text:
Teaching Elementary School Health Education/Mental and Emotional Health

Introduction
Mental and Emotional Health is the area of health that focuses on: Each of these health goals have several components.
 * developing good character
 * interacting in ways that help create a positive social-emotional environment
 * developing healthful personality characteristics
 * choosing behaviors to promote a healthy mind
 * expressing emotions in healthful ways
 * seeking help if feeling depressed
 * using sucide-prevention strategies
 * coping with loss and grief in healthful ways
 * being resilient during difficult times

I Will Develop Good Character

 * /Values and Character/
 * /Self Esteem/
 * /Developing Good Character and Improving Self-Esteem/

I will Interact in ways that Help Create a Positive Social-Emotional Environment

 * /Social-Emotional Environment/
 * /Social-Emotional Environment and Health Status/
 * /Strategies to Improve the Social-Emotional Environment/

I will Develop Healthful Personality Characterisitcs

 * Personality (at Wikiversity)
 * /Personality Characteristics that Promote Good Health/

I will Choose Behaviors to Promote a Healthy Mind

 * /Mental Alertness and Mental Health/

I will Express Emotions in Healthful Ways

 * /Emotions and the Mind-Body Connection/
 * /Anger Management Skills/

I will Use Stress-Management Skills

 * /Understanding How Stress Affects Health Status/
 * /Stress-Management Skills/

I will Seek Help if I Feel Depressed

 * /Recognizing Childhood and Adolescent Depression/
 * /Treatment for Depression/

I will Cope with Loss and Grief in Healthful Ways

 * /Loss and Grief/


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Teaching Elementary School Health Education/Nutrition and Diet

Introduction
What to Teach
 * Food Pyramid
 * Make Healthy Food Choices
 * Nutrition and the Media - Lesson

How to Teach
 * Nutrition Tips
 * Games, WebQuests
 * 5 A Day (Sample Lesson) - Information for this lesson was gathered from www.dole5aday.com
 * Instructional Lessons & Materials
 * Nutrition Explorations

Standards
 * National Health Education Standards - PDF

Background Information

In our lifetime, we will eat about 70,000 meals and 60 tons of food. Food provides both the energy and the materials needed to build and maintain all body cells. Nutrients are the nourishing substances we must obtain from food. These substances are vital for growth and maintenance of a healthy body throughout life. Nutrition is one key to developing and maintaining a state of health that is optimal for you. A poor diet and a sedentary lifestyle are known to be risk factors for life threatening diseases.

To begin the study of nutrition, let's start with an overview of the six classes of nutrients. Most of us are probably familiar with the terms carbohydrates, lipids, (fats and oils) proteins, vitamins, and minerals. These six categories, plus water, make up the six classes of nutrients found in food.

Nutrients can then be assigned to three functional categories: (1) those that primarily provide us with calories to met energy needs, (2) those that are important for growth, development, and maintenance, and (3) those that act to keep body functions running smoothly. The energy yielding nutrients make up a major portion of most foods.

Let's look more closely at these six classes of nutrients. Carbohydrates are a compound containing carbon, hydrogen, and oxygen atoms. Most carbohydrates are known as sugars, starches, and fibers. Lipids are compounds containing carbon and hydrogen, a little oxygen, and sometimes other atoms. Lipids dissolve in benzene, but not in water and include fats, oils and cholesterol. Proteins are food and body components made of amino acids. Proteins contain carbon, hydrogen, oxygen, nitrogen, and other atoms in a specific configuration. Proteins contain the form of nitrogen most easily used by the human body. Vitamins are compounds needed in very small amounts in the diet to help regulate and support chemical reactions in the body. Minerals are elements used in the body to promote chemical reactions and to form body structures. Water is the universal solvent, and chemically known as H2O. The body is composed of about 60% water. Water needs are about 9 cups per day for women and 13 cups per day for men. The need for water is greater if one exercises heavily.

The body transforms the energy contained in carbohydrates, proteins and fat into other forms of energy that in turn allow the body to function. Vitamins, minerals, and water do not supply calories to the body but are essential for proper body function. The quantities of the various nutrients that people consume vary widely, and the nutrient amounts present in different foods also vary a great deal.

A basic plan for health promotion and disease prevention includes eating a varied diet. Variety in your diet means choosing a number of different foods within any given food group rather than eating the same old thing day after day. Variety makes meals more interesting and helps ensure that a diet contains sufficient nutrients. One way to balance your diet as you consume a variety of foods is to select foods from the six major food groups every day. The six major food groups are grains, vegetables, fruits, milk, meat & beans, and oils. Focus on nutrient rich foods as you strive to meet your nutrient needs. Variety, balance, and moderation are three important words in diet planning.

One of the areas that people struggle with is going out to eat. While you may be eating healthy at home, you must remember to follow the same guidelines when you go out to eat. For example, fast foods are bad for you but are ok sometimes if in moderation. Some examples of tips to bring with you when ordering out are: 1) order the small or junior-size burger, 2) choose a whole-wheat bun, 3) order low-fat cheese, 4) skip the fried chicken - choose grilled chicken, 5) get salad instead of fries, 6) get milk or juice instead of pop.

A person's nutritional state can be categorized as desirable in which the body has adequate stores for times of increased needs. The best results are obtained by using low-fat or fat-free dairy products, incorporating vegetable proteins in the diet, in addition to animal protein foods, including citrus fruits, along with dark green vegetables and emphasizing whole grain breads and cereals.

Dietary guidelines of Americans have been issued to help reduce chronic diseases. The guidelines emphasize eating a variety of foods, performing regular physical activity, maintaining or improving weight, moderating consumption of fat, trans fat, cholesterol, sugar, salt, and alcohol. Included in the guidelines also are eating plenty of whole grain products, fruits, and vegetables and safely preparing and storing foods, especially perishable foods. Recommended Dietary Allowances (RDAs) are set for many nutrients. These amounts yield enough of each nutrient to meet the needs of healthy individuals within specific gender and age categories. All of the many dietary standards fall under the Dietary Reference Intake (DRI). Daily values are used as a basis for expressing the nutrient content of foods on the Nutrition Facts panel and are based for the most part on the RDAs. Food labels are a useful tool to track your nutrient intake and to learn more about the nutritional characteristics of the foods you eat.

As you gain understanding about your nutritional habits and increase your knowledge about nutrition, you will have the opportunity to dramatically reduce your risk for many common health problems. Many North Americans would benefit from a healthier balance of food in their diets. Moderation is the key for some foods, such as sugared soft drinks and fried foods. For other foods, such as fruits and vegetables, increased variety is warranted. Few adults currently meet the "5-a-day" minimum recommendation promoted for the total servings of fruits and vegetables. Health promotion and disease prevention have been public health strategies in North America since the late 1970s. One part of this strategy is Healthy People 2010, a report issued in 2000 by the U.S. Department of Health and Human Services. This report outlines health promotion and disease prevention objectives for the nation for the year 2010. The main objectives of Healthy People 2010 are to promote healthful lifestyles and to reduce preventable death and disability. The following internet site provides more details on the Healthy People program: www.health.gov/healthy people.

Today North Americans live longer than ever before and enjoy better general health. Many also have more money and more diverse food and lifestyle choices to consider. Because of greater choices, we can have a much better diet today than ever before if we know what choices to make. As you reexamine your nutritional habits, remember your health is largely your responsibility. Your body has a natural ability to heal itself, offer your body what it needs and it will serve you well. Eating a healthy diet is one way to affirm that you care about your health. Healthy food habits developed and strengthened throughout life can provide many benefits.

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


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Teaching Elementary School Health Education/Personal Health and Physical Activity/Physical Examinations

A physical examination is a series of tests that measure health status.

Main Points

Physical examinations may be performed by a physician with assistance from other health care professionals.

A person should have a physical examination at least every two years. -Ideally school-age children should have a physical exam each year.

Physical exams are important because they give parents an opportunity to determine their child's growth and development.

A physician should be contacted when a person has any of the following symptoms:
 * Shortness of breathe
 * Loss of appetite for no obvious reason
 * Blood in urine
 * Blood in mucus or saliva
 * A constant cough
 * Swelling, stiffness, or aching in the joints
 * Severe pain in any body part
 * Frequent or painful urination
 * Sudden weight gain/loss
 * Dizziness
 * Any warning signs of cancer
 * Any warning signs of heart attach or stroke


text:
User talk:Larliv

Copyright problem with Image:Hasta mañana.ogg

 * – Mike.lifeguard  | talk 15:43, 21 September 2007 (UTC)

title: User talk:Larliv


text:
User talk:151.188.105.226

--Jomegat 15:43, 21 September 2007 (UTC)

title: User talk:151.188.105.226


text:
User talk:Nukevp

Copyright problem with Image:Hola.ogg

 * – Mike.lifeguard  | talk 15:44, 21 September 2007 (UTC)

title: User talk:Nukevp


text: User talk:Puzzledpaul

title: User talk:Puzzledpaul


text:
User talk:LauraPNC

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, 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! --Panic 15:45, 21 September 2007 (UTC)

Various Books
Hello LauraPNC, how are you? I see that you've been working on a pretty large number of pages: Grooming, Regular Physical Activity, Rest and Sleep, etc. Are all these pages supposed to be separate books, or pages in a larger book? If they are all supposed to be in the same book, they need to be renamed, and I can help with that. Please let me know. --Whiteknight (Page) (Talk) 02:05, 7 December 2007 (UTC)

title: User talk:LauraPNC


text:
User talk:Neo5842

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, 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! --Panic 15:46, 21 September 2007 (UTC)

title: User talk:Neo5842


text:
User talk:209.7.111.45

--Jomegat 15:46, 21 September 2007 (UTC)

title: User talk:209.7.111.45


text: User talk:Boze

title: User talk:Boze


text:
Muggles' Guide to Harry Potter/Places/Malfoy Manor

General Overview
Malfoy Manor is the Wiltshire home of Lucius Malfoy, and his wife Narcissa and son Draco.

Extended Description
Though barely mentioned in earlier books, Malfoy Manor achieves a significant role in Harry Potter and the Deathly Hallows when it is used as headquarters by Voldemort. Previously, Arthur Weasley and other members of the Ministry of Magic had searched the Manor for Dark magic objects, with limited success.

The first time we see Malfoy Manor is at the beginning of Harry Potter and the Deathly Hallows. We learn that the Malfoys kept albino peacocks when one of them startles arriving Death Eaters. We find then that Voldemort is meeting there with his Death Eaters, including Severus Snape. We learn that the Malfoy family has fallen into disgrace within Voldemort's organization; Snape is invited to sit next to Voldemort himself, but when we see the Malfoys they are at the far end of the table. Voldemort, deciding he needs a wand other than his own to defeat Harry Potter, tells Lucius Malfoy to hand over his wand, as he will not be needing it; the inference is that Malfoy is essentially a prisoner in his own house.

Harry, Ron, and Hermione are captured by Snatchers when Harry accidentally speaks Voldemort's name. One of the Snatchers is Fenrir Greyback who, suspecting Harry's identity, has his five prisoners, Harry, Ron, Hermione, Dean Thomas, and Griphook taken to Malfoy Manor. There, Lucius, Draco, and Narcissa are unable to positively identify Harry, whose face had been jinxed by Hermione right before their capture, though they do identify Hermione and Ron. Arriving on the scene, Bellatrix Lestrange spies the Sword of Godric Gryffindor, and immediately thinks that it has been extracted from her Gringotts vault. Knowing that something else Voldemort values dearly is in that vault, Bellatrix prevents Lucius from summoning Voldemort, and tortures Hermione to force her to reveal where the Sword came from.

Meanwhile, Dean, Harry, Ron, and Griphook had been taken to a basement room where Luna Lovegood and Mr. Ollivander are locked up. Luna helps free them from their bonds. Harry, looking at the mirror shard he had gotten from Sirius, sees a sky-blue eye in it, and pleads for help. The eye vanishes.

Hermione has, through her pain, told Bellatrix that the Sword is fake; Bellatrix sends Draco to fetch Griphook to verify this. Harry tells Griphook to corroborate Hermione's claim; then Draco arrives and hauls Griphook away. Dobby appears in the basement just as Draco leaves. Dobby, though fearful at being back in his old home, says he has been sent to rescue Harry Potter. Harry confirms that Dobby can Apparate out of the basement with others, and tells Dobby to take Luna, Dean, and Mr. Ollivander to Shell Cottage. Bellatrix, hearing Dobby Disapparating, sends Wormtail to investigate. Harry and Ron attack Wormtail, and Wormtail, after a moment's amazement, defends himself. Harry, being choked by Wormtail's silver hand, reminds Wormtail that he owes Harry a life debt, causing Wormtail to momentarily hesitate; sensing this, the silver hand attacks Wormtail, choking him to death.

With Wormtail's wand, Harry and Ron make their way upstairs and overhear Griphook confirming that the Sword is a fake, whereupon Bellatrix summons Voldemort and gives Hermione to Fenrir as a reward. Ron Disarms Bellatrix, and Harry catches her wand. Harry Stuns Lucius Malfoy but has to duck behind the couch as Draco, Narcissa, and Fenrir all aim Stun spells at him. Bellatrix threatens Hermione with her knife, forcing Ron and Harry to drop their wands, which Draco collects. The chandelier falls on Bellatrix; Dobby has re-appeared, and warns Bellatrix to not harm Harry Potter or his friends. Narcissa takes aim at him, but her wand goes flying as Dobby charms it away. Harry takes all three wands that Draco was holding and Stuns Fenrir with them; now, holding Griphook and seeing that Ron has a wand, and Hermione, Harry Disapparates, headed for Shell Cottage. Voldemort. on learning of these events, apparently confines Bellatrix also to Malfoy Manor, as we hear from another Death Eater, Travers, later.

Harry, some time later, perceives Voldemort's rage at being told Bellatrix' Gringotts vault has been broken into, and a cup stolen. While we are not told where this is happening, Lucius Malfoy's and Bellatrix' presence at that time indicate that it is within Malfoy Manor.

Analysis
Throughout the series, the Malfoy family is presented as being rich, and buying influence through carefully placed (and presumably invisibly entailed) donations to worthy causes. Given this characteristic, one can expect that the Malfoy residence would be opulent, possibly even ostentatious. When we eventually see Malfoy Manor, then, we are unsurprised by the size and grandeur, or even by the albino peacocks, though twice Death Eaters are startled by them. One suspects, even, that the albino peacocks were placed on the grounds by the author specifically to indicate the ostentation of the Malfoy family. It seems that having peacocks on the estate is a hallmark of the old, established noble English family. Albino peacocks, being much rarer and more expensive, thus must be even better.

When we see Lucius Malfoy in Harry Potter and the Deathly Hallows, it is mentioned that he seems a prisoner in his own house. We are aware that he had been captured in the Ministry with a number of other Death Eaters at the end of Harry Potter and the Order of the Phoenix, and had been sentenced to Azkaban. Events lead us to believe that he was part of an unpublicized mass breakout from Azkaban, and so presumably must remain hidden in fear of re-arrest. One wonders why he alone among those who have escaped from Azkaban seems to be restricted in his travels; speculation on that topic will be found in the character write-up for Lucius Malfoy. However, it is worth noting that even a house as grand as Malfoy Manor appears to be, can be quite confining when one is not allowed to leave it.

It is mentioned that Malfoy Manor is in Wiltshire, in the south of England. It is perhaps intentional that this is the same area of England, roughly, as the Salisbury Plains and Stonehenge. There is a Muggle belief that there is something magical about this area. It is possible that the Malfoy family is playing on this belief, or is the source of it, being magical themselves. Alternately, the land may in fact be magical, and the Malfoys placed their home here to make use of the magic ambiance.

Greater Picture
It is noted elsewhere that Voldemort had found his own ancestral home, Riddle Manor, possibly too far from the center of the Wizarding world to be of much use as a base of operations. One gets the feeling that Malfoy Manor is equally remote from London, though apparently people do commute to London from Swindon, which is within Wiltshire. Given this, why would Voldemort select Malfoy Manor as his headquarters? It is safe to assume that Voldemort likes his creature comforts as much as anyone, and therefore is likely to select a residence that is already equipped with all necessary conveniences. Add to this the fact that Riddle Manor is unprotected from passing strangers, and Malfoy Manor already has high walls and gates, and probably a reputation as not being a good place for Muggles to observe too closely, and we can see that taking over the Malfoy residence is much more appealing.


text:
User:Clh288~enwikibooks

Please see my page on wikipedia W:user:clh288

title: User:Clh288~enwikibooks


text:
Automobile Repair/Nissan/Maxima (4th Generation)/With only a screw driver

Tools/Parts needed

 * A flat headed screw driver
 * A pencil and paper to record the numbers

Procedure

 * 1) Turn the car on, but not the engine.
 * 2) To the right of gas pedal, there is a panel (see Fig. #1) attached to the center consul by two plastic screws, remove it.
 * 3) Now you should be able to see the ECU (see Fig. #2), a metal rectangular box, about one inch thick and four inches square.  On the face of the side pointed at you there should be a screw covered by a transparent sticker with writing on it (unless the previous owner already removed it).  Remove the sticker by pulling it off or just breaking through it with the screw driver.  The sticker says "CAUTION DO NOT FORCE PAST STOP AFTER PERFORMING SELF DIAGNOSIS TURN SELECTOR FULLY COUNTERCLOCKWISE TO STOP".
 * 4) Turn the screw clockwise until it hits the stop (about one half turn), and wait 2 to 3 seconds and turn it back (counterclockwise wise) until it hits the back stop.  DO NOT FORCE THE SCREW AFTER IT HITS THE STOP!
 * 5) Now look at you check engine light, it should be blinking.  It will constantly repeat itself until the car is shut off.  You have to read the blinks, the slow ones are the first digit of the number and the fast ones are the second digit.  If you have multiple problems they will both be read one after the other.  See Chart below for what each code means.

Resetting the check engine light

 * 1) To reset the light just turn the screw back and forth twice.
 * 2) Then just shut the car off and start the engine up and you're ready to go.


text:
User:Simmonsn

[edit] An Effort to Decrease High School Dropout RatesWritten by: Nichole Simmons

[edit] Introduction

Early school dropout has been a major issue nationally for the last two decades. In the 1950’s, earning a high school diploma was considered a valued asset in the labor market. In the 2000’s, it is considered essential for access to further training, education, or the labor force. There is a high cost to those who drop out, their future families and all tax-paying citizens. With the recent passage of the No Child Left Behind Act (NCLB) of 2001, schools are held accountable for the completion rate of all students. The problem is that there is no evidence to prove that there are effective ways to predict potential student dropouts in early stages of education in an effort to decrease this widespread problem.

It appears that students with disabilities or emotional or behavioral disorders tend to have a higher dropout rate than those of general education. Although there has been evidence of a decrease in the dropout rate for students with disabilities, these students still show an alarmingly low rate of school completion compared to their peers in general education. In the 1998-1999 school year, only 46.5 % of students with disabilities graduated with a standard diploma compared to approximately 75% of the general population of students. (Reschly & Christenson, 2006, p. 277)

Research has been done on the probable causes to high school dropouts. There are several variables that were found. Included are low socioeconomic status of the family, lack of books and other reading material in the home, level of schooling of the parent of the same gender, low grades in school, teen pregnancy, prior academic failure, prior use of cigarettes, marijuana, and other illicit drug, aggressive behavior, absenteeism, course failure, peer influences and the number of school-to-school transitions in grades K-12, and school size. As stated before, there seems to be so many more students dropping out of school today than there were in earlier years. Something needs to be done about this dropout problem. Is there any help for these students who are losing out on a valuable education?

[edit] A Financial Hurt

The United States could save over 45 billion dollars each year by splitting the high school dropout rate in half. A study was done at Columbia University’s Teacher College. It involved strategies that can help produce estimated savings. Over 700,000 of the country’s 20-year olds are high school dropouts. The savings from cutting that number for future 20-year olds comes from higher tax revenues. It also comes from lower government spending on health, crimes and welfare. The study’s economic analysis shows that each new high school graduate yields a          public benefit of $209,000, while requiring an overall investment of $82,000. The net benefit is 2.5 times higher than the costs. That means an even smaller reduction in dropout rates could bring substantial savings. A 20 % decrease (140,000 fewer dropouts) for example, would save $18 billion a year. (American Teacher, 2007, p, 5)

[edit] Can Anyone Get Students to Do the Right Thing?

Policy makers over the last 30 years have been working on one approach after another. They have been trying to find approaches to prevent students from making a big mistake - - dropping out of school. Many efforts to prevent such a disaster have had limited success. Many are now noting factors that lead students to drop out by gathering more accurate data. This data results from better methods of tracking that will leave school. They hope that they will be able to prevent students from making a decision with potentially dire consequences.

Demographically Speaking

One report synthesizes recent research, separating myths from facts about what contributes to young people’s decision to say good-bye to school. Craig Jerald did this study for Achieve, Inc. and Jobs for the Future. The report, titled Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, notes that student demographics do not necessarily dictate who will stay in school and who will leave. A student’s decision whether to stay in school or dropout can be affected heavily by academic performance and engagement in school. “Especially in urban districts, where high proportions of students have demographic risk factors,” Jerald points out, “very low academic performance and educational engagement can help discriminate the ones most likely to be on the path to dropping out.” (Dounay, 2006, p. 181) Though risk factors alone can not determine who will stay in school and who will leave, research leads to one risk factor that appears to help significantly in determining who graduates from high school.

[edit] Getting on the Right on Track

Another study called The On-Track Indicator as a Predictor of High School Graduation suggests that dropout prevention approaches should recognize how important the freshman year of high school is.

During a 2005 study of Chicago Public Schools, researchers found that students		who were on track at the completion of ninth grade (those who had earned enough		credits to move to grade 10 and had failed no more than one semester on a			core subject) were less likely to dropout than their peers who did not meet one or		both of the criteria mentioned. (Dounay, 2006, p. 181) Researchers also found that many students who entered high school with low-test scores were on track in the ninth grade and finished high school on time. Some students with good test scores in middle grades did not make a successful transition to high school and did end up off track. So, performance before high school is not a solid indicator of who will be a graduate four years later.

The Reality of It All

A report was done in 2006 called The Silent Epidemic: Perspectives of High School Dropouts. The report involves findings from focus groups of recent dropouts on the reasons they dropped out and on what would have made them stay.

Nearly half (47%) said they found school boring, and more than two thirds said they were not motivated or inspired to work hard. These young people were also asked what might have helped them stay in school. Eighty-one percent cited a need for real-world learning. The same percentage expressed a need for better teaching. In addition, only 56 % said they could go to a staff person for school-related problems, and just two-fifths (41%) had someone in school to talk to about personal problems. (Dounay, 2006, p. 181)

Some feel that students need to be taught lessons for real life, things that can be applied to their lives as opposed to teaching them just to learn. For example, teachers need to better explain how education can lead to a good job. Many students enjoy the library because it has a computer lab. Many or those who are dropping out are kinesthetic learners who need more hands on learning rather than listening to lectures.

[edit] A Different Pathway

At a high school in Queens, New York, students who have fallen behind can attend a late afternoon and evening program in an effort to acquire the credits they need. The program is one of twenty Young Adult Borough Centers operated by the New York City Department of Education in partnership with community-based organizations. The Center serves around five-thousand students at least 17 ½ years old and have less than seventeen of the forty-four credits they need to graduate. (Gewertz, 2007, p. 29)

The program includes a wrap-around net of support intended to smooth the pathway to graduation. Students are involved in career and college planning, developing job skills and extra academic help. The program also provides social workers for emotional support needed to manage the ups and downs of list that might take a student off of their intended path. Students are able to choose their own schedule according to their needs. Some may come daily for up to five hours while others may come for one class, twice a week. Some have a long ride to the program on the bus or subway, but the thought of receiving their high school diploma after completing the program makes it worthwhile.

Those with less than seventeen credits are encouraged to try one of the city’s twenty-four transfer schools. These students are usually younger and have weaker academic skills. Transfer schools are full-time, daytime programs that offer a more intensive approach to catching up. These students will earn their diploma from their transfer school. By analyzing data, district leaders can figure out where and why teens stumble on the road to graduation and can respond with a range of programs to keep them from dropping out. “Overage, under credited students are the dropout students, just at an earlier point in time,” says one executive director of the district. (Gewertz, 2007, p. 30)

Online Programs

Virtual schools offer regular school courses in distance education formats. They tipped onto the scene in America about a decade ago. They are one of the fastest growing areas in k-12 education. The National Center for Education Statistics found that, as of 2003, 36 % of U.S. school districts have students in virtual courses, for a total of 300,000. This number is expected to explode in the coming decade. (Roblyer, 2006, p. 56) Many students enroll in online programs for various reasons. They may take advanced courses to accelerate the pace of their study. Some take credit-recovery courses, which allow a student to earn their high school diploma. Sometimes a student may seek virtual schools when their school does not have resources to offer wanted or needed courses. Some seek virtual schools due to physical handicaps or disciplinary problems, which limit their attendance in a regular school setting.

Some view virtual schools with suspicion that approaches alarm. Claims and counterclaims circle around issues of funding, credit, certification, and even whether the whole idea of learning without a teacher and student in the same room is socially desirable or morally acceptable. In some places the dropout and failure rate for virtual programs are reported to be as high as 70 %. (Roblyer, 2006, p. 57) On the other hand, some virtual programs have very low dropout and failure rates. This results in better passing rates than those of traditional school programs on tests such as Advanced Placement exams.

Connecting Family, School and Community

Information on dropout prevention reveals that support from family, school and community is necessary to involve children in the educational process. Project Support is a federally funded five-year program for at-risk youths. It focuses on alcohol, drug and dropout prevention in four low-income, high minority public schools districts in the suburbs of New York City. Many approaches were attempted, but two were very effective.

The first approach was a school-based mentoring program designed for middle school students. Mentoring groups met before and after school. These sessions provided a safe environment that allowed students to develop personal resiliency. The second approach was the Outdoor and Environmental Education program. This program provided students with a safe, nurturing environment in which they would feel supported and secure with the outdoor educators, their mentors, and other group members. They participated in activities involving taking risks, teamwork, building trust, problem solving, responsibility, respect, self-expression, decision-making and communication. [edit] Conclusion

There are many educational programs that are fighting to reduce the high school dropout rate. Of course, it would be wonderful to see the problem resolved at a rate of one-hundred percent, but we must remain realistic. As previously stated, there are often uncontrollable factors that lead to this problem. While some strategies have been successful, others have not had the same results. Nevertheless, any effort to help with this widespread problem is commended. Hopefully, with new and upcoming efforts, the high school dropout rate will continue to decrease. After all, education plays a major role in today’s society.

[edit] Multiple Choice Questions

1. The No Child Left Behind Act was established in

A. 2000 B. 2001 C. 2002 D. 2003

2. Which students tend to have a higher dropout rate than those of general education students?

A. students with disabilities B. students with emotional disorders C. students with behavioral disorders D. all of the above

3. Which of the following was found as probable causes for dropping out?

A. being a non-smoker B. good school attendance C. high socioeconomic family status D. lack of books

4. In what way could the U.S. save over 45 billion dollars?

A. cutting the dropout rate in half B. cutting the dropout rate by one third C. cutting out dropout prevention programs D. none of the above

5. The study called "On-Track Indicator" recognizes the importance of

A. middle school years B. high school sophomore year C. high school freshman year D. elementary school years

6. Performance ____ high school is not a solid indicator of who will graduate four years later.

A. during B. before C. after d. none of the above

7. More students who drop out need _____ learning.

A. lecture B. group C. hands-on D. any type of

8. Online programs are expected to ____ in the coming decade.

A. decrease B. increase C. stagnate D. be ruled out

9. The following are reasons students enroll in online programs

A. limited attendance at regular school due to physical handicap B. lack of resources in regular school C. both A and B D. neither A nor B

10. One program developed for at-risk youth is called

A. Project Support B. Community Project C. Family & Community Project D. Team Support

[edit] Essay Question Do you feel that today's high dropout rate is affecting society? Why or why not? If so,how?

[edit] Works Cited

Dounay, J. (2006). Getting young people to do the right thing. Phi Delta Kappan, 88(3),		 181. Dropout prevention: Worth the money. (2007). American Teacher 91(7), 5.

Gewertz, C. (2007). Pathways to a diploma. Education Week, 26(32), 29-30.

Reschly, A., & Christenson, S. (2006). Prediction of dropout among students with mild		 disabilities. Remedial and Special Education, 27(5), 276-278.

Roblyer, M. (2006). Online high-school programs that work. Education Digest, 72(3),56-57.

[edit] Multiple Choice Answers 1. B 2.  D 3.  D 4.  A 5.  C 6.  B 7.  C 8.  B 9.  C 10. A

title: User:Simmonsn


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Eye Care

Eye examinations, correcting refractive errors, understanding eye conditions, and protecting eyes are important ways to preserve sense of sight.

People who have the sense of sight use it to acquire more than 80% of their knowledge.

 Terms to know:

 * An ophthalmologist is a physician who specializes in medical and surgical care and treatment of the eyes.

 * An optometrist is an eye care professional who is specially trained in a school of optometry.

 * Visual acuity is sharpness of vision.

 * A refractive error is a variation in the shape of the eyeball that affects the way images are focused on the retina and blurs vision.

 * Myopia, or near sightedness, is a refreactive error in which distant objects appear blurred and close objects are seen clearly.

 * Hyperopia, or far sightedness, is a refractive error in which close objects appear blurred and distant objects are seen clearly.

 * Astigmatism is a refractive error in which irregular shape of the cornea causes blurred vision.

 Correcting Refractive Errors
 * Bifocals - (glasses) are lenses that correct for both close and distant vision.
 * Radial keratotomy - is a type of surgery that improves myopia by changing the curve of the cornea.
 * Photorefractive keratectomy -is laser surgery that reshapes the cornea to improve myopia.


text:
Arithmetic/Addition and Subtraction

Addition
Addition operations are denoted by the + sign. The addition operator (plus sign) will take any two numbers, called addends, as operands to work on. The result is called the sum of the two numbers.

The operation of addition is commutative. This means that the addition of two numbers will give the same sum regardless of the order in which the numbers are added.

Examples:
 * $$7 + 5 = 12$$ and $$5 + 7 = 12$$

 * $$3 + 2 + 4 = 9$$ and $$4 + 3 + 2 = 9$$

Vertical Addition
To add vertically, stack the numbers on top.

52 19

Now add the numbers in the first or right column. If you get a number with tens in it, put what's in the tens place on the tens place in the problem. You should have:

1 52  19   1

Add the tens column now.

1 52  19  71

Repeat in a similar fashion for each additional column (hundreds, thousands, etc.)until you finish the problem.

Subtraction
Subtraction, as you probably also have seen, uses the minus (-) sign. The generic subtraction operator will take any two numbers as operands. The result is called the difference of the two numbers.

Subtraction is not a commutative operation. Changing the order of the operands will likely give a different (not the same) result.

Example:
 * $$7 - 5 = 2$$ and $$5 - 7 = -2$$

 * $$3 - 2 - 4 = -3$$ and $$4 - 3 - 2 = -1$$

 * $$36-5-11=36-11-5=20$$

Exercises
 {In Exercises 1–25, find the sum.}

{ $$5 + 3=$${ 8_11 }
 * type="{}"}

{ $$8 + 7=$${ 15_11 }
 * type="{}"}

{ $$9 + 2=$${ 11_11 }
 * type="{}"}

{ $$6 + 3=$${ 9_11 }
 * type="{}"}

{ $$1 + 4=$${ 5_11 }
 * type="{}"}

{ $$2 + 17=$${ 19_11 }
 * type="{}"}

{ $$12 + 11=$${ 23_11 }
 * type="{}"}

{ $$53 + 8=$${ 61_11 }
 * type="{}"}

{ $$41 + 9=$${ 50_11 }
 * type="{}"}

{ $$84 + 12=$${ 96_11 }
 * type="{}"}

{ $$16 + 17=$${ 33_11 }
 * type="{}"}

{ $$7,576 + 5,345=$${ 12,921|12921_11 }
 * type="{}"}

{ $$2,345 + 3,245=$${ 5,590|5590_11 }
 * type="{}"}

{ $$8,952 + 9,423=$${ 18,375|18375_11 }
 * type="{}"}

{ $$2,783 + 2,389=$${ 5,172|5172_11 }
 * type="{}"}

{ $$189,583 + 1,574,822=$${ 1,764,405|1764405_11 }
 * type="{}"}

{ $$1.5 + 2.7=$${ 4.2_11 }
 * type="{}"}

{ $$5.4 + 3.9=$${ 9.3_11 }
 * type="{}"}

{ $$8.3 + 9.2=$${ 17.5_11 }
 * type="{}"}

{ $$2.23 + 4.89=$${ 7.12_11 }
 * type="{}"}

{ $$534.4 + 34.675=$${ 569.075_11 }
 * type="{}"}

{ $$348.904 + 23,498.2=$${ 23,847.104|23847.104_11 }
 * type="{}"}

{ $$1.673 + 48,210.38=$${ 48,212.053|48212.053_11 }
 * type="{}"}

{ $$10.4823 + 94.29478=$${ 104.77708_11 }
 * type="{}"}

{ $$128.52 + 2,070.24=$${ 2,198.76|2198.76_11 }
 * type="{}"}

{In Exercises 26–50, find the difference.}

{ $$5 - 3=$${ 2_11 }
 * type="{}"}

{ $$8 - 7=$${ 1_11 }
 * type="{}"}

{ $$9 - 2=$${ 7_11 }
 * type="{}"}

{ $$6 - 3=$${ 3_11 }
 * type="{}"}

{ $$1 - 4=$${ -3_11 }
 * type="{}"}

{ $$2 - 17=$${ -15_11 }
 * type="{}"}

{ $$12 - 11=$${ 1_11 }
 * type="{}"}

{ $$53 - 8=$${ 45_11 }
 * type="{}"}

{ $$16 - 17=$${ -1_11 }
 * type="{}"}

{ $$84 - 12=$${ 72_11 }
 * type="{}"}

{ $$3,636 - 511=$${ 3,125|3125_11 }
 * type="{}"}

{ $$7,576 - 5,345=$${ 2,231|2231_11 }
 * type="{}"}

{ $$2,345 - 3,245=$${ -900_11 }
 * type="{}"}

{ $$8,952 - 9,423=$${ -471_11 }
 * type="{}"}

{ $$2,783 - 2,389=$${ 394_11 }
 * type="{}"}

{ $$1,574,822 - 189,583=$${ 1,385,239|1385239_11 }
 * type="{}"}

{ $$2.7 - 1.5=$${ 1.2_11 }
 * type="{}"}

{ $$5.4 - 3.9=$${ 1.5_11 }
 * type="{}"}

{ $$8.3 - 9.2=$${ -0.9_11 }
 * type="{}"}

{ $$2.23 - 4.89=$${ -2.66_11 }
 * type="{}"}

{ $$10.38 - 1.673=$${ 8.707_11 }
 * type="{}"}

{ $$534.4 - 34.675=$${ 499.725_11 }
 * type="{}"}

{ $$348.904 - 23,498.2=$${ -23,149.296|-23149.296_11 }
 * type="{}"}

{ $$10.4823 - 94.29478=$${ -83.81248_11 }
 * type="{}"}

{ $$2,070.24 - 128.52=$${ 1,941.72|1941.72_11 }
 * type="{}"}

title: Arithmetic/Addition and Subtraction


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Ear Care

The care of ears is very important. Proper ear care includes having regular ear examinations and tests for hearing loss.

Cleaning
The outer ear should be cleansed frequently with a soft, clean washcloth. Objects of any size, including cotton-tipped swabs, should never be inserted into the ear because these objects might puncture the eardrum. A puncture would allow dirt or microorganisms to get into the ear and cause infection and could lead to hearing loss. Proper cleansing of the outer ear also helps avert wax buildup in the ear canal.

== Examinations ==

An audiologist is a specialist who diagnoses and treats hearing and speech-related problems.

An otolaryngologist (ENT) is a physician who diagnoses and treats disorders of the ears, nose, and throat.

== Hearing Loss ==

Noise-induced hearing loss is the slow loss of hearing caused by too much noise.

== Protecting Against Hearing Loss ==

 * 1. Do not insert any objects into the ears
 * 2. Clean the outer ear with a soft, clean washcloth
 * 3. Contact physician if the ears become infected or there are signs of hearing loss
 * 4. Keep the volume of radios, stereos, and TVs at safe levels
 * 5. Keep music through headphones at a reasonable level
 * 6. Wear protective earplugs when operating loud machinery


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Dental Health

A dental health plan is a plan for taking care of the teeth and gums that includes frequent brushing and flossing, reduction of cavity-promoting foods, avoidance of tobacco, protecting teeth from injury, regular dental examinations, and cleaning of the teeth by a dental hygienist.

Types of Teeth

 * Incisors - are the eight teeth in the front and center of the mouth that have a flat, sharp edge that cuts up food.

 * Cuspids - are the four teeth in the corners of the mouth that have a long, heavy root and a pointed cusp that tears food.

 * Bicuspids - are the eight teeth in the back of the cuspids with two cusps and one or two roots that tear and crush food.

 * Molars - are the twelve teeth in the back of the mouth with several cusps and two or three roots that grind food.

Dental Check-Ups

 * Teeth Cleaning - removing dental plaque an calculus that has built up on the teeth.

 * X-Rays - may be taken to detect tooth decay or other dental problems.

 * Whitening - there are treatments to whiten teeth, though human teeth are naturally yellow-ish.

 * Dental Sealants - a thin, plastic coating painted on the chewing surfaces of the back teeth to prevent tooth decay.

Ways to keep Teeth and Gums Healthy

 * Toothbrushing
 * Flossing
 * Fluoride
 * Diet
 * Mouthguards


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Grooming

Grooming is keeping the body clean and having a neat appearance. Good grooming practices require the regular cleansing of hair, skin, nails, and feet, as well as wearing clean clothes.

Hair Care
Hair is properly washed by wetting it thoroughly with warm water and working shampoo into the hair with the fingertips until there is a good lather. Thorough rinsing removes suds and loosen scalp flakes. A towel is then used to squeeze extra water from the hair and pat it dry.

Skin Care

 * Skin is the body's largest organ.
 * Skin protects the body from the invasion of microbial agents and ultraviolet rays.
 * Excessively dry skin can be treated with various lotions.
 * Excessively oily skin usually requires more frequent washing to remove collected oil and dirt from skin surface and pores.
 * Proper application of sunscreen may be important to avoid harmful sun exposure and sunburn. While sunscreen may reduce sunburn, the effectiveness of sunscreens to prevent skin cancer has been questioned.
 * Within the skin, there are millions of cells that make up nerve endings, blood vessels, and sweat glands.

Nail Care

 * The fingernails can collect dirt and bacteria.

 * The nails should be trimmed regularly to keep them clean.

 * Nails should be trimmed straight across and not too close to the skin.

 * It is important to not bite or pick at fingernails or cuticles.


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Rest and Sleep

 * Rest is a period of relaxation. A person can be awake or asleep and be resting.

 * Sleep is a state of deep relaxation in which there is little movement or consciousness.

Adequate rest and sleep are essential to keep mentally alert, maintain a good disposition, stay physically well, and maintain proper growth.

Types of Sleep

 * Rapid Eye Movement (REM) is the deepest stage of sleep.

 * Nonrapid Eye Movement (NREM) period of sleep in which the eyes are relaxed.

The Need for Sleep
 Inadequate sleep and sleep loss can have serious effects.
 * Increased risk of unintentional injuries
 * Low grades and poor school performance
 * Negative moods
 * Increased use of stimulants


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Regular Physical Activity

 * Physical Activity is any bodily movement produced by skeletal muscles that results in energy expenditure.

 * Regular Physical Activity is physical activity that is performed on most days of the week.

Health Benefits

 * People who are usually inactive can improve their health and well-being by becoming even moderately active on a regular basis.

 * Physical activity need not be strenuous to achieve health benefits.

 * Greater health benefits can be achieved by increasing the amount of physical activity.

Guidelines for Youth

 * Children should accumulate at least sixty minutes and up to several hours of age-appropriate physical activity on all, or most days of the week.

 * Children should participate in several bouts of physical activity lasting fifteen minutes or more each day.

 * Children should participate each day in a variety of age-appropriate physical activities designed to achieve optimal health, wellness, fitness, and performance benefits.

 * Extended periods of inactivity (more than two hours) are discouraged especially during the daytime.


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Skill-Related Fitness

Fitness skills are skills that can be used in sports and physical activities.
 * Skill-related fitness is the capacity to perform well in sports and physical activities.

The Six Fitness Skills

 * 1) Agility - the ability to rapidly change the position of the body.
 * 2) Balance - the ability to keep from falling when in a still position or moving.
 * 3) Coordination - the ability to use the senses together with body parts during movement.
 * 4) Reaction Time - is the time it takes a person to move after hearing, seeing, feeling, or touching a stimulus.
 * 5) Speed - the ability to move quickly
 * 6) Power - the ability to combine strength and speed.


text: User talk:Raymond Meredith

title: User talk:Raymond Meredith


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Develop and Maintain Health-related Fitness

 * Health-related fitness is the ability of the heart, lungs, muscles, and joints to function at optimal capacity.

Physical Fitness- is the ability to perform physical activity and to meet the demands of daily living while being energetic and alert.

Health Related Fitness- is the ability of the heart, lungs, muscles, and joints to function at optimal capacity.

Five Components of Health-related Fitness
1. Cardiorespiratory Endurance 2. Muscular Strength 3. Muscular Endurance 4. Flexibility 5. Healthful Body Composition

The FITT Formula - represents a factor for determining how to obtain fitness benefits:

F - Frequency, how often

I - Intensity, how hard

T - Time, how long

T - Type, what kind


text:
User talk:194.144.73.134

– Mike.lifeguard  | talk 18:53, 21 September 2007 (UTC)

title: User talk:194.144.73.134


text: User talk:68.115.190.132

title: User talk:68.115.190.132


text:
Teaching Elementary School Health Education/Personal Health and Physical Activity/Being a Responsible Spectator and Participant in Sports

Young people can learn to be responsible sports spectators.

Here are a few examples to discuss with students:
 * Learn during winning and losing seasons.
 * Stay in designated fan area.


text:
Talk:Ultimate

Ultipedia
It might be more productive to contribute to Ultipedia instead of continuing this effort. Ultipedia uses the same GFDL as wikibooks, so it's perfectly legal to copy the text from there if necessary. -- Comment left in 2007 by an IP user
 * trying just now the link provided was unresponsive.--Billymac00 (discuss • contribs) 15:45, 23 November 2017 (UTC)
 * According to Recent Changes on Ultipedia, their most recent update was April 8th, 2016. It looks like it's on hiatus, unfortunately. --Mbrickn (discuss • contribs) 08:03, 4 August 2021 (UTC)

title: Talk:Ultimate


text: Category:Book:Probability

title: Category:Book:Probability


text: Category:Book:High School Mathematics Extensions


text:
Category:Book:Set Theory

pt:Categoria:Teoria dos conjuntos

title: Category:Book:Set Theory


text:
Category:Book:Biology, Answering the Big Questions of Life

See also Subject:Biology


text:
User talk:Celesguy

Wikibooks cannot accept copyrighted uploads

 * If you need help determining what licenses to use, or how to tag your uploads, please ask me, or the community at WB:SLN. Thanks! – Mike.lifeguard  | talk 20:26, 21 September 2007 (UTC)
 * Concerning Image:Computer Lab.JPG: Educational fair use is not permitted on Wikibooks. If the website has allowed free distribution of the image under a free license, please determine which one, and tag the image as such. If you'd like me to do that for you, please provide a link to the page on which the image appears. – Mike.lifeguard  | talk 20:36, 21 September 2007 (UTC)
 * Please note that the Google logo you uploaded is a copyright violation. "We allow use of the Google logo by express permission only." Your given rationale "Logo Allowed if unaltered as per google's permissions page for instructive purposes" is insufficient. – Mike.lifeguard  | talk 20:39, 21 September 2007 (UTC)

title: User talk:Celesguy


text:
Java Programming/Graphics/Drawing shapes

Introduction to Graphics
Throughout this chapter, we will refer to the process of creating Graphical content with code as either drawing or painting. However, Java officially recognizes the latter as the proper word for the process, but we will differentiate between the two later on.

Now, the main class that you would be needing would, without doubt, be the  class. If you take a closer look at the method that we used in theIdentifying the acquisition of the  class in our code

To view the contents of the  class, please check the external links at the bottom of the page for links to the online API.

Understanding coordinates
To start off your drawing experience, consider drawing the most basic shape — a line. A canvas when viewed upon with regards to drawing routines can be expressed as an inverted Cartesian coordinate system. A plane expressed by an x- and a y-axis. The origin point or $$(0,0)$$ being the top-left corner of a canvas and the visible area of the canvas being the Cartesian quadrant I or the positive-positive (+,+) quadrant. The further you go down from the top, the greater the value of y-coordinate on the y-axis, vice-versa for the x-axis as you move toward the right from the left. And unlike the values on a normal graph, the values appear to be positive. So a point at $$(10,20)$$ would be 10 pixels away from the left and 20 pixels away from the top, hence the format $$(x,y)$$.

Drawing a simple line across the screen
Now, we already know that a line is a connection of two discreet points atop a canvas. So, if one point is at $$(x1,y1)$$ and the other is at $$(x2,y2)$$, drawing a line would require you to write a syntax like code below. For the sake of brevity, we will skim out the rest of the method unused in the example.

In the above example, a simple method is used to define precisely where to place the line on the Cartesian scale of the canvas. The  asks you to put four arguments, appearing in order, the x1 coordinate, the y1 coordinate, the x2 coordinate and the y2 coordinate. Running the program will show a simple black line diagonally going across the canvas.

Drawing a simple rectangle
We now proceed on to our second drawing. A simple rectangle would do it justice, see below for code.

In the above example, you see how easy it is to draw a simple rectangle using the  method in the   instance that we obtained. Run the program and you will see a simple black outline of a rectangle appearing where once a blank canvas was.

The four arguments that are being passed into the method are, in order of appearance, the x-coordinate, the y-coordinate, width and the height. Hence, the resultant rectangle would start painting at the point on the screen 10 pixels from the left and 10 from the top and would be a 100 pixel wide and a 100 pixel in height. To save the argument here, the above drawing is that of a square with equal sides but squares are drawn using the same method and there is no such method as

Playing around with colors
You can change the color of the outline by telling the  instance the color you desire. This can be done as follows:

Running the program would render the same rectangle but with a red colored outline.

For the purposes of bringing color to our drawing, we used a method namely the  method. This method comes into force for all the drawing made after its call until another color is set. It asks for an argument of type. Now because you have no idea of how to actually instantiate a  class, the class itself has a few built-in colors. Some built-in colors that you can use are mentioned below.
 * .red
 * .blue
 * .green
 * .yellow
 * .pink
 * .black
 * .white

Try running the program while coding changes to colors for a different colored outline each time. Play around a bit with more colors. Look for the Color class API documentation in the external links at the bottom of the page.

Filling up the area of the rectangle
Up until now, you have been able to draw a simple rectangle for yourself while asking a question silently, "why is the outline of the rectangle being painted rather the area as a whole?" The answer is simple. Any method that starts with  only draws the outline. To paint the area within the outline, we use the  methods. For instance, the code below would fill a rectangle with yellow color while having a red outline. Notice that the arguments remain the same.

What about a circle?
Drawing a circle is ever so easy? It is the same process as the syntax above only that the word  is changed to the word. And don't ask me why oval? You simply don't have the method as you don't have. Following is the application of Graphics code to draw a circle just to whet your appetite.

A new form of a rectangle
Simple so far, isn't it? Of all the shapes out there, these two are the only shapes that you'd need to build for the moment. Complex graphics routines are required to build shapes like a rhombus, triangle, trapezium or a parallelogram. We would be tackling them later on in another section. However, on a last note I would leave you with another interesting shape - a combination of both ovals and rectangle. Think a rectangle with rounded corners, a Rounded Rectangle.

Notice that the syntax of the  method is a bit different than the syntax for the simple rectangle drawing routine. The two new arguments added at the end are the width of the arc in pixels and the height of the arc in pixels. The result is pretty amazing when you run the program. You don't need to squint your eyes to tell that the corners of the rectangle are slightly rounded. The more the values of the width and height of the arcs, the more roundness appears to form around the corner.

Hmm, everything's perfect, but...
Sometimes people ask, after creating simple programs like the ones above, questions like:
 * Why did I have to tell the  instance the color before each drawing routine? Why can't it remember my choice for the outlines and for the fill colors? The answer is simpler than it seems. But, to fully understand it, we need to focus on one little thing called the Graphics Context. The graphics context is the information that adheres to a single instance of the   class. Such an instance remembers only one color at a time and that is why we need to make sure the context knows of the color we need to use by using the   method.
 * Can I manipulate the shapes, like tilt them and crop them? Hold your horses, cowboy! Everything is possible in Java, even tilting and cropping drawings. We will be focusing on these issues in a later section.
 * Is making shapes like triangles, rhombuses and other complex ones tedious? Well, to be honest here, you need to go back to your dusty book cabinet and take out that High School Geometry book because we would be covering some geometry basics while dealing with such shapes. Why not read a wikibook on Geometry?

Question 9.3: Throughout the exercise listings above, we have been filling the shapes first and then drawing their outlines. What happens if we do it the other way around? Consider the code below.
 * 1) The left and the top outlines disappear.
 * 2) The right and the bottom outlines disappear.
 * 3) The color for the outline becomes the color for the fill area.
 * 4) All the outlines disappear.

All the outlines disappear.

Question 9.4: What would  give you?
 * 1) A horizontal line.
 * 2) A vertical line.
 * 3) A diagonal line.

A horizontal line.

If you have any questions regarding the content provided here, please feel free to comment in this page's discussion.


text:
User talk:Mendelivia~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 20:05, 21 September 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 Mendelivia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mendelivia~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 23:29, 17 March 2015 (UTC)

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

title: User talk:Mendelivia~enwikibooks


text:
Template:Bcode:fOutput/Style

style="border:#2f6fab solid 1px; text-align: left; padding:10px; clear: both; background-color: #E9F7FF;width:130px;" /Templates/Templates

title: Template:Bcode:fOutput/Style


text:
User talk:Bimini

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 21:12, 21 September 2007 (UTC)

Hi there. I moved the content you had put here to a better home: User:Bimini/Essay. Your user talk page is for communication with fellow Wikibookians; personal essays should remain in your userspace. Hope you like it here. If there's anything I can do to help, please contact me on my talk page. – Mike.lifeguard  | talk 21:12, 21 September 2007 (UTC)

title: User talk:Bimini


text:
User talk:Cpullman

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 21:29, 21 September 2007 (UTC)

 * Please note that you must give a rationale for fair use; tagging Image:Postman.jpg as a fair use image is not sufficient. As well, an image must be used to be considered fair use. Please use the image somewhere and provide a rationale for fair use. Thanks! – Mike.lifeguard  | talk 21:29, 21 September 2007 (UTC)

title: User talk:Cpullman


text:
Talk:Java Programming/Graphics/Drawing shapes

question: how to draw in java according to the parameters passed?

Adding user input
I need to add a JOptionPane for user input. The user input would decide size and position of the shapes. I cannot figure out how to do that. My Flatley (discuss • contribs) 15:49, 31 August 2011 (UTC)

custom colors
can you fil a shape with custom colorss like using RGB or CMYK or YPbPr color space format, for exampl R=120,G=245,B=254? Doorknob747 (discuss • contribs) 23:05, 11 January 2015 (UTC)


text:
Celestia/3D Models/CMOD File

Introduction
Celestia's internal Model object consists of a set of "materials" followed by a set of "meshes". Each "mesh" consists of a list of vertex definitions followed by several "groups". Each "group" consists of a specification of the type of "group" that it is, followed by an enumeration of previously defined vertices belonging to the group. This structure exactly corresponds to the items contained in a CMOD file.

BN description of CMOD format
The following description has been adapted from comments in Celestia's source code.

This is an approximate Backus Naur form for the contents of ASCII cmod files. For brevity, the categories  and aren't defined here--they have the obvious definitions. ::=                ::= #celmodel__ascii ::= {  } {  }  ::= material {  } end_material  ::= diffuse   | specular | emissive | specpower | opacity  | texture0 | blend add |            (v1.5.0 and later) normalmap  |  (v1.5.0 and later) specularmap | (v1.5.0 and later) emissivemap   (v1.5.0 and later) ::=                 ::= """ { letter } """     ::= mesh   {  } end_mesh  ::= vertexdesc {  } end_vertexdesc    ::=       ::= position | normal | color0 | color1 | tangent | texcoord0 | texcoord1 | texcoord2 | texcoord3 <vertex_format>      ::= f1 | f2 | f3 | f4 | ub4 <vertex_pool>        ::= vertices { }               ::= <unsigned_int> <prim_group>         ::= <prim_group_type> <material_index> { <unsigned_int> } <prim_group_type>    ::= trilist | tristrip | trifan | linelist | linestrip | points | sprites   (v1.5.0 and later) <material_index>     :: <unsigned_int> | -1

Clarification of some of the elements
In Celestia v1.5.0 or later, a full Material definition would look like

material diffuse 0.5 0.5 0.2 specular 1 1 1 specpower 30 opacity 1 texture0 "basetex.jpg" normalmap "norm.png" specularmap "specmask.jpg" emissivemap "lights.jpg" end_material

Some of the vertex attributes are
 * position         - position (required)
 * texcoord0        - primary texture coordinate
 * texcoord1 ... texcoord3 - additional texture coordinates (for multitexturing)
 * color0 ... color1 - primary and secondary colors
 * tangent          - surface tangents (for bump mapping)

The vertex formats are
 * f1          - one float
 * f2          - two floats (typical for texture coordinates)
 * f3          - three floats (positions and normals)
 * f4          - four floats
 * ub4         - four unsigned bytes (the usual format for colors)

The primitive types are
 * trilist
 * tristrip
 * trifan
 * linelist
 * linestrip
 * points
 * sprites (v1.5.0 and later)

Tristrips and trifans can be much more efficient than triangle lists.

Example ASCII CMOD File
material      # index 0 emissive 0 1 0 opacity 0.5 end_material material	# index 1 emissive 1 1 1 texture0 "tropical-beach.*" end_material mesh vertexdesc position f3 normal f3 texcoord0 f2 end_vertexdesc vertices 6 0 0 0 0 0 1 0 0 1 1 0 0 0 1 1 1 0 1 0 0 0 1 0 1 0 1 0 0 0 -1 0 1 1 1 0 0 0 -1 1 1 0 0 0 0 0 -1 0 0 trilist 0 3 0 1 2 trilist 1 3 3 4 5 end_mesh
 * 1) celmodel__ascii
 * 2) The above line is the 16-byte header; for binary files, it's
 * 3) #celmodel_binary
 * 1) material definitions follow--these must precede any meshes in the file
 * 1) A material with a texture.  Texture filenames may use the wildcard
 * 2) character, which behaves exactly as it does within a .ssc file.
 * 1) There may be one or more meshes in a model file--this file happens
 * 2) to have just a single one
 * 1) The vertex description tells what attributes the vertices for this mesh
 * 2) have.  Each attribute in the description consists of a semantic and a
 * 3) data format.
 * 1) The vertex data--the number right after the keyword vertices is the
 * 2) number of vertices in the pool.
 * 1) An arbitrary number of primitive groups follow
 * 1) The primitive group type is followed by a material index, then
 * 2) a count of the number of vertex indices in the group
 * 1) End of the mesh
 * 1)  end of cmod file

Point Sprites
Starting with Celestia v1.5.0, the CMOD format supports point sprites. These can be used for a variety of different volumetric rendering effects for phenomena such as nebulae, accretion disks, volcanic plumes, or engine exhaust.

The changes to the cmod format relevant to point sprites are minor. There's a new material attribute (blend add), a new primitive type (sprites), and a new vertex attribute type (pointsize). The sprite texture is texture0 from the material definition. Here is a very basic example of a sprite CMOD with three red sprites:

material diffuse 1 0 0 texture0 "gaussian.jpg" end_material mesh vertexdesc position f3 pointsize f1 end_vertexdesc vertices 3 1 0 0 0.25 2 0 0 0.25 3 0 0 0.25 sprites 0 3 0 1 2 end_mesh
 * 1) celmodel__ascii

Blending
There are three options available in the CMOD format which affect how the geometry--triangles, lines, points or sprites--is blended with the background. They are normal, blend and premultiplied, with 'normal' the default.

For nebula meshes, it may be useful to specify additive blending in the material definition by adding the line 'blend add'. This is especially appropriate for emission nebulae, but definitely not to be used for dark nebulae like the Horsehead. Additively blended objects have the advantage of not needing to be depth sorted with respect to each other. Here's a slightly more complex sprite cmod that uses additive blending and per vertex colors so that each sprite has a different color:

material diffuse 1 0 0 texture0 "gaussian.jpg" blend add end_material mesh vertexdesc position f3 pointsize f1 color0 f3 end_vertexdesc vertices 3 1 0 0 0.25 1 0 0 2 0 0 0.25  0 1 0 3 0 0 0.25  0 0 1 sprites 0 3 0 1 2 end_mesh
 * 1) celmodel__ascii
 * 1) row of sprites: red, green, blue

For point sprites, each sprite has a color and an alpha value that are multiplied by the sprite texture color and alpha values to produce the fragment color/alpha (Fr Fg Fb) and Fa. The alpha value can be thought of as the opacity, though as you'll see, it's not always treated exactly that way.

Add is the simplest mode. If the background color is (Br Bg Bb), the final color will be: Fa * (Fr Fg Fb) + (Br Bg Bb)

Normal mode causes the background to be obscured; fragments with an alpha of 1 will completely block the background. Fa * (Fr Fg Fb) + (1 - Fa) (Br Bg Bb)

Finally, premultiplied is somewhat like normal except it omits the multiplication by the fragment alpha. It assumes that any reduction of the color due to transparency was already done when the geometry was created, hence the name premultiplied: (Fr Fg Fb) + (1 - Fa) (Br Bg Bb)

The advantage of premultiplied blending is that it can simulate either the add or normal blending modes with appropriately chosen alpha and color values. For example, setting alpha to zero gives the same result as additive blending. Cham: I think this is what you were talking about when you said you wanted to enable add individually for particles.

For nebulae, add is good for glowing, diffuse gases where absorption isn't too much of a factor. Premultiplied would in principle let you mix emissive and absorbing particles, but there's a catch: premultiplied and normal blending aren't generally commutative. For correct results, it's necessary to sort the particles from back to front and render them in order, which isn't something that Celestia currently does, as sorting a large number of particles can dramatically reduce performance. In fact, this order dependence of blending has been a big headache in realtime 3D graphics for a long time, and there's still no completely satisfactory solution for the problem.

Using TriStrips (by Toti)
A tristrip is an OpenGL primitive that draws a set of triangles this way:

1-2      1-2       \     /         \ /          3       1-2       \     /\         \ /    \          3-4       1-2       \     /\         \ /    \          3-4          \     /            \ /             5

So we can store this as: 1,2,3,4,5 (5 entries) With a trilist the same three triangles must be stored this way: 1,2,3 2,3,4 3,4,5 (9 entries, spaces are only to make text legible) Basically the first two vertices define a basis. For each added vertex v a new triangle is defined. This triangle if formed by the vertices [v-2][v-1][v].

In general, for a trilist of T triangles we need 3*T entries, but for a tristrip of T triangles T+2 entries are enough. So for large meshes you are saving 2/3 of the resources. The same can be applied to linestrips:

1---2      1---2           /         /         3       1---2           /         /          34       1---2           /         /          34             /           /           5

If the above mesh is defined as a linelist: 1,2 2,3 3,4 4,5 (8 entries). If it is defined as a linestrip: 1,2,3,4,5 (5 entries) A linelist needs 2*L entries for a set of L lines. A linestrip only needs L+1 entries for the same set. For large meshes the saving is about 50% of resources.

The usual way to work with these primitives is to model the object as usual and then use an optimization utility to convert from raw triangles to tristrips, etc. I don't know of any free program/library that can do this, though. Surely Chris does.

Using Trifans (by Toti)
1---2              \     /                \   /                  3              1---2            /  \     /           /    \   /          4-- 3         5-- 1---2          \    /  \     /           \  /    \   /             4-- 3

Using trifans, the above mesh can be described as 1,2,3,4,5 Each tringle has the vertices [v0][v-1][v], where v0 is the first vertex of the set.

As you see, it's similar to a tristrip, but the first vertex is always the center of the trifan. You need T+2 entries to define T triangles, so it is as efficient as a tristrip (but often it can be used where a tristrip can't)

The advantage of using these primitives is that you save disk, bus and memory resources, because mesh descriptions are less voluminous.

title: Celestia/3D Models/CMOD File


text: Category:Book:Handbook of Descriptive Statistics


text: Category:Book:Programmed Math

title: Category:Book:Programmed Math


text:
Automobile Repair/Nissan/Maxima (4th Generation)/Changing the air filter

The air filter keeps dust and other particles from getting into the intake and damaging your engine. So it is important to make sure that it is clean, because as dust builds up it will restrict air flow to the engine. How often it needs to be changed, depends on what conditions you drive in.

Tools/Parts needed

 * A new air filter

Procedure

 * 1) Open the hood and find the box on the right side of the car that holds the filter (see Fig. #1).
 * 2) Pop the four clips back on each side and lift it up and remove the filter.
 * 3) Insert new filter pointing down (see Fig. #2) and reattach the clips.


text:
User talk:LittleDan~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 01:00, 24 September 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 LittleDan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LittleDan~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 23:25, 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) 05:12, 19 April 2015 (UTC)

title: User talk:LittleDan~enwikibooks


text:
User:Frdayeen

Hi, may name is Fazle Rabbi Dayeen.I am a student of Physics.And a regular contributor of Bangla Wikibooks also. Please Use my English wikipedia talk page or  Bangla wikipedia talk page to leave me a message

title: User:Frdayeen


text:
Celestia/Why Celestia

Why would anyone want to use Celestia?

 * Celestia is free. There are no charges or fees of any kind ever, and everything, including the source code, is open source, meaning that every part of it can be scrutinized, modified, and built on your own.

 * You can explore the universe. Celestia allows you to travel throughout the solar system, stars, and galaxies in three dimensions. It shows the objects as they are in real time. You can go forward or back thousands of years as it can predict the trajectory of many different objects, or slow down time to a crawl. You can accurately view positions of objects from the Earth's position, or leave its confines should you wish.

 * It's easy to use. You can easily explore anything from the scale of tiny asteroids to massive galaxies with simple controls and a simple interface.

 * It's expansive. The default version of Celestia contains over 100,000 stars, 10,000 galaxies, the Solar System and its planets, moons, and dozens of smaller bodies.

 * It's expandable. If Celestia doesn't have what you want to see, you can easily download and install hundreds of different add-ons created by the community, covering everything from high-resolution textures to new stars and planets, and even fictional systems from sci-fi franchises.

 * It can be educational. Many people, such as Frank Gregorio, have made comprehensive lesson plans for educating and entertaining curious minds.

 * You can customize it however you want. Celestia easily allows you to build your own worlds and creations, making it useful for everyone from artists to astronomers.

Why not use some other program?
Free and open source:
 * Gaia Sky
 * Stellarium
 * OpenSpace
 * WorldWide Telescope

Free and closed source:
 * Orbiter
 * NASA's Eyes

Commercial:
 * SpaceEngine
 * Universe Sandbox
 * Starry Night

All of the above software titles are useful in their own right. However, Celestia is open-source, meaning it is open to all kinds of collaboration and improvement from anybody, and it allows thorough journeys to the planets, their moons, the stars, asteroids, comets, and galaxies — all in one place, and while being quite light on processing power. These visits are up-close and personal and in vivid detail with exceptional graphics and animations. If it's missing in Celestia, you can install any of hundreds of add-ons that include spacecraft, nebulae, and others, and see what they look(ed) like in space.

What can't Celestia do?

 * Telescope control

 * 180 degree field of view

 * Sound (prior to recent builds of 1.7.0)

 * 3D stereoscopic or anaglyph viewing

title: Celestia/Why Celestia


text:
Java Programming/Networking

Prior to modern networking solutions there existed workstations that were connected to a massive Mainframe computer that was solely responsible for memory management, processes and almost everything. The workstations would just render the information sent in from the Mainframe console.

But in the mid 90's, with the prices of Unix servers dropping, the trend was moving away from Mainframe computing toward Client-Server computing. This would enable rich Clients to be developed on workstations while they would communicate with a centralized server, serving computers connected to it, to either communicate with other workstations also connected to it or it would request for database access or business logic stored on the server itself. The workstations were called Clients.

This form of computing gave rise to the notion of the Front-end and Back-end programming. In it's hey-day, Java came up with different ways of making networking between computers possible. In this chapter, we would be looking at some of these ways. Listed below are two of the frameworks that Java uses to enable network programming. We would be exploring both of these in this chapter.

{| width="100%" cellpadding="8" cellspacing="0"

Client-Server programming

 * 1)  Networking basics
 * 2)  Creating a simple server
 * 3)  Listening for clients
 * 4)  Creating a client to interact with the server
 * 5)  Sending information over a network
 * 6)  Building complex carriage routines
 * valign="top"|

Remote Method Invocation (RMI)

 * 1)  Basics of Remote Method Invocation
 * 2)  Of stubs and proxies
 * }

title: Java Programming/Networking


text:
Cookbook:French Martini

The French martini is a cocktail served in two forms, sometimes referred to as "classic" and "modern." The modern form is presented here.

Ingredients

 * 4 parts vodka
 * 1 part pineapple juice
 * 1 part Chambord (or other raspberry/blackberry liqueur)
 * 2 maraschino cherries

Procedure

 * 1) Shake ingredients with ice.
 * 2) Serve in a cocktail glass with maraschino cherries.

title: Cookbook:French Martini


text:
Talk:Emergency Medicine/Altered mental status

I tried to clean it up a bit so it looks nicer, but some of the information is jumbled together and I can't figure some of it out. Can someone clean up the factual information so it's easier to read?


text:
Java Programming/Graphics

Graphics - Drawing in Java

 * Drawing basic shapes
 * Drawing complex shapes
 * Drawing text
 * Understanding gradients
 * Anti-aliasing basics
 * Interactive drawings

title: Java Programming/Graphics


text:
Talk:HSC Physics

Merge from another wiki project
Hello! I'm planning to copy the content from here and here  across to wikibooks. Does anyone have any comments before I do it? If not I'll do it when I get a chance. AndrewHarvey4 (talk) 09:55, 11 March 2009 (UTC)

title: Talk:HSC Physics


text:
User talk:Coxy345

Wikibooks
Using Wikibooks should explain everything about wikibooks. Hope it helps!--Balloonguy 17:31, 22 September 2007 (UTC)

Japanese
What I believed happened according their mailing list is that the core group of contributers were about to scrap the lessons that are now under ability based lessons and start over using the proposed syllabus. As you noticed, the book is in utter disarray, mostly because the book is really three or four books merged into one. It is also messed up because of the complex page structure. I recommend reading Help:How To Build An Excellent Wikibook Teaching Any Language, Help:Bite-sized language lessons. I also recommend looking at the most excellently designed book Miskito. Hope this helps!--Balloonguy 14:09, 23 September 2007 (UTC)

Plan
I have sort of made a plan concerning the japanese wikibook here. Please give me your comments, changes that need to be made, etc.--Balloonguy 21:42, 23 September 2007 (UTC)
 * I've made some changes to the book, what do you think of them?--Balloonguy 22:01, 25 September 2007 (UTC)

title: User talk:Coxy345


text:
User talk:MizStorz

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
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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! --Panic 05:47, 22 September 2007 (UTC)

title: User talk:MizStorz


text:
User talk:Agool001

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
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 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, 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! --Panic 05:48, 22 September 2007 (UTC)

title: User talk:Agool001


text:
User talk:Volleygirl35144

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, 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! --Panic 05:48, 22 September 2007 (UTC)

title: User talk:Volleygirl35144


text:
User talk:Danetyb

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, 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! --Panic 05:48, 22 September 2007 (UTC)

title: User talk:Danetyb


text:
Guide to The Lord of the Rings/Characters/Sauron

Sauron
Sauron is a the Lord of the Rings. Also known as the Necromencer in The Hobbit. Sauron created the Ruling Ring but lost it long ago. In The Lord of the Rings he is searching his lost ring. For in it lies his own former power and the will to rule Middle-Earth.He is also a very evil person, he uses his powers for bad things; his main goal is to get back the ring he lost.

Name
Sauron is the Quenya term for "the Abhorred". In Sindarin, it is translated as Gorthaur from gor ("horror, dread") and thaur ("abominable, abhorrent").


text:
Problems In High School Chemistry/PhChem/thermo1/advsiso

Question 1
Which of the two – adiabatic or isothermal – processes has a steeper PV graph?

Instructions
If we are talking about the nature of a graph, we need to consider the mathematical nature of it too. So, an adiabatic process is represented as PVy = constant on a PV graph, while an isothermal process is represented by PV = constant.

Carefully note that the graph of the isothermal process is a rectangular hyperbola on a PV graph, while that of an adiabatic process resembles a hyperbola.

Now, the question is, which Process takes a greater dip down in the PV curve? Visualize what is being asked. Take the question literally. If we are talking about an expansion, which process will register a greater dip in pressure for the same amount of increase in volume? The answer can be obtained by merely looking at the equations.

Arguments
Suppose the volume increases by some factor, say m times. In an adiabatic process, the pressure then HAS TO dip by a factor of my to keep the LHS constant. Do the math for an isothermal process, for an increase in volume by a factor of m times, the pressure dips down by the same factor. This means, that the pressure registers a greater dip in adiabatic process than in an isothermal process for the same volume. Note that this is irrespective of the value of the constant on the RHS. 

Try to grasp what has been said, and draw an accompanying graph to this point in your notebook.

Important Note
Remember that my is greater than m only if y>1. This is always true, because the adiabatic exponent of any gas is always greater than unity. But suppose, if we were dealing with a process like PV1/2 = constant, its graph would be less steep than the isothermal process.

Are you confused? Please do not be. Read the note below, and move ahead only after you are sure that you got the essence of what has been said.

Concluding Notes
This is not an uncommon logic, and a common sense dealing with them should evolve in you during an introductory course in the sciences. The whole logic explained above is nothing but one line, what LHS would tend to raise more?

Now suppose, if you are given adiabatic curves of two ideal gases, one monoatomic and the other diatomic, initiating through the same state and registering the same increase in volume. How would you tell which graph belongs to which gas? In other words, what gas would end up with a lower pressure and what would end up with a higher pressure and why?

The answer, of course, is the monoatomic gas will have the lower pressure. But it is up to you to convince yourself about this using the same logic discussed above.

Hint : The value of gamma for the monoatomic gas is greater than that for a diatomic gas.