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Croatian/Main Contents/Level 1/Lesson 7

 General

School: Škola

Class: Razred

Pupil: Učenik (rarely đak)

Teacher, professor: Učitelj, profesor

Subject: Predmet

 School accessories

Pencil-case: Pernica

Pen: Kemijska olovka (shorter: kemijska, pinkalo)

Pencil: Olovka

Book: Knjiga

Notebook: Bilježnica (very rarely teka; used by old people)

Paper: Papir

Pencil sharpener: Šiljilo

Rubber: Gumica

Felt pen: Flomaster

Coloured pencils: Bojice

Crayons: Pastele

Chalk: Kreda

Blackboard: Ploča

Sponge: Spužva

Tempera: Tempera

Scissors: Škare (it has only a plural form)

 Subjects

Croatian: Hrvatski jezik (shorter: hrvatski)

Maths: Matematika

Physics: Fizika

Chemistry: Kemija

Informatics: Informatika

Geography: Zemljopis (in primary school), geografija (in secondary school)

Art: Likovna umjetnost (shorter: likovni)

Music: Glazbena umjetnost (shorter: glazbeni)

Physical education: Tjelesna i zdravstvena kultura (shorter: tjelesni)

English: Engleski jezik (shorter: engleski)

Latin: Latinski jezik (shorter: latinski)

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title: Croatian/Main Contents/Level 1/Lesson 7


text:
Croatian/Main Contents/Level 1/Lesson 8

Sister: Sestra

Brother: Brat

Mother: Majka

Father: Otac

Mom: Mama

Dad: Tata

Aunt: Tetka, teta (father's or mother's sister), strina (father's brother's wife), ujna (mother's brother's wife)

Uncle: Ujak (mother's brother), stric (father's brother), tetak (uncle-in-law)

Cousin (female): Sestrična

Cousin (male): Bratić

Grandmother: Baka (usually) or Baba (Note: Calling your grandmother baba can be considered rude since it can also mean something like old hag. However, it is used daily in some parts of the Western Balkans)

Grandma: Baka

Grandfather: Djed

Grandpa: Djedica (It's usually called just djed, or dida and deda)

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

title: Croatian/Main Contents/Level 1/Lesson 8


text:
Croatian/Main Contents/Level 1/Lesson 9

Seasons: Godišnja doba (means: year ages)

Spring: Proljeće

Summer: Ljeto

Autumn: Jesen

Winter: Zima

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title: Croatian/Main Contents/Level 1/Lesson 9


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Croatian/Main Contents/Level 1/Lesson 10

Money : Novac

Bank-note : Novčanica

Coin : Kovanica (kovati means forging)

Croatian money

 * Kuna (0,14 of Euro, lit. marten)

 * Lipa (100 Lipa = 1 kuna lit. linden)

Next Lesson


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Croatian/Main Contents/Level 1/Lesson 13

Willow : Vrba

Oak tree: Hrast (acorn : žir)

Beech : Bukva

Pine : Bor

Fir tree : Jela

Ash : Jasen

Maple : Javor

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Croatian/Main Contents/Level 1/Lesson 14

Nouns are never used instead (For example: Fox fur). Sweet: Sladak

Hot (temperature): vruć

Spicy: Ljut

Cold: Hladan

Boring: Dosadan

Angry: Ljut

Cute, sweet: Sladak

Ugly: Ružan

Beautiful: Lijep

Scary: Strašan

Simple: Jednostavan

Hard: Težak

Light: Lagan

Heavy: Težak

Dangerous: Opasan

Strict: Strog

Round: Okrugao

Fat: Debeo

Skinny: Mršav

New: Nov

Old: Star

Dead: Mrtav

Alive: Živ

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Croatian/Main Contents/Level 1/Lesson 17

With : S (or sa)

On : Na

Up : Gore

Down : Dolje

Left : Lijevo

Right : Desno

Under : ''Ispod

Over: Preko (can also mean "beyond"), but better is iznad (above)

Upon: Nad

Beneath: Pod

Above: Iznad

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User talk:MatthewMiddleton

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text:
Croatian/Main Contents/Level 2

This level is to prepare you for level 3 when you learn about forming sentences. This level teaches you basic grammar.

/Lesson 1/ - Masculine, Feminine and Neuter nouns

/Lesson 2/ - Personal pronouns and the verb "to be"

/Lesson 3/ - How verbs work

/Lesson 4/ - Declensions

/Lesson 5/ - Useful questions and adjectives

/Lesson 6/ - Possessive pronouns

/Lesson 7/ - Relative Pronouns-Odnosne zamjenice

/Lesson 8/ - Demonstrative pronouns-Pokazne zamjenice

/Lesson 9/ - Nominative case

/Lesson 10/ -Genitive case

/Lesson 11/ -Dative case

/Lesson 12/ -Accusative case

/Lesson 13/ -Vocative case

/Lesson 14/ -Locative case

/Lesson 15/ -Instrumental case

/Lesson 16/ -Sibilarization

/Lesson 17/ -Palatalization

/Lesson 18/ -Yotation

title: Croatian/Main Contents/Level 2


text:
Croatian/Main Contents/Level 2/Lesson 1

Singular/Jednina
Masculine nouns in the nominative case usually do not have a fixed ending. Student, pilot, profesor are all masculine nouns.

Feminine nouns have a fixed ending. If the student is female, the noun would change to studentica. The fixed ending is -ica, or occasionally, just an -a is there, like škola, school or plaža, beach.

Neuter nouns end with -o or -e. Neuter nouns usually can't be changed to masculine or feminine.

Plural/Množina
Masculine nouns, when plural, add -i onto the end of the word. But some masculine nouns, usually those with one syllable and some with two syllables, end with -ov/-ev depending on whether they, in singular, end with palatal consonant, or not. Those masculine nouns, which end with palatal consonant, add -evi to the stem of the word, and those who don't end with a palatal consonant, add -ovi.

j, lj, nj, đ, dž, č, ć, š, ž
 * Palatal consonants:

Feminine nouns, when plural, replace the -a with -e onto the end of the word.

Neuter nouns, when plural, replace the -o/-e with -a onto the end of the word. Some nouns insert -en- between the stem and the plural, like ramena, shoulders. Also, some neuter nouns only exist in plural form, such as vrata, door. Finally, some nouns have an irregular plural, meaning they don't always end with -a in plural form, such as uho, ear, in singular, and uši, ears, in plural, or oko, eye, in singular, and oči, eyes in plural.

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title: Croatian/Main Contents/Level 2/Lesson 1


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Template:Bcode:Syntax

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User:Patrick1~enwikibooks

I used to be User:Patricknoddy but I lost my password.

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The Bcode templates are designed to be included into pages as templates for specific formatting of code. Bcode is merely a shortening of Basic Code (though no relation to BASIC or Visual Basic) which represents the fact that these are very simple formats. They're paticularly useful for presentation of code segments that lack formatting via the  tags, e.g. TI-BASIC.

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Macroeconomics/Inflation

In mainstream economics, the word “inflation” refers to a general rise in prices measured against a standard level of purchasing power. Previously the term was used to refer to an increase in the money supply, which is now referred to as expansionary monetary policy or monetary inflation. Inflation is measured by comparing two sets of goods at two points in time, and computing the increase in cost not reflected by an increase in quality. There are, therefore, many measures of inflation depending on the specific circumstances. The most well known are the CPI which measures consumer prices, and the GDP deflator, which measures inflation in the whole of the domestic economy.

The prevailing view in mainstream economics is that inflation is caused by the interaction of the supply of money with output and interest rates. Mainstream economist views can be broadly divided into two camps: the "monetarists" who believe that monetary effects dominate all others in setting the rate of inflation, and the "Keynesians" who believe that the interaction of money, interest and output dominate over other effects. Other theories, such as those of the Austrian school of economics, believe that an inflation of overall prices is a result from an increase in the supply of money by central banking authorities.

Related terms include: deflation, a general falling level of prices; disinflation, the reduction of the rate of inflation; hyper-inflation, an out-of-control inflationary spiral; stagflation, a combination of inflation and poor economic growth; and reflation, which is an attempt to raise prices to counteract deflationary pressures.

A problem of econometrics
Measuring inflation is a question of econometrics, finding objective ways of comparing nominal prices to real activity. In many places in economics, "real" variables need to be compared, in order to calculate GDP, effective interest rate and improvements in productivity. Each inflationary measure takes a "basket" of goods and services, then the prices of the items in the basket are compared to a previous time, then adjustments are made for the changes in the goods in the basket itself. For example if a month ago canned corn was sold in 10 oz. jars, and this month it is sold in 9.5 oz jars, then the prices of the two cans have to be adjusted for the contents. The result is the amount of increase in price which is attributed to "inflation" and not to improvements in productivity.

This means that there are many measures of inflation, depending on which basket of goods and services are used as the basis for comparison. Different kinds of inflation measure are used to determine the real change in prices, depending on what the context is.

Commonly used measures of inflation
Examples of common measures of inflation include:

 * Consumer price indices (CPIs) which measure the price of a selection of goods purchased by a "typical consumer".

 * Cost-of-living indices (COLI) which often adjust fixed incomes and contractual incomes based on measures of goods and services price changes

 * List index summary analysis (LISA) which measures the change in volume of peoples' voices.

 * producer price indices (PPIs) which measure the price received by a producer. This differs from the CPI in that price subsidization, profits, and taxes may cause the amount received by the producer to differ from what the consumer paid. There is also typically a delay between an increase in the PPI and any resulting increase in the CPI. Producer price inflation measures the pressure being put on producers by the costs of their raw materials. This could be "passed on" as consumer inflation, or it could be absorbed by profits, or offset by increasing productivity.

 * wholesale price indices, which measure the change in price of a selection of goods at wholesale, prior to retail mark ups and sales taxes. These are very similar to the Producer Price Indexes.

 * commodity price indices, which measure the change in price of a selection of commodities. In the present commodity price indexes are weighted by the relative importance of the components to the "all in" cost of an employee.

au of Labor Statistics breaks down CPI-U calculations down to different regions of the US.
 * GDP Deflators measures price increases in all assets rather than some particular subset. The term "deflator" in this case means the percentage to reduce current prices to get the equivalent price in a previous period. The US Commerce Department publishes a deflator series for the US economy.

 * Historical Inflation Before collecting consistent econometric data became standard for governments, and for the purpose of comparing absolute, rather than relative standards of living, various economists have calculated imputed inflation figures. Most inflation data before the early 20th century is imputed based on the known costs of goods, rather than compiled at the time. It is also used to adjust for the differences in real standard of living for the presence of technology. This is equivalent to not adjusting the composition of baskets over time.

Hedonic adjustments to measuring inflation
Inflation measures are often modified over time, either for the relative weight of goods in the basket, or in the way in which goods from the present are compared with goods from the past. This includes hedonic adjustments and “reweighing” as well as using chained measures of inflation. As with many economic numbers, inflation numbers are often seasonally adjusted in order to differentiate expected cyclical cost increases, versus changes in the economy. Inflation numbers are averaged or otherwise subjected to statistical techniques in order to remove statistical noise and volatility of individual prices. Finally, when looking at inflation, economic institutions sometimes only look at subsets or special indices. One common set is inflation ex-food and energy, which is often called “core inflation”.

In classical political economy, “inflation” referred to government policy itself: inflation meant increasing the money supply over and above that necessary to accommodate any increase in real GDP, while “deflation” meant decreasing it. Some economists in a few schools of economic thought, generally described as libertarian, classical liberal, or ultra-conservative, still retain this usage. In mainstream economic terms these would be referred to as expansionary and contractionary monetary policies.

The role of inflation in the economy
In the long run, inflation is generally believed to be a monetary phenomenon, while in the short and medium term, it is influenced by the relative elasticity of wages, prices and interest rates. The question of whether the short-term effects last long enough to be important is the central topic of debate between monetarist and Keynesian schools. In monetarism, prices and wages adjust quickly enough to make other factors merely marginal behavior on a general trendline. In the Keynesian view, prices and wages adjust at different rates, and these differences have enough effects on real output to be "long term" in the view of people in an economy.

A great deal of economic literature concerns the question of what causes inflation and what effect it has. A small amount of inflation is often viewed as having a positive effect on the economy. One reason for this is that it is difficult to renegotiate some prices, and particularly wages, downwards, so that with generally increasing prices it is easier for relative prices to adjust. Many prices are "sticky downward" and tend to creep upward, so that efforts to attain a zero inflation rate (a constant price level) punish other sectors with falling prices, profits, and employment. Efforts to attain complete price stability can also lead to deflation, which is generally viewed as a negative outcome because of the significant downward adjustments in wages and output that are associated with it.

Inflation is also viewed as a hidden risk pressure that provides an incentive for those with savings to invest them, rather than have the purchasing power of those savings erode through inflation. In investing inflation risks often cause investors to take on more systematic risk, in order to gain returns that will stay ahead of expected inflation. Inflation is also used as an index for cost of living adjustments and as a peg for some bonds. In effect, inflation is the rate at which previous economic transactions are discounted economically.

Inflation also gives central banks room to maneuver, since their primary tool for controlling the money supply and velocity of money is by setting the lowest interest rate in an economy - the discount rate at which banks can borrow from the central bank. Since borrowing at negative interest is generally ineffective, a positive inflation rate gives central bankers "ammunition", as it is sometimes called, to stimulate the economy.

However, in general, inflation rates above the nominal amounts required to give monetary freedom, and investing incentive, are regarded as negative, particularly because in current economic theory, inflation begets further inflationary expectations.

 * Increasing uncertainty may discourage investment and saving.
 * Redistribution
 * It will redistribute income from those on fixed incomes, such as pensioners, and shifts it to those who draw a variable income, for example from wages and profits which may keep pace with inflation.
 * Similarly it will redistribute wealth from those who lend a fixed amount of money to those who borrow. For example, where the government is a net debtor, as is usually the case, it will reduce this debt redistributing money towards the government.  Thus inflation is sometimes viewed as similar to a hidden tax.
 * International trade: If the rate of inflation is higher than that abroad, a fixed exchange rate will be undermined through a weakening balance of trade.
 * Shoe leather costs: Because the value of cash is eroded by inflation, people will tend to hold less cash during times of inflation. This imposes real costs, for example in more frequent trips to the bank. (The term is a humorous reference to the cost of replacing shoe leather worn out when walking to the bank.)
 * Menu costs: Firms must change their prices more frequently, which imposes costs, for example with restaurants having to reprint menus.
 * Relative Price Distortions: Firms do not generally synchronize adjustment in prices. If there is higher inflation, firms that do not adjust their prices will have much lower prices relative to firms that do adjust them. This will distort economic decisions, since relative prices will not be reflecting relative scarcity of different goods.
 * Hyperinflation: if inflation gets totally out of control (in the upward direction), it can grossly interfere with the normal workings of the economy, hurting its ability to supply.
 * Inflation tax when a government can improve its net financial position by allowing inflation, then this represents a tax on certain holders of currency. Governments may decide to use this "stealth tax" in order to avoid hard fiscal decisions to cut expenditures, raise taxes, or confront government unions with greater efficiency.
 * Bracket Creep is related to the inflation tax. By allowing inflation to move upwards, certain sticky aspects of the tax code are met by more and more people. Commonly income tax brackets, where the next dollar of income is taxed at a higher rate than previous dollars. Governments that allow inflation to "bump" people over these thresholds are, in effect, allowing a tax increase because the same real purchasing power is being taxed at a higher rate.

As noted, some economists see moderate inflation as a benefit; some business executives see mild inflation as "greasing the wheels of commerce." A very few economists have advocated reducing inflation to zero as a monetary policy goal - particularly in the late 1990s at the end of a long disinflationary period, when the policy seemed within reach.

Causes of inflation
There are different schools of thought as to what causes inflation. Most can be divided into two broad areas: quality theories of inflation, and quantity theories of inflation. Many theories of inflation combine the two. The quality theory of inflation rests on the expectation of a buyer accepting currency to be able to exchange that currency at a later time for goods that are desirable as a buyer. The quantity theory of inflation rests on the equation of the money supply, its velocity, and exchanges. Adam Smith and David Hume proposed a quantity theory of inflation for money, and a quality theory of inflation for production.

Keynesian economic theory proposes that money is transparent to real forces in the economy, and that visible inflation is the result of pressures in the economy expressing themselves in prices.

There are three major types of inflation, as part of what Robert J. Gordon calls the "triangle model":
 * Demand pull inflation: inflation from high demand for goods and low unemployment.
 * Cost push inflation: presently termed "supply shock inflation," from an event such as a sudden decrease in the supply of oil, which would increase oil prices. Producers for whom oil is a part of their costs could then pass this on to consumers in the form of increased prices.
 * Built-in inflation: induced by adaptive expectations, often linked to the "price/wage spiral" because it involves workers trying to keep their wages up with prices and then employers passing higher costs on to consumers as higher prices as part of a "vicious circle." Built-in inflation reflects events in the past, and so might be seen as hangover inflation.

A major demand-pull theory centers on the supply of money: inflation may be caused by an increase in the quantity of money in circulation relative to the ability of the economy to supply (its potential output). This has been seen most graphically when governments have financed spending in a crisis by printing money excessively (from war or civil war conditions), often leading to hyperinflation where prices rise at extremely high rates (such as, doubling every month). Another cause can be a rapid decline in the demand for money as happened in Europe during the black plague.

The money supply is also thought to play a major role in determining levels of more moderate levels of inflation, although there are differences of opinion on how important it is. For example, Monetarist economists believe that the link is very strong; Keynesian economics by contrast typically emphasize the role of aggregate demand in the economy rather than the money supply in determining inflation. That is, for Keynesians, the money supply is only one determinant of aggregate demand.

A fundamental concept in such Keynesian analysis is the relationship between inflation and unemployment, called the Phillips curve. This model suggested that price stability was a trade off against employment. Therefore some level of inflation could be considered desirable in order to minimize unemployment. The Philips curve model described the U.S. experience well in the 1960s but failed to describe the combination of rising inflation and economic stagnation (sometimes referred to as stagflation) experienced in the 1970s.

Thus, modern macroeconomics describes inflation using a Phillips curve that shifts (so the trade-off between inflation and unemployment changes) because of such matters as supply shocks and inflation becoming built into the normal workings of the economy. The former refers to such events as the oil shocks of the 1970s, while the latter refers to the price/wage spiral and inflationary expectations implying that the economy "normally" suffers from inflation. Thus, the Phillips curve represents only the demand-pull component of the triangle model.

Another Keynesian concept is the potential output (sometimes called the "natural gross domestic product"), a level of GDP where the economy is at its optimal level of production, given institutional and natural constraints. (This level of output corresponds to the Non-Accelerating Inflation Rate of Unemployment, NAIRU, or the "natural" rate of unemployment or the full-employment unemployment rate.) If GDP exceeds its potential (and unemployment is below the NAIRU), the theory says that inflation will accelerate as suppliers increase their prices and built-in inflation worsens. If GDP falls below its potential level (and unemployment is above the NAIRU), inflation will decelerate as suppliers attempt to fill excess capacity, cutting prices and undermining built-in inflation.

However, one problem with this theory for policy-making purposes is that the exact level of potential output (and of the NAIRU) is generally unknown and tends to change over time. Inflation also seems to act in an asymmetric way, rising more quickly than it falls. Worse, it can change because of policy: for example, high unemployment under Prime Minister Margaret Thatcher in the UK may have led to a rise in the NAIRU (and a fall in potential) because many of the unemployed found themselves as structurally unemployed (also see unemployment), unable to find jobs that fit their skills in the British economy. A rise in structural unemployment implies that a smaller percentage of the labor force can find jobs at the NAIRU, where the economy avoids crossing the threshold into the realm of accelerating inflation.

Problems of inflation
If inflation is high in an economy there are three main problems it can cause:

 * 1) People on a fixed income (e.g. pensioners, students) will be worse off in real terms due to higher prices and equal income as before; this will lead to a reduction in the purchasing power of their income.
 * 2) Rising inflation can encourage trade unions to demand higher wages. This can cause a wage spiral. Also if strikes occur in an important industry which has a comparative advantage the nation may see a decrease in productivity and suffer.
 * 3) If inflation is relatively higher in one country, exports will become more expensive for other countries to purchase, this will create a deficit on the current account.

Monetarism
One of the most influential schools of economic thinking rests on a quantity theory of money, namely monetarism. Monetarists assert that empirical study of monetary history shows that "inflation is always and everywhere a monetary phenomenon." Modern mainstream central bank practice until recently adhered closely to this concept.

These economists derive this belief from what is known as the Quantity Theory of Money. The Quantity Theory of Money, simply stated, is that the total amount of spending in an economy is primarily determined by the total amount of money in existence. From this theory the following formula is created:

$$P=\frac{D_C}{S_C}$$

where $$P$$ is the general price level of consumers' goods, $$D_C$$ is the aggregate demand for consumers' goods and $$S_C$$ is the aggregate supply of consumers' goods. The idea behind this formula is that the general price level of consumers' goods will rise only if the aggregate supply of consumers' goods goes down relative to the aggregate demand for consumers' goods, or if the aggregate demand increases relative to the aggregate supply of consumers' goods. Based on the idea that total spending is based primarily on the total amount of money in existence, the economists calculate aggregate demand for consumers' goods based on the total quantity of money. Therefore, they posit that as the quantity of money increases, total spending increases and the aggregate demand for consumers' goods increases as well. For this reason the economists who believe in the Quantity Theory of Money also believe that the only cause for rising prices in a growing economy (this means aggregate supply of consumers' goods is increasing), is an increase of the total quantity of money in existence, which is caused by monetary policies, generally of central banks where there is a monopoly on currency issue and the lack of a commodity peg to currency. The central bank of the United States is the Federal Reserve; the central bank backing the euro is the European Central Bank.

Rational expectations
Rational expectations theory, sometimes known as “ratex” or as “rashex”, is a view of macroeconomics that states that economic actors look rationally into the future and try and maximize their general sense of future states of well-being, and do not simply respond to the immediate opportunity cost and pressures of the present. In this view, while generally grounded in monetarism, future expectations and strategies are important for inflation as well.

One core assertion of rational expectations theory is that actors will seek to “head off” central bank decisions, by acting preemptively and in ways that may themselves fulfill the predictions that drive them. This means that central banks must establish their credibility in fighting inflation, or have economic actors make bets that the economy will expand, believing that the central bank will expand the money supply rather than allow a recession which would be very damaging to the economy, and possibly require government bailouts.

In this view central banks might be at an advantage renouncing some flexibility of monetary policy, in order to persuade economic actors that the bank will not allow it.

Austrian School
Austrian School economics falls within the general tradition of the quantity theory of money, but is notable for providing a theory of the process whereby, upon an increase of the money supply, a new equilibrium is pursued. More specifically, possessors of the additional money are held to react to their new purchasing power by changing their buying habits in a way that generally increases demand for goods and for services. Austrian School economists do not believe that production will simply rise to meet all this new demand, so that prices increase and the new purchasing power erodes. The Austrian School emphasizes that this process is not instantaneous, and that the changes in demand are not distributed uniformly, so that the process does not ultimately lead to an equilibrium identical to the old except for some proportionate increase in prices; that “nominal” values thus have real effects. Austrian economists tend to view fiat increases in the money supply as particularly pernicious in their real effects. This view typically leads to the support for a commodity standard of a very strict variety where all notes are convertible on demand to some commodity or basket of commodities. (The more popular of the Austrian economists tend to favor a gold standard.)

Marxist theory
In Marxist economics, value is based on the labor required to extract a given commodity versus the demand for that commodity by those with money. The fluctuations of price in money terms are inconsequential compared to the rise and fall of the labor cost of a commodity, since this determines the true cost of a good or service. In this, Marxist economics is related to other "classical" economic theories that argue that monetary inflation is caused solely by printing notes in excess of the basic quantity of gold. However, Marx argues that the real kind of inflation is in the cost of production measured in labor. Because of the classical labor theory of value, the only factor that is important is whether more or less labor is required to produce a given commodity at the rate it is demanded.

Supply-side economics
Supply-side economics asserts that inflation is always caused by either an increase in the supply of money or a decrease in the demand for balances of money. The value of money is seen as being purely subject to these two factors. Thus the inflation experienced during the Black Plague in medieval Europe is seen as being caused by a decrease in the demand for money (the money stock used was gold coin and it was relatively fixed), whilst the inflation of the 1970s is regarded as initially caused by an increased supply of money that occurred following the US exit from the Bretton Woods gold standard. Supply-side economics asserts that the money supply can grow without causing inflation as long as the demand for balances of money also grows.

Issues of classical political economy
While economic theory before the "marginal revolution" is no longer the basis for current economic theory, many of the institutions, concepts, and terms used in economics come from the "classical" period of political economy, including monetary policy, quantity and quality theories of economics, central banking, velocity of money, price levels and division of the economy into production and consumption. For this reason debates about present economics often reference problems of classical political economy, particularly the classical gold standard of 1871-1913, and the currency versus banking debates of that period.

Currency and Banking Schools
Within the context of a fixed specie basis for money, one important controversy was between the "Quantity Theory" of money and the Real Bills Doctrine, or RBD. Within this context, quantity theory applies to the level of fractional reserve accounting allowed against specie, generally gold, held by a bank. The RBD argues that banks should also be able to issue currency against bills of trading, which is "real bills" that they buy from merchants. This theory was important in the 19th century in debates between "Banking" and "Currency" schools of monetary soundness, and in the formation of the Federal Reserve. In the wake of the collapse of the international gold standard post 1913, and the move towards deficit financing of government, RBD has remained a minor topic, primarily of interest in limited contexts, such as currency boards. It is generally held in ill repute today, with Frederic Mishkin going so far as to say it had been "completely discredited." Even so, it has theoretical support from a few economists, particularly those that see restrictions on a particular class of credit as incompatible with libertarian principles of laissez-faire, even though almost all libertarian economists are opposed to the RBD.

The debate between currency, or quantity theory, and banking schools in Britain during the 19th century prefigures current questions about the credibility of money in the present. In the 19th century the banking school had greater influence in policy in the United States and Great Britain, while the currency school had more influence "on the continent", that is in non-British countries, particularly in the Latin Monetary Union and the earlier Scandinavia monetary union.

Anti-classical or backing theory
Another issue associated with classical political economy is the anti-classical hypothesis of money, or "backing theory". The backing theory argues that the value of money is determined by the assets and liabilities of the issuing agency. Unlike the Quantity Theory of classical political economy, the backing theory argues that issuing authorities can issue money without causing inflation so long as the money issuer has sufficient assets to cover redemptions.

Controlling inflation
There are a number of methods that have been suggested to stop inflation. Central banks such as the U.S. Federal Reserve can affect inflation to a significant extent through setting interest rates and through other operations (that is, using monetary policy). High interest rates (and slow growth of the money supply) are the traditional way that central banks fight inflation, using unemployment and the decline of production to prevent price increases.

However, central banks view the means of controlling the inflation differently. For instance, some follow a symmetrical inflation target while others only control inflation when it rises above a target, whether express or implied.

Monetarists emphasize increasing interest rates (reducing the money supply, monetary policy) to fight inflation. Keynesians emphasize reducing demand in general, often through fiscal policy, using increased taxation or reduced government spending to reduce demand as well as by using monetary policy. Supply-side economists advocate fighting inflation by fixing the exchange rate between the currency and some reference currency such as gold. This would be a return to the gold standard. All of these policies are achieved in practice through a process of open market operations.

Another method attempted is simply instituting wage and price controls ("incomes policies'). Wage and price controls have been successful in wartime environments in combination with rationing. However, their use in other contexts is far more mixed. Notable failures of their use include the 1972 imposition of wage and price controls by Richard Nixon. In general wage and price controls are regarded as a drastic measure, and only effective when coupled with policies designed to reduce the underlying causes of inflation during the wage and price control regime, for example, winning the war being fought. Many developed nations set prices extensively, including for basic commodities as gasoline. The usual economic analysis is that that which is under priced is overconsumed, and that the distortions that occur will force adjustments in supply. For example, if the official price of bread is too low, there will be too little bread at official prices.

Temporary controls may complement a recession as a way to fight inflation: the controls make the recession more efficient as a way to fight inflation (reducing the need to increase unemployment), while the recession prevents the kinds of distortions that controls cause when demand is high. However, in general the advice of economists is not to impose price controls, but to liberalize prices, assuming that the economy will adjust, abandoning unprofitable economic activity. The lower activity will place fewer demands on whatever commodities were driving inflation, whether labor or resources, and inflation will fall with total economic output. This often produces a severe recession, as productive capacity is reallocated, and is thus often very unpopular with the people whose livelihoods are destroyed. (See Creative destruction)

title: Macroeconomics/Inflation


text:
Field Guide/Animal Tracks

 * /Amphibians/
 * /Birds/
 * /Mammals/
 * /Reptiles/

title: Field Guide/Animal Tracks


text:
User talk:Pk2000

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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Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 23:11, 18 April 2007 (UTC)

title: User talk:Pk2000


text: Field Guide/Animal Tracks/Mammals

title: Field Guide/Animal Tracks/Mammals


text:
User talk:OdinsFather

I just created the book for you, it's at System Troubleshooting. Let me know what you need and I will set you up. Welcome to wikibooks. --Whiteknight (talk) (projects) 00:01, 19 April 2007 (UTC)

 * I fixed some of the formatting in your new book, and turned a few things into links to new pages. Any link that is red points to a new page that doesnt exist yet, so you can go crazy creating those pages. Links that are blue point to pages that do exist, but you can edit those too. I'll keep a watch over your edits and fix up any mistakes. --Whiteknight (talk) (projects) 00:37, 19 April 2007 (UTC)

title: User talk:OdinsFather


text:
Talk:Inorganic Chemistry

Nomeclature - that comes last
Emphasis on inorganic compounds - is an hallmark component of weak textbooks and lousy instructors in inorganic chemistry (as in organic chemistry). I know because I have taught this subject many times - we have all heard the refrain from beginning chemistry students - but, but professor, you must know how to name your compounds, shouldnt we? Ans: not really, Inorganic and organometallic chemists work more with formulas and get along marvelously. Nomenclature is a topic that draws chemically illiterates like flies to honey. So please, please do not let nomenclature stand at the front of this wikibook! --130.126.226.125 00:36, 19 April 2007 (UTC)

how is this different from physical chemistry?
I'm not an expert at chemistry, so I don't understand the difference between inorganic and physical chemistry. Hoogli 14:03, 23 April 2007 (UTC)

 * never mind... I get it now. Hoogli

title: Talk:Inorganic Chemistry


text: Field Guide/Animal Tracks/Raccoon

title: Field Guide/Animal Tracks/Raccoon


text:
User talk:68.224.51.59

Please stop adding vulgarity to Wikibooks. It is considered vandalism. If you have a positive contribution, please use appropriate language. If you continue to use profanity, you will be blocked. -- Jomegat 01:10, 19 April 2007 (UTC)

title: User talk:68.224.51.59


text:
System Troubleshooting/Don't Break It

Don't Break It! Easier said than done I know, but it suggests a certain caution when disassembling and reassembling systems and components. You should have a basic amount of knowledge about the configuration and hazards before attempting to disassemble and troubleshoot any system. The general rule of thumb is if a diagnostic test can be done without damage to the unit....do it.

If a system schematic is available, be sure to have that in hand before beginning the troubleshooting process. If no schematic is available, it may be a good starting point to develop some rough sketch. This will help you logically understand the components for the system, and will assist in re-assembly if necessary.

title: System Troubleshooting/Don't Break It


text:
System Troubleshooting/Is it Broken to begin with

Is it Broken to begin with? May seem like a stupid question but knowing your intended results makes a lot of difference. This knowledge will help determine when you have solved the problem and when to stop and pick up the pieces.


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System Troubleshooting/Don't cause any more problems

Don't cause any more problems... This belongs with the Don't Break It rule but it relates to "I wonder if I do this what will happen" scenario. When attempting anything you should have a hypothesis about the expected result and look for those results. This will establish experience and help you grow as a troubleshooter. It is alright to make mistakes as long as you learn from them. Frying 10 capacitors in a single lab because you bottomed out the rheostat is not a learning experience.


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System Troubleshooting/Establish a Start and End

Establishing a start and end. This is a vital component in the trouble shooting a system. Breaking systems down in this manner gives you a beginning and ending location for the troubleshooting. In an electrical system this would be where the power enters the system.


text:
System Troubleshooting/Sectionalize the System

Most systems can be subdivided into smaller components. This is due to the fact that most large systems cannot be done by one person alone. Breaking the system into smaller components will simplify design and increase understanding of the big picture. This also allows for versatility in design by plug-n-playing different components together to achieve a larger or customizable system.

The jargon term for not knowing what the systems operations are but the expected results off of a given input is black box. What this means is I do not necessarily have to know what the component does as long as I know what is sent and the result that is produced.

You will run into may components that you are not sure of how they work but as long as you know what you are sending and the expended results are occurring they are normally working properly. Problems occur when a problem happens "some of the time" or under certain conditions. There can be many problems with this and isolating the condition and component will further your understanding into the system.


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System Troubleshooting/Verify Components

Once the system is sectionalized and the section of the problem is narrowed further you will find yourself testing components. An understanding of each component's properties will help you greatly in understanding the problem.


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Talk:Instructional Technology/Legal Issues

It would be helpful to seperate and make a clearer distinction between ethics and legal issues. I wonder if ethics considerations could be their very own section.


text:
Instructional Technology/Evaluation of IT as a profession

Finn's Criteria for Profession
Finn (1953) explained the characteristics of a profession: “. . . (a) an intellectual technique, (b) an application of that technique to the practical affairs of man, (c) a period of long training necessary before entering into the profession, (d) an association of the members of the profession into closely-knit group with a high quality of communication between members, (e) a series of standards and a statement of ethics which is enforced, and (f) an organized body of intellectual theory constantly expanding by research.” (p. 232). Recent situation of the field of IT is going to be evaluated in the following sections.

An Intellectual Technique
Today, IT field has five domains, design, develop, utilization, management, and evaluation, including their own intellectual techniques (Seels & Richey, 1994). For the design domain, the professional people design effective instructions from need assessment to evaluation phase by applying learning theories to design of instruction, making decision about delivery methods and its appropriate design issues, and assessing characteristics of people for instruction (What is instructional technology?, n.d.). To conduct that processes, there are many different models and tools, such as ADDIE model, Gagne’s Nine Events of Instruction, Need Analysis, and etc. For the development domain, instructional technologies make their design document applicable in which the instruction is going to be implemented. Januszewski (2001) asserted that instructional development is an intellectual technique for educational technology. The field has gained the process orientation by concepts and activities collected under instructional development. The methodologies differ based on the product to be developed. For example, if the product is educational software, IT professional design story boards or event charts that are useful for the development phase of the software. For the utilization domain, IT professionals are in charge of knowledge utilization, classroom use of AV materials and technology, instructional program material implementation separated from design, and utilization of changes, policies and regulations, institutionalization. Classroom use of AV materials was identified as the first professional intellectual technique of IT (Finn, 1953). For the management domain, IT professionals can involve or conduct project management, resource management, delivery systems management, information management, and change management processes. For example, forming teams for the projects or controlling adaptation of an innovation into organizations are some of the tasks they are responsible. For evaluation part, professionals can perform problem analysis, criterion referenced measurement, formative, summative, and confirmative evaluations. For example, an instructional technologist can collect data regarding effectiveness of a training program and make decision about the program, participants, and overall impact on the organization.

Practical Application of the Technique
We can easily observe a huge number of applications of instructional technology field. For example, usage of computers in general education as well as integration of technology into teacher training programs, web based learning environments, on-line universities, application of performance improvement interventions, training programs and evaluations, open universities, teleconference supported distance learning, multimedia product development companies, computer adaptive testing and so on. For every step of these applications, well trained instructional technologists are required.

Long Period of Training
Currently, the field of instructional technology has own master, philosophy of doctorate, and educational doctorate program overall the world. A number of people are graduated from the programs every year. The programs are located generally under educational psychology, curriculum and instruction, and educational administration departments with respect to their emphasized approaches. Even though each program differs from each other in some points, there are a lot of common courses and curriculum. Main areas emphasized in the IT curriculum are teacher training, K-12 education, interactive technologies or multimedia, human performance technology, and human-computer interaction. Graduates of IT can work as academicians, media specialists, performance consultants, multimedia or web based course developers and designers, training managers and etc. As Finn (1953) stated in his profession evaluation that the training period of IT has been more theoretical based rather than apprenticeship training. The programs propose that they teach all necessary competencies necessary for IT professionals. A survey results points out that many universities offering IT education includes many of the basics for training developers and instructional designers but there are still additional courses (Morlan & Lu, 1993). Hence, the result illustrates that the university curriculum cannot meet the professional trainers and instructional designers in the field. This study also shows the improvement of IT programs to meet the professional need of the field.

Association and Communication between Members
Today there are a number of associations dedicated to the field of IT. For example, Association for Educational Communications and Technology (AECT), American Society for Training and Development (ASTD), International Society for Performance Improvement (ISPI), International Society for Technology in Education (ISTE), Association for the Advancement of Computing in Education (AACE), Society for Information Technology and Teacher Education (SITE) are the most famous organizations (Associations and Organizations for Instructional Technology, n.d.). The establishment of these institutions effect greatly professional development by funding studies related to competencies and sponsoring conferences to encourage and proliferate research and development of the field (Larson, 2004). Quality communication between the members are being succeeded by not only conferences but also journals published. For example, Educational Research and Development and TechTrends by AECT, The Journal of Research fir Technology in Education and Learning and Leading with Technology by ISTE, Performance Improvement Journal and Performance Improvement Quarterly by ISPI, Educational Technology Review and Journal of Technology and Teacher Education by AACE are only a few part of the journal in the IT field. In addition to the conferences and journals, there are some listserv, such as ITFORUM, DISTED, EDTECH, EDUTEL, and WWWEDU (Associations and Organizations for Instructional Technology, n.d.). They support on-line discussion between the members of the field via using e-mail.

Code of Ethics and Standards
With the support of the leading organizations, there are a number of standards and code of ethics. AECT’s A Code of Professional Ethics (2001) and ISTE’s Code of Ethics for Members of the Organization (2005) and National Educational Technology Standards (2000), and Standards of Performance Technology and Code of Ethics (2002a, 2002b) are the some of important examples.

Intellectual Theory and Research
On the contrary of Finn evaluation in 1953, currently the field of IT and its professionals are challenging not only practical but also theoretical concerns. The constant interaction between theory and practice are now clearer because the field of IT has determined its roots systems theory, behavioral psychology, and audio-visual education. The systems theories support the field with analysis and synthesis activities. This root also provides field with engineering thinking for the usage of educational activities. It extends the interaction between AV and communication thinking. Moreover individualized instruction and learning theories (Januszewski, 2001), programmed instruction and teaching machines, and psychological testing (Skinner, 1958) are only some of the examples of utilization stemmed from behavioral psychology in IT field. An AV root of the IT is extended with the addition of communication theories and systems theories. As well as three roots shape the theoretical foundations of the IT field, Human Performance Technology brings business theories, such as Scarce Resource Theory, Human Capital Theory, and Sustainable Resource Theory (Swanson, 1999).

In the IT field, currently researchers can produce hypothesis based on the wide range scope of theories. That is why the field is open to expand and improve its knowledge and technique. Moreover, there are constant assessments of practical applications.

As a result of this, new theories are being emerged to make the field’s practice making sense for all professionals. The huge number of scholar journals and publications are the strongest evidence for the improvement of intellectual theory and practice.

Summary
The six criteria of Finn (1953) for a profession show that the field of IT has been already a profession. Even though it has some practical problems that are also the same in the other professions, it has been satisfying all of the criteria.


text:
Human Digestive System/Mouth

The mouth is the entry point for our nutrition. The most obvious function is to masticate, or chew, food to a size and texture able to pass through the esophagus to the stomach. Many more things happen in the mouth. Saliva is produced by glands called the salivary glands. Saliva contains enzymes that begin to break down food. The nerves of the brain send signals to the rest of the digestive tract to prepare for digestion. Both fluids and chewed foods have to be passed to the back of the throat and into the esophagus without blocking the breathing tube (the trachea). The teeth grind food. The tongue tastes food and crushes food against the hard palate. The tongue moves food particles into a bolus that is pushed into your pharynx. The soft palate and uvula close off the nasopharynx when swallowing.

title: Human Digestive System/Mouth


text:
Human Digestive System/Esophagus

The esophagus is a soft tube that is usually about 25 centimeters in length. When food or liquids are passed from the mouth, it is pushed down the esophagus by circular muscles. These muscles squeeze in top to bottom order, pushing the food and liquid down, like toothpaste being pushed through a tube. At the bottom of the esophagus is a barrier called a sphincter. This muscle is like a door that opens to let the esophagus contents enter the stomach. The sphincter then closes to keep stomach contents from coming up. Sometimes this muscle doesn't work well and stomach juices splash into the esophagus causing acid reflux and heartburn.

title: Human Digestive System/Esophagus


text:
Human Digestive System/Stomach

The stomach is the place where food and liquids that pass from the esophagus are stored and prepared for digestion. The upper part of the stomach is called the fundus (See part A). This part of the stomach stretches to make room for large meals. The food and liquid is then ground up by the lower part of stomach, called the pylorus (See part D). As the food is broken down to tiny particles, stomach juices, including acid and pepsin, begin to break down the food further. Liquids tend to leave the stomach first. When the food is small enough, it passes through the pyloric valve, into the small. The stomach is thick walled.

title: Human Digestive System/Stomach


text:
User talk:69.112.195.155

Please stop making new pages. The pages you are making are not following our naming convention and they need to be moved. For questions about this you can ask me on my user talk page, or you can ask at staff lounge. --Whiteknight (talk) (projects) 02:28, 19 April 2007 (UTC)

 * I think what Whiteknight meant here was that you need to create an "umbrella" to put all these pages under. Since they appear to be chapters of a book, they need to be organized as chapters rather than as stand-alone books.  You are encouraged to continue creating pages, but they need a top level of organization.  I have taken the step of collecting these pages into a book called Human Digestive System which you should feel free to rename. Create any new pages under there. -- Jomegat 13:39, 19 April 2007 (UTC)

title: User talk:69.112.195.155


text:
Human Digestive System/Small intestine

The small intestine is where food breakdown continues and absorption of nutrition occurs. The small intestine is about 7 meters long and is divided into three sections: duodenum, jejunum and ileum. Different types of nutrition are absorbed in the different sections of the small bowel.

As food passes from the stomach, it is bathed in secretions of the liver (bile) and pancreas, breaking down fats and proteins and carbohydrates. There are small, finger-like projections from the surface of the small bowel, called villi. If you look under a microscope you can see where much of the nutrition breakdown and absorption occurs.

Eventually, most of the nutrients are extracted from the food and the waste is passed into the colon.

title: Human Digestive System/Small intestine


text:
Instructional Technology/Robert M. Gagne

Robert M. Gagne

A true gentleman and scholar, Robert M. Gagne devoted his career to research in learning and the application of instruction.

The Legacy of Robert M. Gagne is an authoritative work on the contributions of Gagne to the field of instructional technology (IT). This edited book provides a historical overview of his life and work, including articles by six authors. This work examines Gagne's major ideas (models of human behavior learning, the cumulative learning model, learning hierarchies, domains of learning, mastery learning, and integrative goals for instructional learning). It examines the impact of these ideas on the IT field and concludes by asking how his work will impact the future of IT.

The following is a link to Wikipedia which also provides information on Robert M. Gagne.

Reference:


text:
Freefem

Summary
The project freefem has two branches: the 2D solver (freefem++) is mature and well documented and used by many while the 3D solver (freefem3D) is still under construction but one is welcome to use it.

The code is open source and can be downloaded from the freefem web site

To solve a Partial Differential Equation (PDE) or set of equations with freefem one must first write an algorithm which uses only linear systems (one or more) of PDE as intermediate steps.

Then each system must be well posed, i.e. provided with admissible boundary conditions and written in variational form. For instance Dirichlet's problem

$$ -\Delta v=f~\hbox{ in }D,v|_{\partial D}=g$$

defines in an open set D of the plane a scalar function v(x,y) at every point (x,y) of D; v would be the electrostatic potential in the vacuum  with charge density f(x,y) around objects of boundary əD at potential g(x,y).

The automatic triangulation, the finite element solver and the graphics are integrated in freefem and driven by a freefem script.

Example
The Dirichlet problem above can be solved with freefem++ by the following script

border C(t=0,2*pi){x=5*cos(t); y=5*sin(t);} mesh Th = buildmesh (C(50)); fespace Vh(Th,P1);    // says that we will use linear triangular elements Vh u,v;               // defines u and v as piecewise-P1 continuous functions func f= x*y;          // definition of a function called f

real cpu=clock;     // optional

solve Poisson(u,v) = int2d(Th)(dx(u)*dx(v) + dy(u)*dy(v)) // bilinear part - int2d(Th)( f*v)  // right hand side of the variational form + on(C,u=0) ;      // Dirichlet boundary condition (g=0)

plot(u); cout << " CPU time = " << clock-cpu << endl;

title: Freefem


text:
User talk:Stevebrown

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.
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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 04:54, 19 April 2007 (UTC)

title: User talk:Stevebrown


title: User:Chicken7


text:
Wikijunior:Human Body/Brain

The brain is the organ that sits in our head and harbors our selves, our thinking, feelings, personalities and consciousness. We conclude this from experiments that demonstrate activity of the brain. How the brain works in detail is a great mystery to this day for most of the aspects mentioned, however.

What does the brain look like?

The brain fills the interior of our skulls and is composed of several lobes (round shaped parts that are interconnected). There is an exterior part - the grey substance (grey matter) - and an interior part - the white substance (white matter), as revealed by a cross section.

The brain is mainly composed of neurons (cells that can transmit electrical signals) and supporting cells (glia). As for most other organs, there are blood vessels and immune cells too. Neurons have a main body and many extensions.

Dendrites are extensions of a neuron that receive signals and then the axon transmits electrical signals to other neurons. The main body is a bit darker than dendrites or axons and is predominantly located in the grey substance, thereby giving it its color. Axons are covered by white fatty substance (myelin sheath made up of lipids) and makes the white matter of our brains.

What is the function of the brain?
The brain receives input from cranial nerves and the medulla. These signals are processed by our brain. You can actually feel it right now, because you consciously know, that you are reading this page - which is a conscious visual input.

Also you hear sounds, you feel emotions, you feel being touched, tickled and so on. All these are conscious reactions to input. Of course, we react to these inputs by changing our mood, position or thinking. Body movements are being commanded by the brain through the nerves and the medulla, too. Cranial nerves and medulla, therefore, have fibers dealing with input and others that deal with output.

There are many other functions of the brain that are sub-conscious like breathing for which we do not need to think consciously. The brain controls all other body organs systems and their functions like digestion, respiration, etc.

What organ system(s) is the brain connected with?
The brain is actually connected through nerves with almost every other organ of the body. We can sense the top of our head, our toe-tips and we can frown as well as walk. Also organs like the stomach, thymus or spleen are connected with the brain. We cannot feel these organs, which is an example of unconscious processing of input and output by the brain.

How does the brain interact with other parts of the body?
The brain connects to other organs by means of long nerves that are comprised of neurons. Electrical signals trigger reactions in connected organs, whereas sensory nerve endings (dendrites or other specialized structures) help to collect input. For example, in muscles electrical signals are converted into chemical signals eliciting muscular contraction via the sliding filament hypothesis.

How can you keep your brain healthy?
Exercising your brain will keep it in great shape and will help you to continue learning and become quicker in understanding. This includes reading, solving riddles or just being active: outdoors exploring nature, indoors doing sports. Watching TV, however, is passive and will not help you improve your brainy skills. You should have a healthy balance of different activities to keep you fit and smart. Some sports like boxing or bungee jumping are known to damage brain and you should avoid them.

Eating healthy food is another way to keep the brain healthy.

title: Wikijunior:Human Body/Brain


text:
Turkish/Geography

I know, this doesn't sound like the average language lesson to you, but if you want to visit Turkey and/or Northern Cyprus, you'll have to know these things.

 * Turkey
 * Turkish Republic of Northern Cyprus

title: Turkish/Geography


text:
User talk:Watsinaname

Hello Watsinaname, welcome to wikibooks!

The APDIP project has been completed for some time now, and beside a little bit of proof-reading here and there no additional help is needed.

I started getting involved in the same way you are, I was using wikipedia to research things for school, and then I started uploading notes from my classes. What subjects do you like? Do you want to author books or do you want to edit existing books? We have many many books here that have been abandoned by their original authors, so if you find a book that you want to help out you are more then welcome to dive right in and start making improvements. Or, if you want to try writing your own new book, there is plenty of opportunity for that here too.

Let me know what you are interested in and I can help to get you set up. You can ask me a question on my user talk page any time, and I typically answer pretty quickly. --Whiteknight (talk) (projects) 13:24, 19 April 2007 (UTC)

title: User talk:Watsinaname


text:
Talk:Engineering Acoustics/Simple Oscillation

This chapter doesn't identify what any of the variables mean. It's as though it's a textbook on Acoustics written for people who already know about Acoustics.

I'm trying to understand Solving for the Position Equation. It doesn't state how you get from one point to another. Is that we are trying to reach the equation of x(t) and we actually reach this point twice? We do a little round trip with the variables A and B but I don't see what they mean.

If anyone understands this please explain it more graphically. The Wikipedia article is actually of better help than the book on this matter...


text:
Human Digestive System

Introduction
The human body requires energy to function properly. Energy is obtained from the external environment by ingesting food. The digestive system’s main function is to transfer energy from food to cells; it breaks down food into small, accessible units called nutrients that cells can use. Unnecessary material is then excreted.

There are four processes that the digestive system performs to achieve its function. The digestive system is a group of organs working together to convert food into energy. The digestive system consists of structures along the gastrointestinal tube such as the mouth, oesophagus, stomach, small intestines and large intestines, as well as accessory organs such as the salivary glands, pancreas, liver and gallbladder.
 * Motility: refers to the mixing and movement of food from the mouth to the anus with the help of smooth muscle that is found along the gastrointestinal tube.
 * Secretion: the discharge of enzymes, water and other substances into the lumen of the digestive track by specialized tissues called exocrine glands.
 * Digestion: the breakdown of food into smaller pieces or the degradation of large molecules into smaller ones.
 * Absorption: the transport of nutrients in the blood or lymph to be circulated around the body.

Contents

 * /Mouth/
 * /Pharynx/
 * /Esophagus/
 * /Stomach/
 * /Small intestine/
 * /Liver/
 * /Biliary tract/
 * /Pancreas/
 * /Colon/

title: Human Digestive System


text:
Radiation Oncology/Thymoma

Thymoma/Thymic Carcinoma

Thymoma:
 * Staging
 * Official Guidelines
 * Overview
 * Randomized Evidence

Thymic Carcinoma:
 * Thymic Carcinoma

title: Radiation Oncology/Thymoma


text:
Linux Guide/System administration

Many Linux distributions come with the popular Apache web server program pre-installed. It is quite common to use this in conjunction with MySQL and PHP (or Perl or Python) to build websites. This is known as the LAMP stack.

Instructions for installing and running Apache can be found at the documentation page of the Apache website.

title: Linux Guide/System administration


text:
Quantum Mechanics/X-Ray Diffraction Techniques/FIT2D

FIT2D is a computer program for the processing of 2D X-ray diffraction images as obtained at synchrotron sources.

Background
Many beamlines of synchrotron sources are fit with two-dimensional detectors and produce data in the form of two-dimensional diffraction patterns. These patterns can have various forms. There is a need for processing this type of information and the most common software used in the synchrotron community is FIT2D. It is available for free and an online manual is available. This wikibook is intended to provide an easy entry for new users as well as an opportunity for current users to pool their experiences and make them more readily available to the community.


text:
Talk:Quantum Mechanics/X-Ray Diffraction Techniques

This is a very strange page...

It only contains X-ray related techniques other than diffraction related ones!

Quatt 15:08, 19 April 2007 (UTC)


text:
The Poetry of Gaius Valerius Catullus/3

=Text & Translation=

Meter - Hendecasyllabic

=Connotations of The Text=

Line 1

 * Veneres Cupidinesque

This was a favourite phrase of Catullus's. He also uses it in poem 13.

Lines 3-4

 * passer... meae puellae - sparrow... of my girl

This anaconda conveys a rhetorical tone, something Catullus uses frequently.

Line 9

 * modo huc modo illuc - now here now there

The sound of this set of words imitates the way the little bird would have hopped around when it was alive.

Line 10

 * pipiabat - chirped

The sound of this word imitates the sound the little sparrow would have made. Written in scanned form - pǐpǐābǎt - the combination of longs and shorts reflect the little bird's voice.

=Vocabulary=

Line 1

 * lugeo, lugere, luxi, luctus - to mourn
 * Venus, Venus, Veneris f. (third declension) - Venus
 * Cupido, Cupido Cupidinis m. (third declension) - Cupid

Line 2

 * homo, homo hominis m.  man, human
 * venustiorus, venustiorus venustiora venustiorum  - sweeter/more delightful

Line 3

 * passer, passeris, m. - sparrow
 * meus, mea, meum - my
 * puella, puella, puellae f.  - girl

Line 4

 * delicia, deliciae f. - delight

Line 5

 * plus, plus + Ablativus - more than
 * ille, illa, ille, illud  - she
 * oculus, oculi m.  - eye
 * suus, suus, sua, suum  - her
 * amo, amare, amavi, amatum - Indicative Praeteritum Active  - she/he/it loved

Line 6

 * mellitus, mellita, mellitum - honey sweet
 * novi, novisse --> Plusquamperfect noveram --> no(ve)rat+contraction norat - to acknowledge as

Line 7

 * tam - so
 * bene - well
 * mater, matris f. - matrem -> accusativus singularis  - mother

Line 8

 * gremium, gremii, n. - lap, bosom, female interior
 * moveo, movere, movi, motum - Indicative Praeteritum Active  - she moved
 * a, a+ablativus  - from

Line 9

 * sed  - but
 * circumsilio, circumsilio, circumsilire, circumsiliui  - jump, hop around
 * hoc - here
 * illuc - there
 * modo - once

Line 10

 * ad, ad+accusativus  - about
 * solus, solus, sola, solum  - only
 * domina, domina, dominae f. - akkusativus singularis  - mistress
 * usque  - constantly, continually
 * pipio, pipio, pipiare, pipiavi, pipiatum - Indicative Praeteritum Active - the passer sang / was singing

=External Links=

 * Catullus 3 A Translation of Catullus 3
 * Catullus 3 Another Translation of Catullus 3

title: The Poetry of Gaius Valerius Catullus/3


text:
Talk:Proteomics/Protein Separations - Chromatography/Chromatography Theory

Plate theory could be expanded a bit.

The section on Rate Theory was off, so I removed it and added just a little bit. Definitely needs more work.


text:
User talk:Wbchaney~enwikibooks

Please take care not to replace Wikibooks pages with blank content. Blank pages are harmful to Wikibooks because they have a tendency to confuse readers. If it is a duplicate article, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert delete to its top. Thanks for contributing to Wikibooks!

Xania talk 20:19, 19 April 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 Wbchaney. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wbchaney~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 23:51, 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) 05:38, 19 April 2015 (UTC)

title: User talk:Wbchaney~enwikibooks


text:
User talk:70.18.93.109

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

Xania talk 20:20, 19 April 2007 (UTC)

title: User talk:70.18.93.109


text:
Instructional Technology/Herbert Marshall McLuhan

Life of Marshall McLuhan
On July 21, 1911 Herbert Marshall McLuhan was born to Herbert, a real estate agent, and Elsie, an actress, in Edmonton, Alberta (Marchand, 1998). The McLuhan family, which also included Marshall’s younger brother Maurice, made Winnipeg, Manitoba home. McLuhan was not a good student in grade school. But, later McLuhan earned a BA and MA in English at the University of Manitoba and won a University gold metal in arts and science (Marchand, 1998).

McLuhan was raised a Protestant and converted to Roman Catholicism which influenced his life and career (Morrison, 2001). In 1937, McLuhan began his professional career teaching at Catholic institutions staring at St. Louis University, a well respected Jesuit institution (Wolfe, 2004). In 1944, he began teaching at Assumption College, Windsor, Ontario. Finally in 1946, he taught at St. Michael's College, a catholic college in the University of Toronto (Wolfe, 2004). In 1952 he was appoint full professor and retired from teaching in 1979 (McLuhan Associates, ND).

In 1939, McLuhan married Corinne Lewis while he was working on his doctorial dissertation on the work of Thomas Nashe and the verbal arts (Morrison, 2001). The McLuhan’s had six children Eric, Mary, Teresa, Stephanie, Elizabeth and Michael (Marchand, 1998). In 1965, his son Eric became his assistant and coauthored the book Media: The New Science published in 1988. (McLuhan Associates, 1986).

McLuhan’s Views and Research
McLuhan was an instructor of English who later became interested in communication technologies. His work involved linking media and technology to the human body (Kroker, 1995). McLuhan’s work and readings are very difficult because he jumped around and introduced new terminology to explain different concepts (Katz and Katz, 2001). McLuhan’s work influenced him to be a critic of popular culture. Katz and Katz (2001) summarize McLuhan’s views on technology as “…technology (also) works indirectly on society by affecting the ways in which the brain processes information from each new medium, how the mode of processing affects the senses and thus personality, and how personality, in turn, affects social organization” (paragraph 9). This synopsis of McLuhan’s view on technology is consistent with deep and complex thinking McLuhan brings to the field of communication technologies. McLuhan’s concern is how the technology or medium eventual affects society.

The coined phrase “the medium is the message” is McLuhan’s interperation of technology in a few words. The phrase refers to McLuhan’s view that more attention should be given to the medium or technology and less emphasis or focus should be on the content of the medium (Katz and Katz, 2001). Thus the medium is a roadmap on how to rather than what to think (Katz and Katz, 2001). The underlying meaning is the medium has more influence on society than the content of the medium. As a note McLuhan’s book published in 1967 was titled "The Medium is the Massage” in which message was spelled wrong (massage), by the typesetter (McLuhan Associates, 1986). But McLuhan asked the publisher not to correct the mistake because massage or broken down “Mass Age” was on target (McLuhan Associates, 1986).

McLuhan defines media as technologies that create an extension of the human body (Munday, 2003). McLuhan uses the notion of extension to signify anything, like technology, that extends or uses the human body or mind in a different way (Kappelman, 2001). For example, a shovel is an extension of our hands to dig the earth. With the term extension McLuhan uses the term amputation. Amputation refers to the loss of other extensions due to the new technology (Munday, 2003). For instance the introduction of PowerPoint presentations amputates the use of the chalkboard in the classroom. The concern McLuhan had with the notion of extension and amputation is the fact that most humans are excited about extensions while amputations are ignored or not thought of (Munday, 2003). An example of ignoring the amputations is the use of fuel to power our vehicles (the technology) is taken for granted, while depleting natural resources (amputation) and potentially harming the environment is not thought at the gas pump.

McLuhan also expressed views on the notion of a “global village”. According to McLuhan's son Eric, the term “global village” was used to describe how the technology of radio in the 1920 brought society closer together through the medium (McLuhan, 1996). McLuhan authored a book entitled "War and Peace in the Global Village" published in 1968 to discuss the “global village”.

Driedger and Redekop, (1998) explain McLuhan’s meaning of “global village: as “…media, and television in particular, serve to bring previously marginal groups out of their local villages, and directly in touch with the mainstream of society into a global village characterized by a heightened awareness and sense of collection responsibility” (p. 44). Thus the notion of the global village is the extent that technology has on the society and the demands that users of the medium had on other aspects of life (McIlwraith, 1994). For example, if television were the medium than those who viewed television would require the same level of involvement in different social situations (McIlwraith, 1994).

In addition, to the “global village” McLuhan also discussed the notion of “hot” and “cool” medium. The concept of “hot” and “cool” medium deals with the level of involvement or intensity the medium requires of the participant (Katz and Katz, 2001). Katz and Katz (2001) compare print and television mediom as an example of “hot” and “cool” medium:

“The more intense and unrelenting the stimulus, the less involvement on the part of the audience, [McLuhan] says, classifying print medium …as ``hot'' because of their technological single-mindedness, and speech and television as ``cool.” [because] McLuhan argued that the television viewer is required to subconsciously connect the dots on his television screen in order to complete the picture, and hence is more involved, more participatory (paragraph 12). Thus the notion of “hot” and “cool” medium deals with the requirements of the technology and not the content. This is consistant with McLuhan’s point of view. In addition, “hot” and “cool” medium are relative to comparing two mediums inferring one medium is “hotter than” another (Katz and Katz, 2001). Thus in the example above print medium is hotter then television medium. McLuhan’s work eventually led to a tetrad of questions that basically summed up McLuhan’s work. The four questions in McLuhan’s tetrad are: what does it (the medium or technology) extend?, what does it make obsolete?, what is retrieved?, and what does the technology reverse into if it is over-extended? (Kappelman, 2001). The questions posed provide a framework to analysis the medium or technology and the affects on society. McLuhan’s tetrad of questions is as relevant today as, and probably more relevant, then in the past. The fact is that the fast paced technology driven world we live in today does apply to the rhetoric of McLuhan. If alive today, McLuhan would have had an appealing response and probably would be overloaded with the speed and quantity of technology that is touching ever facet of society.


text:
User talk:Ms. Jones

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:35, 19 April 2007 (UTC)

title: User talk:Ms. Jones


text:
User talk:Bonaeludae

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:35, 19 April 2007 (UTC)

A Quick Thank You
Hey, Bonaeludae, I'd just like to thank you for adding some info. to the The Poetry of Gaius Valerius Catullus project that I'm currently running. Any help is appreciated, and I'm just saying thanks for your help, and also respecting my layout guide too. If you'd like to become a more permanent part of the project, leave a message on my talk page. :D Alakazam38 14:18, 5 May 2007 (UTC)

Catullus
Hey Bonaeludae, it's Alakazam, of the Catullus project. The project has kinda fallen down over the months as I've been rushed off my feet with various things... and a lot of the previous contributors seem to be occupied as well.

However, from what I gathered from the message on my page, you're perfect material for this kind of thing.

Feel free to continue on the project at your leisure.

See:
 * Catullus 3
 * Catullus 51

for examples of model, comprehensive texts.

 * I have had a note from an admin, Whiteknight, who says it is looking to be prime stuff from the sample that is complete.

 * I'll add you as a member of the project if you like.

 Al ak  az  am  |  Talk  18:08, 13 October 2007 (UTC)

title: User talk:Bonaeludae


text:
User talk:ChadeSaghir

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:36, 19 April 2007 (UTC)

title: User talk:ChadeSaghir


text:
User talk:WorldView

Hello, and welcome to Wikibooks!

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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!

Xania talk 20:37, 19 April 2007 (UTC)

title: User talk:WorldView


text:
User talk:Rosarino

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

title: User talk:Rosarino