumulation = 0 $$. Since the moles of atoms of any element are conserved, $$ generation = 0 $$ and $$ consumption = 0 $$. So we have the following balance on a given element A:

Degree of Freedom Analysis for the atom balance
As before, to do a degree of freedom analysis, it is necessary to count the number of unknowns and the number of equations one can write, and then subtract them. However, there are a couple of important things to be aware of with these balances.
 * When doing atom balances, the extent of reaction does not count as an unknown, while with a molecular species balance it does. This is the primary advantage of this method: the extent of reaction does not matter since atoms of elements are conserved regardless of how far the reaction has proceeded.
 * You need to make sure each atom balance will be independent. This is difficult to tell unless you write out the equations and look to see if any two are identical.
 * In reactions with inert species, each molecular balance on the inert species counts as an additional equation. This is because of the following important note:

Example of the use of the atom balance
Let's re-examine a problem from the previous section. In that section it was solved using a molecular species balance, while here it will be solved using atom balances.

For purposes of examination, the flowchart is re-displayed here:

Degree of Freedom Analysis
There are three elements involved in the system (P, H, and O) so we can write three atom balances on the system.

There are likewise three unknowns (since the extent of reaction is NOT an unknown when using the atom balance): the outlet concentrations of $$ PH_3, P_4O_{10}, H_2O $$

Therefore, there are 3 - 3 = 0 unknowns.

Problem Solution
Let's start the same as we did in the previous section: by finding converting the given information into moles. The calculations of the previous section are repeated here:

 * $$ \dot{m}_{out} = \dot{m}_{in} = 100 \mbox{ kg} $$
 * $$ \dot{n}_{PH_3,in}= 0.5*(100\mbox{ kg})* \frac{1 \mbox{ mol}}{0.034 \mbox{ kg}} = 1470.6 \mbox{ moles PH}_3 \mbox{ in} $$
 * $$ \dot{n}_{O_2,in} = 0.5*(100\mbox{ kg})* \frac{1 \mbox{ mol}}{0.032 \mbox{ kg}} = 1562.5 \mbox{ moles O}_2 \mbox{ in} $$
 * $$ \dot{n}_{O_2,out} = 0.25*(100\mbox{ kg})* \frac{1 \mbox{ mol}}{0.032 \mbox{ kg}} = 781.25 \mbox{ moles O}_2 \mbox{ out} $$

Now we start to diverge from the path of molecular balances and instead write atom balances on each of the elements in the reaction. Let's start with Phosphorus. How many moles of Phosphorus atoms are entering?

 * Inlet: Only $$ PH_3 $$ provides P, so the inlet moles of P are just $$ 1*1470.6 = 1470.6 \mbox{ moles P in} $$
 * Outlet: There are two ways phosphorus leaves: as unused $$ PH_3 $$ or as the product $$ P_4O_{10} $$. Therefore, the moles of $$ PH_3 $$ out are $$ 1*n_{PH_3,out} + 4*n_{P_4O_{10},out} $$. Note that the 4 in this equation comes from the fact that there are 4 Phosphorus atoms in every mole of $$ P_4O_{10} $$.

Therefore the atom balance on Phosphorus becomes:

Similarly, on Oxygen we have:

 * Inlet: $$ 2*n_{O_2,in} = 2*1562.5 = 3125\mbox{ moles O}_2$$
 * Outlet: $$ 2*n_{O_2,out} + 10*n_{P_4O_{10},out} + 1*n_{H_2O,out} = 1562.5 + 10*n_{P_4O_{10},out} + 1*n_{H_2O,out} $$

Finally, check to see if you can get the following Hydrogen balance as a practice problem:

Solving these three linear equations, the solutions are:

All of these answers are identical to those obtained using extents of reaction. Since the remainder of the solution to that problem is identical to that in the previous section, the reader is referred there for its completion.

Example of balances with inert species
Sometimes it's more difficult to choose which type of balance you want, because both are possible but one is significantly easier than the other. As an example, lets consider a basic pollution control system.

Step 1: Flowchart
Flowcharts are becoming especially important now as means of organizing all of that information!

Step 2: Degrees of Freedom
Let's consider an atomic balance on each reactor.

 * Denitrification system: 9 unknowns (all concentrations in stream 3, and $$ \dot{n}_2 $$.) - 3 atom balances (N, H, and O) - 3 inert species ($$ CO_2, SO_2, inerts $$) - 1 additional info (3X stoichiometric feed) = 2 DOF
 * Desulfurization system: 15 unknowns - 4 atom balances (N, H, O, and S) - 5 inerts ($$ CO_2, O_2, NO_2, N_2, inerts $$) = 6 DOF
 * Total = 2 + 6 - 8 shared = 0 DOF, hence the problem has a unique solution.

We can also perform the same type of analysis on molecular balances.

 * Denitrification system: 10 unknowns (now the conversion $$ X_1 $$ is also unknown) - 8 molecular species balances - 1 additional info = 1 DOF
 * Desulfurization system: 16 unknowns (now the conversion $$ X_2 $$ is unknown) - 9 balances = 7 DOF.
 * Total = 1 + 7 - 8 shared = 0 DOF.

Therefore the problem is theoretically solvable by both methods.

Step 3: Units
The only weird units in this problem (everything is given in moles already so no need to convert) are in the volumetric flowrate, which is given in $$ \frac{ft^3}{s} $$. Lets convert this to $$ \frac{moles}{s} $$ using the ideal gas law. To use the law with the given value of R is is necessary to change the flowrate to units of $$ \frac{L}{s} $$:

$$ 130 \frac{ft^3}{s} * \frac{28.317\mbox{ L}}{ft^3} = 3681.2\frac{L}{s} $$ $$ P\dot{V} = \dot{n}RT \rightarrow 2*3681.2 = \dot{n}_1(0.0821)(900) $$

$$ \dot{n}_1 = 99.64\frac{moles}{s} $$

Now that everything is in good units we can move on to the next step.

Step 4: Devise a plan
We can first determine the value of $$ \dot{n}_2 $$ using the additional information. Then, we should look to an overall system balance.

Since none of the individual reactors is completely solvable by itself, it is necessary to look to combinations of processes to solve the problem. The best way to do an overall system balance with multiple reactions is to treat the entire system as if it was a single reactor in which multiple reactions were occurring. In this case, the flowchart will be revised to look like this:

Before we try solving anything, we should check to make sure that we still have no degrees of freedom.

Atom Balance

There are 8 unknowns (don't count conversions when doing atom balances), 4 types of atoms (H, N, O, and S), 2 species that never react, and 1 additional piece of information (3X stoichiometric), so there is 1 DOF. This is obviously a problem, which occurs because when performing atom balances you cannot distinguish between species that react in only ONE reaction and those that take part in more than one.

In this case, then, it is necessary to look to molecular-species balances.

Molecular-species balance

In this case, there are 10 unknowns, but we can do molecular species balances on 9 species $$ (SO_2, NO_2, NH_3, N_2, O_2, CO_2, H_2O, (NH_4)_2SO_3, inerts)$$ and have the additional information, so there are 0 DOF when using this method.

Once we have all this information, getting the information about stream 3 is trivial from the definition of extent of reaction.

Step 5: Carry Out the Plan
First off we can determine $$ \dot{n}_2 $$ by using the definition of a stoichiometric feed.

$$ \dot{n}_{NO_2,in} = 0.03*99.64 = 2.9892 \frac{mol}{s} $$

The stoichiometric amount of ammonia needed to react with this is, from the reaction,

$$ \frac{4 \mbox{ moles NH}_3}{2 \mbox{ moles NO}_2} * 2.9892 = 5.96 \frac{ moles \mbox{ NH}_3}{s} $$

Since the problem states that three times this amount is injected into the denitrification system, we have:

Now, we are going to have a very complex system of equations with the 9 molecular balances. This may be a good time to invest in some equation-solving software.

See if you can derive the following system of equations from the overall-system flowchart above.

Using an equation-solving package, the following results were obtained:

Stream 3
Now that we have completely specified the composition of stream 4, it is possible to go back and find the compositions of stream 3 using the extents of reaction and feed composition. Although this is not necessary to answer the problem statement, it should be done, so that we can then test to make sure that all of the numbers we have obtained are consistent.


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Talk:Character Creation/Character appearance

Who wrote this? It's horrible. It doesn't even read like it came from a book. It sounds more like someone read the titles of a book on character creation and tried to paraphrase. Someone PLEASE fix this mess.

 * Yes it was horrible - hopefully the new version is better, although it needs major expansion. Unusual? Quite TalkQu 22:43, 25 December 2008 (UTC)


text:
Korean/RWP/Course navigation panel

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title: Korean/RWP/Course navigation panel


text:
User talk:69.142.149.28

Regarding edits made during May 16 2007
Please take care not to replace Wikibooks pages with blank content. Blank pages are harmful to Wikibooks because they have a tendency to confuse readers. If it is a duplicate article, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert delete to its top. Thanks for contributing to Wikibooks! If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 00:57, 16 May 2007 (UTC)

title: User talk:69.142.149.28


text:
User talk:ABurke

Hamlet
I didn't actually transwiki the material. It belonged at Wikisource to begin and was already there since all that was here was a source text. We do not host source texts here, only annotated ones, so if you plan on merely moving source text information over to Wikibooks from somewhere without annotations please do not continue. -within focus 01:58, 16 May 2007 (UTC)

 * You can certainly use content from Wikisource, you just have to annotate the texts you use. This includes critical commentary and analysis. -within focus 02:03, 16 May 2007 (UTC)

 * No problem. -within focus 23:27, 17 May 2007 (UTC)

Regarding the Tragedies, what exactly are you referring to? I see this page and I'm not sure what you mean by "unlock". -within focus 23:27, 17 May 2007 (UTC)

 * Ah. Those page protections are there for safety purposes. Text was once there but failed to provide content appropriate for Wikibooks and so an external redirect was added. I would suggest that you work on the pages in your own namespace first, such as User:ABurke/Hamlet where you have free reign. Once you have appropriate and well-developed content ready, contact an admin such as myself and we will remove the protection so that you can move your pages. This is being done to avoid the previous situations from occurring again and again. We need annotated texts, not just text dumps. -within focus 23:40, 17 May 2007 (UTC)

 * Furthermore, I hope you see this as a somewhat inconvenient yet important protection here. We don't want to discourage by any means. -within focus 23:41, 17 May 2007 (UTC)

 * Sounds good. Don't be afraid to put the source text here as well. A common and useful approach is to have a large passage at the top of a page and then analyze it and such below. -within focus 23:46, 17 May 2007 (UTC)

title: User talk:ABurke


text: Field Guide/Reptiles/Texas Alligator Lizard


text:
William Shakespeare's Works/Comedies/As You Like It

About the Play
As You Like It is a comedy by William Shakespeare written between 1599 and 1600. While the plot is meant to take place primarily in a duchy of France, the majority of the action actually takes place in the Forest of Arden.

The text for the play itself can be found at the bottom of the page. The purpose of this Wikibook is as a study guide.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * Duke Senior
 * Duke Frederick
 * Amiens
 * Jacques
 * Oliver
 * Jacques de Boys
 * Orlando
 * Le Beau
 * Charles
 * Adam
 * Dennis
 * Touchstone
 * Sir Oliver Martext
 * Corin and Silvius
 * William
 * Hymen
 * Rosalind
 * Celia
 * Phoebe
 * Audrey


text:
William Shakespeare's Works/Comedies/Cymbeline

Cymbeline is a comedy by William Shakespeare around 1609. The play is an account of a fictional King of England, Cymbeline, modelled after Cunobelinus.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * Cymbeline
 * Cloten
 * Poshumus Leonatus
 * Belarius
 * Guiderius
 * Arviragus
 * Philario
 * Iachimo
 * Caius Lucius
 * Pisanio
 * Cornelius
 * A Roman Captain
 * Two British Captains
 * A Frenchman
 * two Lords
 * two Gentlemen
 * two Jailers
 * Queen
 * Imogen
 * Helen
 * Lords
 * Ladies
 * Roman Senators
 * Soothsayers
 * A Dutchman
 * a Spaniard
 * Tribunes
 * Musicians
 * Officers
 * Captains
 * Messengers
 * Soldiers
 * Attendants
 * Apparitions


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William Shakespeare's Works/Comedies/Love's Labours Lost

Love's Labours Lost is a comedy written by William Shakespeare between 1595 and 1596. The plot revolves around the romantic misadventures of the King of Navarre, the Princess of France, his companions and her companions.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Ferdinand
 * Berowne
 * Longaville
 * Dumaine
 * Boyet
 * Marcade
 * Don Adriano de Armado
 * Sir Nathaniel
 * Holofernes
 * Dull
 * Costard
 * Moth
 * a Forester
 * The Princess of France
 * Rosaline
 * Maria
 * Katharine
 * Jaquenetta
 * Officers
 * Attendants
 * Others


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William Shakespeare's Works/Comedies/Measure for Measure

Measure for Measure is a comedy by William Shakespeare written in 1603. The play centers on the assorted problems that come about when the Duke of Vienna decides to live among his people for a short time.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Vincentio
 * Angelo
 * Escalus
 * Claudio
 * Lucio
 * two Gentlemen
 * Varrius
 * Provost
 * Thomas
 * Peter
 * a Justice
 * Elbow
 * Froth
 * Clown
 * Abhorson
 * Barnardine
 * Isabella
 * Mariana
 * Juliet
 * Francisca
 * Mistress Overdone
 * Lords
 * Gentlemen
 * Guards
 * Officers
 * Attendants


text:
Korean/Navigation panel

This template is used by the Korean wikibook to produce consistent navigation.

title: Korean/Navigation panel


text:
William Shakespeare's Works/Comedies/The Merchant of Venice

The Merchant of Venice is a comedy by William Shakespeare, written at some point between 1596 and 1598. The plot of this play centers on the consequences of a merchant's failure to repay his debt to a skeevy moneylender. There is a subplot about the merchants young heir and his search for his one true love.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Illustration : by Cristiana Apostol.

Dramatis Personæ

 * The Duke of Venice
 * The Prince of Morocco
 * The Prince of Aragon
 * Antonio
 * Bassanio
 * Salanio
 * Salarino
 * Gratiano
 * Lorenzo
 * Shylock
 * Tubal
 * Launcelot Gobbo
 * Old Gobbo
 * Leonardo
 * Balthazar
 * Stephano
 * Portia
 * Nerissa
 * Jessica
 * Magnificoes
 * Officers
 * Jailer
 * Servants to Portia
 * Attendants


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William Shakespeare's Works/Comedies/The Merry Wives of Windsor

The Merry Wives of Windsor is a comedy by William Shakespeare. The date of publication is unknown to this day. Though registered for publication in 1602, it is believed to have been several years old by that point, possibly as early as 1597. The play tells of the romantic mishaps of Falstaff, making his second appearance in a Shakespearean play, and the two ladies that he is courting.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Sir John Falstaff
 * Fenton
 * Shallow
 * Slender
 * Ford
 * Page
 * William Page
 * Sir Hugh Evans
 * Doctor Caius
 * Host
 * Bardolph
 * Pistol
 * Nym
 * Robin
 * Simple
 * Rugby
 * Mistress Ford
 * Mistress Page
 * Mistress Anne Page
 * Mistress Quickly
 * Servants to Ford
 * Servants to Page


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William Shakespeare's Works/Comedies/Pericles, Prince of Tyre

Pericles, Prince of Tyre is a comedy by William Shakespeare. The year it was written is up for debate. Some scholars believe that it was written around 1607, while others claim that it was written earlier, and revised in 1607. The play retells the ancient Grecian myth of the titular character.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Antiochus
 * Pericles
 * Helicanus
 * Escanes
 * Simonides
 * Cleon
 * Lysimachus
 * Cerimon
 * Thaliard
 * Pfiilemon
 * Leonine
 * Marshal
 * a Pandar
 * Boult
 * The Daughter of Antiochus
 * Dionyza
 * Thaisa
 * Marina
 * Lychorida
 * a Bawd
 * Lords
 * Knights
 * Gentlemen
 * Sailors
 * Pirates
 * Fishermen
 * Messengers
 * Diana
 * Gower


text:
Annotations of The Complete Peanuts/1961 to 1962

==1961–1962== Annotations to The Complete Peanuts: 1961 to 1962 by Charles M. Schulz (Fantagraphics Books, 2006. ISBN 1560976721

 * p. 1 (January 1, 1961). In ten pin bowling, the bowler gets two tries to knock down ten pins; if he/she gets the remainder of pins on the second roll, it is called a “spare”. Lucy is “picking up the spare” by knocking down Charlie Brown, the last boy standing.

 * p. 2 (January 2, 1961). This strip begins what would be the longest continued narrative in Peanuts up to that time: three weeks.

 * p. 3 (January 6, 1961). The end of this strip and the following three dailies are sly references to drug withdrawal, specifically heroin—an amusingly mature theme for the comics pages, especially at a time where comics were expected to have nothing to do with political and social issues, although not surprising for Peanuts, as it would explicitly tackle those kinds of issues later on, such as the Vietnam War and tear gas at campaign protests of the early 70's and late 60's, runaway licensing, and once in 1985, even triple bypass surgery.

 * p. 5 (January 11, 1961). Hyannis Port (sometimes written “Hyannisport”) is an affluent residential village southwest of Hyannis. It is best known as the ancestral home of the Kennedy family, including then–President-elect John F. Kennedy, who would be inaugurated nine days later, on January 20.

 * p. 10 (January 22, 1961). A reference to the biblical story of David and Goliath. The diminutive Israeli shepherd David slew the giant Philistine warrior Goliath with a rock hurled from a sling, as Linus does here with a snowball from his blanket.

 * p. 11 (January 24, 1961). Higher Criticism, which in the context of this strip is synonymous to Source Criticism, is a Bible study method that is based on pulling apart the traditional text into component pieces. Richard Elliot Friedman, a modern-day practitioner of Higher Criticism, has published a book that reprints the Bible with each source distinguished by typeface and formatting.

 * p. 12 (January 28, 1961). The second appearance of Lucy’s psychiatric booth in the strip proper (the first was on March 27, 1959, after appearing on the back cover of the strip collection book You're Out of Your Mind, Charlie Brown, published in February 1959), and the first time it is drawn with its familiar canopy. Also note the redundant “5¢” sign at the bottom; this would later be replaced.

 * p. 14 (January 30, 1961). Linus is tabulating the combined gifts from the song “The Twelve Days of Christmas”. The song has twelve verses, each listing the gifts given by “my true love”; the gifts cumulate with each day/verse. Linus’s math is correct; however, the song is more commonly sung to refer to “drummers drumming” rather than “fiddlers fiddling”.

 * p. 17 (February 8, 1961). Pasteurization is the process of heating liquids for the purpose of destroying viruses and harmful organisms, named for its inventor, chemist Louis Pasteur (1822–1895). It is most commonly used on milk, hence Lucy’s pun here. Puns of this sort would later be almost completely delegated to Snoopy once he began typing.

 * p. 18 (February 11, 1961). Speculating on the effects of television on American culture, which Snoopy parodies here, was a common theme in the early days of the Kennedy administration. It would culminate three months later with Federal Communications Commission chairman Newton N. Minow’s “Television and the Public Interest” speech, where he famously argued that television was often a “vast wasteland” with detrimental effects on the viewing public.

 * p. 21 (February 16, 1961). For the rest of 1961, Linus and (less often) the other characters will sometimes be wearing American Civil War–style hats, due to its centennial (specifically referred to on July 8 and November 23, 1961).

 * p. 21 (February 16, 1961). First instance of a note in Linus' lunch.

 * p. 29 (March 6, 1961). The first appearance of Frieda. Like Charlie Brown and Linus, she was named after one of Schulz’s fellow instructors at the Art Instruction School in Minneapolis.

 * p. 34 (March 19, 1961). A flannelgraph is a method of telling stories, used in real life as Lucy does here. It is generally associated with American evangelical Sunday school lessons, as a means of telling Bible stories to young children. Schulz was undoubtedly aware of the practice from his own experiences teaching Sunday school. Christian writer John Fischer said, “[t]hough it has largely disappeared from the scene, flannelgraph may very well be the closest thing to a strictly evangelical art form, for I never encountered it anywhere but in Christian endeavors, and I haven’t seen it anywhere else since. It was an evangelical quirk of the 1950s that soon went the way of sword drills and the family altar”.

 * p. 36 (March 23, 1961). In 1961, a television small enough to be portable was still a relative novelty.

 * p. 47 (April 17, 1961). National Library Week was started in 1958 amid concerns that television was reducing reading by children.

 * p. 48 (April 21, 1961). Theodor “Dr. Seuss” Geisel (1904–1991) was a popular American children’s book author, best known for his 1957 book The Cat in the Hat.

 * p. 54 (May 4, 1961). Lucy’s psychiatrist booth takes on its final appearance with the addition of the “The doctor is in” sign.

 * p. 60 (May 19, 1961). The H-Bomb is the common form of referring to hydrogen bombs.

 * p. 62 (May 23, 1961). Frieda’s cat Faron was the only cat that would ever appear in Peanuts. Schulz wrote later: “One day, while searching for some kind of new story to work on, I decided to have the character named Frieda... threaten Snoopy with bringing a cat into the neighborhood. Snoopy was horrified, and, when the cat arrived, did not like it at all. Fortunately for him, I also discovered that I didn’t care much for the cat. For one thing, I realized that I don’t draw a cat very well, and secondly, if I were to keep up the relationship, I would have a traditional cat-and-dog strip, which was something I certainly wanted to avoid... the cat brought Snoopy back to being too much of a real dog. By the time the cat had come into the strip, Snoopy was drifting further and further into his fantasy life, and it was important that he continue in that direction. To take him back to his earlier days would not work, so I did the obvious and removed the cat. (My only regret was that I had named the cat after Faron Young, a country-and-western singer whom I admired very much...)” Schulz would later introduce an “offstage” cat.

 * p. 63 (May 26, 1961). “Sandbagging” is a term mainly used in gaming or sporting contexts, meaning to feign weakness to obtain an advantage.

 * p. 64 (May 28, 1961). “Just Before the Battle” was an 1864 song written by George F. Root; it was a pro-Union song but was popular throughout America, including in the Confederacy. Linus is singing it in keeping with his Civil War centennial interest. He has gotten the lyrics wrong slightly: the second line is actually “I am thinking most of you”.

Schulz would often refer to this strip as one of his favorites, and also as one of the few that was based on an idea he had gotten from his children: “We were at the dinner table and Amy was talking away on a real talking streak and finally I said, ‘Can’t you please be quiet?’ and she was silent for a moment and then picked up a piece of bread and began to butter it, saying, ‘Am I buttering too loud for you?’” The punchline would be repeated by Schulz on August 5, 1998, in honor of Amy’s birthday.

 * p. 66 (June 1, 1961). See May 16, 1954.

 * p. 67 (June 4, 1961). In keeping with Schulz’s attention to detail, all of Lucy’s definitions are accurate.

 * p. 75 (June 22, 1961). The “little girl” referred to in this and the next two strips is President Kennedy’s daughter Caroline, who was three years old at the time they were published.

 * p. 80 (July 4, 1961). Shrimp Louie (or Louis) is a type of salad with shrimp and hard-boiled eggs. The recipe is based on the better-known Crab Louie.

 * p. 81 (July 8, 1961). Another reference to the Civil War Centennial. Charlie Brown is singing the “Battle Cry of Freedom”, a pro-Union song written by George F. Root in 1862; it was the most popular song of its day. Schroeder is singing “The Bonnie Blue Flag”, a pro-Confederacy song written by Harry McCarthy in 1861. See also May 28, 1961.

 * p. 83 (July 10, 1961). The Flabby American was a television program about the physical fitness of Americans broadcast on May 30, 1961.

 * p. 102 (August 25, 1961). "Clam diggers" are pants that are longer than shorts but are not as long as long pants.

 * p. 121 (October 8, 1961). Blackbeard refers to the famous 18th century pirate Edward Teach, best known as Blackbeard.

 * p. 139 (November 19, 1961). The first reference to Charlie Brown’s unrequited love, The Little Red-Haired Girl. Schulz based her on Donna Johnson, a fellow teacher of his at the Art Instruction School, whom he dated in 1950. He had wanted to marry her, but later that year she married another man.

Schulz said in 1997, “I was sitting home one night with my kids, and I was listening to some Hank Williams songs, and I was listening to Joni James singing, ‘Today I met you on the street, my heart fell at your feet,’ you know, and those songs were so depressing. And that was the mindset that got me going on Charlie Brown sitting at the playground, eating his lunch, and he looks across the playground, and he sees the Little Red-Haired Girl, and from that, that whole series came, one thing after another.”

 * p. 151 and 154 (December 17 and 24, 1961). Linus' quotation is Matthew 2:17-18.

 * p. 170 (January 31, 1962). Linus refers to a queen snake for the first time.

 * p. 204 (April 20, 1962). Myopic refers to myopia, or nearsightedness, which is presumably why Linus requires glasses.

 * p. 212 (May 8, 1962). "A pretty girl is like a melody" is the title of a popular song by Irving Berlin, originally published in 1919.

 * p. 234 (June 28, 1962). An SC-54 is the search and rescue variant of the C-54 Skymaster transport aircraft. Lieutenant Commander Carpenter is Mercury astronaut Scott Carpenter, rescued under similar circumstances on May 24, 1962.

 * p. 240 (July 12, 1962). Sam Snead was a legendary professional golfer from the thirties into the sixties, while Don Carter was a well known professional bowler during the fifties and early sixties.

 * p. 251 (August 6, 1962). Casey Stengel was a baseball player and manger, best known for managing the New York Yankees between 1949 and 1960, and the New York Mets from 1962 to 1965.

 * p. 258 (August 25, 1962). Atmospheric testing refers to the testing of nuclear weapons within the atmosphere, as opposed to underground testing. Atmospheric testing was banned under the Limited Test Ban Treaty, signed in August 1963.

 * p. 264 (September 8, 1962). Knute Rockne was a well known football coach at Notre Dame University from 1918 to 1930.

 * p. 270 (September 20, 1962). The quotation is by Anatole France.

 * p. 273 (September 27, 1962). Gargoyles are ornamental sculptures of grotesque figures, used to convey rainwater away from a building.

 * p. 281 (October 15, 1962). The Sabin oral polio vaccine was a poliomyelitis vaccine developed by Albert Sabin that could be taken orally. It replaced the earlier Salk vaccine, which needed to be injected with a syringe.

 * p. 288 (November 2, 1962). Linus is alluding to the expression "Hell hath no fury like a woman scorned". The original phrase is "Heaven has no rage like love to hatred turned / Nor hell a fury like a woman scorned.", taken from "The Mourning Bride" (1697) by William Congreve.

 * p. 290 (November 6, 1962). Linus is referring to the novel The Catcher in the Rye, by J. D. Salinger (1951) which caused a controversy in the early 1960s because of its use by US high school teachers in English classes.

 * p. 293 (November 12, 1962). Rachel Carson was the author of the early environmentalist book Silent Spring. As a well known author and scientist at the time, Carson will be frequently referenced in future strips as a female role model.

 * p. 309 (December 22, 1962). Charlie Brown is referring to the last game of the 1962 World Series, in which the San Francisco Giants lost to the New York Yankees in the seventh game, after Willie McCovey's line drive was caught by Bobby Richardson.


text:
User:Chowbok

I've adopted Annotations of The Complete Peanuts. Please drop me a note if you'd like to help out. —Chowbok 17:48, 19 May 2007 (UTC)

title: User:Chowbok


text:
Talk:William Shakespeare's Works/Introduction

 * How about we make this introduction look more official, like an actual textbook? Eh? Eh?

Guys?

guys?

ABurke 05:15, 16 May 2007 (UTC)


text:
William Shakespeare's Works/Poems

This section does not cover the Sonnets of Shakespeare. The poems found within are considered to be separate entities from his plays and sonnets.

The Poems

 * /The Phoenix and the Turtle/
 * /The Rape of the Lucrece/
 * /Venus and Adonis/
 * /A Lover's Complaint/

title: William Shakespeare's Works/Poems


text: Annotations of The Complete Peanuts/Print version


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User:Chowbok/Bookmarks

 * User talk:PbakerODU

title: User:Chowbok/Bookmarks


text: File:Java Programming Regedit Av.png

title: File:Java Programming Regedit Av.png


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The Poetry of Gaius Valerius Catullus/50

=Text & Translation=

Metre – Hendecasyllables

=Connotations of The Text=

Line 1
This refers to Licinius Calvus, a fellow orator and poet of Catullus.
 * Licini

Line2

 * Tabellis

This is the diminutive of tabula. Catullus was very fond of diminutives (see lines 4, 10 and 19) and used them to express smallness, affection, pity, or contempt; in this case, most likely smallness or affection.

Line 4

 * versiculos

This is the diminutive of versos.

Line 8

 * incensus

Catullus was very fond of using fire or flame as a metaphor for passion.

Line 9

 * me miserum

This is a very common phrase of Catullus’s. Latin was quite comfortable with describing a personal pronoun with an adjective, but it can sound awkward in English eg. The miserable I…, the witty you…

Line 19

 * ocellos

This is the diminutive of oculus and literally means “little eye”. It was a common term of endearment in Latin, and especially in Catullus. However, here Catullus is actually referring to his eyes.

Line 20

 * Nemesis

Nemesis was the goddess of justice and punished men for being vain.

=Vocabulary=

=External Links=


text: File:Java Programming Run dialog.png

title: File:Java Programming Run dialog.png


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User:YanWong

Using this as a sandbox...

11:09, 16 May 2007 (UTC)~

test
{Code:Interpreted
 * a
 * b
 * c
 * d}}

foo bar etc.
Statistical_Analysis:_an_Introduction_using_R

title: User:YanWong


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Horticulture/Rosmarinus

Rosmarinus is a small genus of woody, perennial herbs with fragrant evergreen needle-like leaves in the family ../Lamiaceae/, native to the Mediterranean region.

Varieties
There are just two species, ../Rosmarinus officinalis/ (Rosemary), widespread in the Mediterranean region, and ../Rosmarinus eriocalyx/, native to northwest Africa and southern Spain. The latter differs from the well-known herb rosemary in its smaller leaves, only 5-15 mm long and less than 2 mm broad, and densely hairy flower stems. It also tends to be lower-growing, often under 25 cm tall and prostrate, and never exceeding 1 m tall (R. officinalis can reach 1.5 m, exceptionally 2 m, tall).

title: Horticulture/Rosmarinus


text:
User talk:Tld7565

Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Derbeth talk 09:32, 16 May 2007 (UTC)

Image:Public Health Film Festival Planning Guide.pdf
Why have you marked this PDF as your own work? --Derbeth talk 09:32, 16 May 2007 (UTC)

title: User talk:Tld7565