text:
Autonomous Technology-Assisted Language Learning/Interaction/References

 * Cziko, G. A., & Park, S. (2003). Internet audio communication for second language learning: A comparative review of six programs. Language Learning and Technology, 7(1), 15-27.

 * Cziko, G. A. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century. CALICO Journal, 22(1), 25-39.
 * Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: can online chat help?. International Journal of Applied Linguistics, 16(2), 189-212. Retrieved May 1, 2007 from the Academic Search Premier database.
 * Ng, W., & Nicholas, H. (2007). Technology and Independent Learning. Roeper Review, 29(3), 190-196. Retrieved May 1, 2007 from the Academic Search Premier database.

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


text:
Autonomous Technology-Assisted Language Learning/Input/References

 * Brown, J. Marvin, & Palmer, Adrian S. (1988). The listening approach: Methods and materials for applying Krashen's Input Hypothesis. New York: Longman. ISBN 0-58290-720-9
 * Gass, S. (1997). Input, Interaction, and the Second Language Learner. Lawrence Erlbaum: Hillsdale, NJ. ISBN 0805822097; ISBN 978-0805822090
 * Wong, W. (2005). Input enhancement: From theory to research in the classroom. Boston: McGraw-Hill.


text:
Autonomous Technology-Assisted Language Learning/Exercise/References

Exercise and Courseware References

 * Hegelheimer, V. (2006) Helping ELS writers through a multimodal, corpus-based, online grammar resource. CALICO Journal, 24(1), 1-28.

 * Wong, W., & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403-423.


text:
Autonomous Technology-Assisted Language Learning/Assessment/References

Assessment References
 * Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157-180.


text:
User:Think Fast/Welcome

My Template (In Progress)
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk pages using four tildes (~~~~)
 * You can experiment with editing in the sandbox
 * If you're a Wikipedian, see Wikibooks for Wikipedians
 * If you're an instructor, 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, most of all, have fun!

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

Good luck, and I hope you enjoy Wikibooks!

Template:Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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.

Good luck!

title: User:Think Fast/Welcome


text:
User:Ervinn/Memes

Based on your suggestion, that is to aim to create oB (omnipotent being), a 'conscious civilisation'(collective consciousness) came to my mind. For us, the 'conscious civilisation' would look like as an omnipotent being. We would be the "genes" of these "beings". Actually we would be the keeper of "memes" coined in 1976 by famous evolutionary biologist Richard Dawkins, refers to a unit of cultural information transferable from one mind to another. Genes exsist so DNA molecules can survive. We exsist so our genes can survive. Civilisation exsist so we can survive. Genes have the information how to build our body. We have the information how to build a civilisation.

By undertanding how consciousness works, and some other things, we would keep the information how a "good" conscious civilisation should function. Those information would be copied when a new civilisation is created. The newly created civilisation would live in isolation with the other so it can change and improve or die, using the force of natural selection. Then it will be just metter of time when a civilisation will be able to leave our solar system, before the sun burns out. Ervinn 03:28, 16 November 2006 (UTC)

title: User:Ervinn/Memes


text:
User talk:Ankit bhatt

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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.

Good luck! --Think Fast 04:37, 16 November 2006 (UTC)

title: User talk:Ankit bhatt


text:
User talk:JeffA~enwikibooks

Welcome to Wikibooks!
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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.

Good luck! --Think Fast 04:55, 16 November 2006 (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 JeffA. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JeffA~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 23:16, 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) 05:04, 19 April 2015 (UTC)

title: User talk:JeffA~enwikibooks


text:
User:Margoconnell

I'm Marg O'Connell. I live and work in Canberra, ACT. Currently, I am working at a public vocational education institution, in educational development and flexible learning.

I consider myself to be:
 * an educational designer
 * a learning strategist/problem-solver
 * a learning designer
 * an educational technologist
 * a teacher staff developer
 * a lifelong learner
 * a teaching and learning collaborator
 * a poor guitarist
 * a frustrated artist
 * a half-decent cook

I am contributing to WikiBooks to uphold my belief that learning is a right of everyone, most of all those with least access to learning opportunities.

title: User:Margoconnell


text:
Radiation Oncology/Fallopian tube

Staging
AJCC 7th Edition (2009)

Primary Tumor: (FIGO stage in parentheses)
 * T1 (I) - limited to the fallopian tubes
 * T1a (IA) - limited to one tube, without penetrating the serosal surface; no ascites
 * T1b (IB) - limited to both tubes, without penetrating the serosal surface; no ascites
 * T1c (IC) - limited to one or both tubes with extension onto or through the tubal serosa; or with malignant cells in ascites or washings
 * T2 (II) - pelvic extension
 * T2a (IIA) - extension and/or metastasis to the uterus and/or ovaries
 * T2b (IIB) - extension to other pelvic structures
 * T2c (IIC) - pelvic extension with malignant cells in ascites or washings
 * T3 (III) - peritoneal implants outside the pelvis
 * T3a (IIIA) - microscopic peritoneal metastasis outside the pelvis
 * T3b (IIIB) - macroscopic peritoneal metastasis outside the pelvis, 2cm or less
 * T3c (IIIC) - peritoneal metastasis outside the pelvis, more than 2 cm

Regional Lymph Nodes: include pelvic, paraaortic, inguinal
 * N0 - no
 * N1 (IIIC) - yes

Distant Metastases:
 * M0 - no
 * M1 (IV) - yes

Stage Grouping:
 * Follows FIGO stage above (in parentheses). T3c and N1 are both IIIC.

Older staging editions
AJCC 6th Edition (2002)
 * No changes compared to 7th edition

Risk Factors

 * Harvard; 2007 (1999-2007) PMID 17761984 -- "Primary fallopian tube malignancies in BRCA-positive women undergoing surgery for ovarian cancer risk reduction." (Callahan MJ, J Clin Oncol. 2007 Sep 1;25(25):3985-90.)
 * Retrospective. 122 BRCA+ patients with prophylactic ovarian CA surgery. Median age 46 years
 * Outcome: 6% early malignancy, 100% (n=7) originated in distal fallopian tube, 2 surface implants on the ovary
 * Conclusion: Distal fallopian tube dominant site of origin for BRCA+ women at risk for GYN carcinomas

Retrospective

 * PMID 9422560 (1960 - 1995) — "Adenocarcinoma of the fallopian tube: results of a multi-institutional retrospective analysis of 72 patients." Wolfson AH et al. Int J Radiat Oncol Biol Phys. 1998 Jan 1;40(1):71-6.
 * Multicenter. 72 pts.

title: Radiation Oncology/Fallopian tube


title: File:Subversion-env1.png


title: File:Subversion-env2.png


text:
User talk:202.5.154.6

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 11:22, 16 November 2006 (UTC)

title: User talk:202.5.154.6


text:
User:Sjlegg

See my Wikipedia user page at

My website is at http://sjlegg.googlepages.com.

My main contributions to Wikibooks are on the Cold War Wikibook and the A-level Physics (Advancing Physics) Wikibook.

title: User:Sjlegg


text:
MediaWiki Administrator's Handbook/Pages to watch

These are pages administrators may wish to add to their watchlist or check frequently on individual Wikimedia projects.

In general
The administrators are the only contributors allowed to modify the [//en.wikibooks.org/wiki/Special:AllPages?from=&to=&namespace=8 MediaWiki] and the protected pages (like Main Page). Consequently they should have a look on them to avoid any discouraging project immobilism.

Wikibooks

 * Bulletin Board - Wikibooks news, such as policy changes or new features.
 * Reading Room - where people needing help or general discussions with administrators happen.
 * Candidates for Speedy Deletion - frequently needs checked for pages that should be deleted, kept or changed to Requests for Deletion.
 * Requests For Deletion - pages people think should be deleted, frequently needs checked to see if pages should be kept or deleted.

Wikipedia

 * WP:AN - Administrator's noticeboard, and its subpages
 * WP:ANI - Administrator's noticeboard/Incidents
 * 3RR noticeboard - Reports of 3RR violations
 * Arbitration enforcement
 * Administrator intervention against vandalism - Users reported persistent vandalism or spamming
 * Deletion review - Reports improper deletion, or request undeletion
 * Articles for deletion - pages nominated for deletion, nominations need to be closed daily
 * Requests for page protection - Requests for protection, reports of improper protection or requests for unprotection
 * BLP noticeboard - Biographies of living persons noticeboard

Wiktionary

 * Request pages - Listing of request pages (contains many that should be watched by administrators)
 * Administrator mop-up tasks - Contains a list of all the administrative tasks and who does them
 * Announcements
 * Vandalism in progress
 * Votes - Straw polls to measure community consensus
 * Deletion-related pages
 * Requests for verification - Verification and general deletion nominations and discussion
 * Requests for deletion - Deletion for policy problems; request listings, questions and discussions
 * Others - Special page deletion requests, questions and discussions

Wikiquote

 * Village pump - Wikiquote news, questions, and general discussion
 * Administrators' noticeboard - Administrator notification and discussion
 * Votes for deletion - Deletion nominations
 * Vandalism in progress

Wikinews

 * Newsroom – the hub of operations; article help requests, community connection, tools and resources; help for new users
 * Admin action alerts
 * Water cooler - discuss the technical issues, policies, and operations of Wikinews
 * Deletion requests

Wikiversity

 * Request custodian action
 * Notices for custodians


text:
User:Sean Heron

Just in case somebody wants to say: "but it can't be made neutral" Christianity/The essence of Christianity

title: User:Sean Heron


text:
Cookbook:Chocolate Noodles with Vanilla sauce

| Desserts

This is a sweet and warm chocolate-based dessert.

Ingredients

 * 125 g flour
 * 40 g cocoa powder
 * 20 g powdered sugar
 * 1 large egg
 * 25 g mascarpone
 * 1 pinch salt
 * 20 g butter
 * 5 teaspoons crystal sugar
 * 2 egg yolks
 * 40 g brown sugar
 * 100 ml milk
 * 5 tablespoons of heavy cream
 * ½ vanilla pod

Procedure

 * 1) Mix the flour, cocoa powder, powdered sugar, egg, mascarpone, and salt to create a smooth dough in 5 to 10 minutes.
 * 2) Cover the dough and let it rest for 30 minutes.
 * 3) Boil some water in a big pan, then add the butter and crystal sugar.
 * 4) Roll out the dough on a flour-dusted plate and cut it in thin strips.
 * 5) Boil the strips for about 4 minutes, then drain. Dry the noodles with paper towels, then keep them warm.
 * 6) Mix the brown sugar and the egg yolks for the sauce in a cup and put it aside.
 * 7) Put the milk and cream in a pan with the vanilla pod, stir for a few minutes, then remove the vanilla pod.
 * 8) Warm the milk and cream and stir gently, then pour the warm mixture onto the egg mix.
 * 9) Pour the mixture back into the pan and stir it gently until it thickens. Watch out not to boil the mixture!
 * 10) Place the chocolate noodles on a plate, and pour the vanilla sauce over.

Notes, tips, and variations

 * Add some fresh fruit when serving.
 * Replace the vanilla pod with vanilla essence.


text:
MediaWiki Administrator's Handbook/Edit History

Edit History

 * See also: Meta: Help:Moving a page: Fixing cut and paste moves
 * See also: Wikipedia:How to fix cut-and-paste moves
 * See also: Help:Moving a page: Fixing cut and paste moves

 * WARNING – undoing this procedure is extremely tedious. Please read above links carefully and be sure you actually want to do this – it can get very messy and complicated.

Note that you can only merge or split edit histories – you cannot copy them (without the Duplicator extension), i.e., cannot create two duplicate copies of the same edit history.

Edit histories should generally be merged if pages in the main namespace copy contents from pages in the main namespace of a sister Wikimedia project in order to comply with the GFDL license. For similar reasons if a page in the main namespace is split into several pages such as from becoming big or due to reorganization it is generally a good idea to split the edit history among the new pages.

Some Wikimedia projects may include additional namespaces in which edit histories should be merged or split up.

Old method
Historically, to merge the edit history of two or more pages or to split up the edit history of single page into two or more separate pages you will need to use the ../Delete/ and ../Undelete/ tools. Follow these instructions to do so. Suppose you wish to merge "Foo" and "Bar" (and maybe "Bar 2") to "Foo".

 * 1) open the page you wish to merge the edit histories into and click the edit link – you will keep this open for a while. ("Foo" → Edit)
 * 2) open a window for each page whose edit history you plan to merge with step 1. ("Bar", "Bar 2")
 * 3) click on the move link of each page you opened in step 2. ("Bar" → Move)
 * 4) enter into the "To new title" field box for each page, the page name from step 1 and confirm deletion of the existing page. (Move "Bar" to "Foo"; confirm delete "Foo")
 * 5) close all windows open in step 2 and open a copy of the page in step 1 in a new window. (Close "Bar", "Bar 2", open a new "Foo")
 * 6) click on the history link and then the view or restore link. ("Foo" → History → View/Restore)
 * 7) confirm you wish to restore edit histories. (Confirm restore "Foo" History)
 * 8) go back to the page and click the edit link. ("Foo" → Edit)
 * 9) copy and paste the contents of the edit box in step 1 into the edit box in previous step. (Copy and paste from old "Foo" to merged "Foo")
 * 10) enter "restored current version" into the summary box and click save page to restore back the current version. (Save!)

Using Special:MergeHistory
A faster method is to simply make use of MediaWiki's history-merging tool. Simply enter the source and destination page in the tool, and then choose the number of revisions you want to history-merge. This method is recommended as it's far less tedious with less risk of getting tangled with deletion and undeletion.


text:
User talk:Sean Heron

Imamat
If you look at the VfD page you will see that User:Whiteknight drew this to a conclusion. It would be better to approach him about this page rather than taking the impending doom off that he requested -- Herby talk thyme 14:20, 16 November 2006 (UTC)
 * Thank you for your hint, but I do not see why any single user should "draw this to a conclusion". I know I haven't done anything yet, but I've been sidetracked ;). Will get on the job momentarily. Regards Sean Heron 14:43, 16 November 2006 (UTC)
 * He is a bureaucrat here - as such he was drawing the debate to a close -- Herby talk thyme 14:58, 16 November 2006 (UTC)
 * Oh :) . Still, (OK I must admit I'm new here and so may be mistaken) at least on wikinews/ wikipedia, admins or bureacrats, exept for their operating powers (deleting pages, blocking users, etc.) are not seen as having more or less weight in a disscusion than anyone else. Well, thats not quite true I guess, they are often seen as having extra influence, but not in the sense that their word is the end of discussion. There's no hurry to delete after all, and I had assumed the reason people where saying it should be deleted (including Whiteknight) was because it was apparent that nobody would put any effort into it (and that has changed now, yes ?). Kind regards Sean Heron 16:15, 16 November 2006 (UTC)
 * Nope but they do end VfDs (or AfD in wp) -- Herby talk thyme 16:36, 16 November 2006 (UTC)

On wikibooks, an administrator or a bureaucrat doesn't get any extra authority in discussions, but I like to think i've been around long enough to know when to close a VfD. If you would like to try any make the Imamat book less POV, and more acceptable to wikibooks, you can certainly be given the opportunity to try. It's my opinion that it is better for the community to fix bad material then to delete it entirely. I'll remove the deletion notice from the page, you can do your best to fix the book, and hopefully this page won't be nominated for deletion again. --Whiteknight (talk) (projects) 18:03, 16 November 2006 (UTC)

Will you continue your Imamat work?
There has been little activity on Imamat since your edits about a week ago. Will you return to this? If not, I am inclined to close the debate with "delete". --Swift 02:02, 23 November 2006 (UTC)
 * I had been thinking it was about time I got round to doing some more work on it :). I was glad to see when I checked by here yesterday, that the article had not been deleted yet :D . I will be continuing work on Imamat however, I`ve found it more difficult than expected, and so I won't be making much headway fast I fear. Thanks for giving me the heads up instead of just deleting, anyway :D ! Regards Sean Heron 19:40, 25 November 2006 (UTC)
 * Follow up to this. Take a look at Votes for deletion.  You will see that this has been "placed on hold" for a month.  I have to say that this is a new approach and it is still possible that others may object to it.  However if it "sticks" it does give you a clear month to work on this before it comes back for review (it will be early Jan I guess).  Hope this will help you -- Herby  talk thyme 13:24, 29 November 2006 (UTC)

Thats perfect :). One month is about right for the time I might need to get round to doing it :/. Thanks for going out of your way for me :D . Regards Sean Heron 20:35, 1 December 2006 (UTC)

title: User talk:Sean Heron


text:
Wikibooks:Request for blocked user change

Wikipedia is set up so that blocked users can edit their own talk pages in order to request an unblock (using a template). This seems a good idea, since currently blocked users must instead email the blocking administrator.

The talk pages of very serious vandals could be protected to prevent them from editing.

This requires a bugzilla request. Which is now 8001.

Support

 * I'd be more comfortable with block if there was an easy way for blocked accounts to communicate with admins. -- SB_Johnny | talk 15:17, 16 November 2006 (UTC)

 * Sounds good to me. --darklama talk 17:35, 16 November 2006 (UTC)

 * I have no problem with this -- Herby talk thyme 17:46, 16 November 2006 (UTC)

 * I haven't seen a need for it, but I don't block that much. Helpful when needed. -within focus 02:43, 17 November 2006 (UTC)

 * Ok, if you say that this works, than let's try it. --Derbeth talk 21:57, 17 November 2006 (UTC)

 * Swift 18:27, 22 November 2006 (UTC)


text: File:CSCP Logo.jpg

title: File:CSCP Logo.jpg


text:
User talk:Corina&joeri

Hey this is where we can maybe discuss things we are not sure about.... ask eachother questions like we did today. There will be times we wont be able to see eachother on msn(o what can i say this in a dark way ;)). So this coul be pretty usefull.

Hey btw if this would ever get big... maybe there is a copyright problem with our leading actors... but lets not shoot the duck before it can fly. Or are ducks not able to fly hmmm. They just pretend...

title: User talk:Corina&joeri


text:
User talk:164.58.168.32

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 15:49, 16 November 2006 (UTC)

title: User talk:164.58.168.32


text:
User talk:Muralinan

Hi, I just want to let you know you have at least one reader if you decide to finish this soon. I was hoping to find a finished resource for CAPM. I'll check back on occasion. (Ironic that there isn't a finished wikibook for project management, isn't it? :) --Joe K, Seattle, WA, aka --170.173.0.1 16:34, 16 November 2006 (UTC)

- Thanks
That is so true Joe. Most of the wikiprofessional books are on IT industry. I want this one to be like a one stop shop for project management in PMI terms. It is good to know that I have a reader, which gives me a push to finish it fast - I'll try to fill in as much as possible. Murali Narayanan Kb3lja 00:25, 2 December 2006 (UTC)

WikiProfessional - Place Holder
Hello, I noticed that the broken links were removed from WikiProfessional. It is basically a place holder for someone to start writing on. If it is not there, nobody may think about starting one. It is just for encouraging. —The preceding unsigned comment was added by Kb3lja (talk • contribs).

 * I was going through pages that linked to a book that had been deleted due to a VFD vote to remove links that refer to it, and I noticed a few others that looked like books that had also been previously deleted and so assumed this might of been the case for all the red links on this page. I noticed it refers to Wikiversity as well which is its own project now. I was thinking about pointing this out, because I didn't want to mess it up by trying to deal with it myself. Seems like you are familar with Wikiprofessional, maybe you could adjust for this change better then if I tried to do it? --dark [[Image:Yin yang.svg|12px]] lama 16:34, 2 December 2006 (UTC)

title: User talk:Muralinan


text:
Sustainable Consumption and Production/Marrakech Task Forces

Under the Marrakech Process, “Marrakech Task Forces” (MTFs) have been created with participation of experts from both developed and developing countries. The main objectives of MTFs are three-hold: This concept of developing informal task forces on specific issues was agreed at the Marrakech meeting in 2003. These Task Forces are voluntary initiatives led by countries or a group of countries that – in cooperation with other partners – commit themselves to carrying out a set of activities that support the implementation of specific SCP projects. So far, seven task forces of the following themes have become operational: There are no specific rules or obligations for the Task Forces as it is a purely voluntary initiative. How-ever, they are expected to be output-oriented and aim at showing added value of an approach on the ground or for very specific product categories (i.e. meetings and publications should not be the core output). Ideally, a Task Force should have around 5-10 interested governments keeping the geographical balance. The objectives and the current status of each task force are introduced below.
 * Support the implementation of concrete projects for SCP (Phase 3 of the Marrakech Process)
 * Focus SCP activities on specific themes or sectors
 * Strengthen North-South cooperation in the SCP implementation
 * Cooperation with Africa (hosted by Germany)
 * Sustainable Products (hosted by the UK)
 * Sustainable Lifestyles (hosted by Sweden)
 * Sustainable Public Procurement (hosted by Switzerland)
 * Sustainable Tourism (hosted by France)
 * Sustainable Buildings and Construction (hosted by Finland)
 * Education for Sustainable Consumption (hosted by Italy)


text:
Sustainable Consumption and Production/What is the Marrakech Process?

In the Johannesburg Plan of Implementation signed at the UN World Summit on Sustainable Develop-ment (WSSD) in 2002, all governments were called upon to “change unsustainable patterns of con-sumption and production” (Chapter 3). To accelerate the shift towards sustainable consumption and production (SCP), the Plan called them to promote the development of a 10-year framework of programmes on SCP (10YFP).

The “Marrakech Process” is an international collective effort to develop the 10-year Framework of Programmes on SCP. An international collective effort to develop the 10YFP is named the “Marrakech Process” after the place where the First International Expert Meeting on the 10YFP on SCP took place in Morocco in 2003. The 10YFP will be proposed and reviewed at the 2010-2011 cycle of the Commission on Sustainable Development (CSD). The United Nations Environment Programme (UNEP) and the United Nations Department for Economic and Social Affairs (UN-DESA) are coordinators for the development of this framework.

The implementation of the Marrakech Process towards formulating the 10YFP involve the following four phases : The current activities of the Marrakech Process mainly consist of the following events and development of SCP strategies at different levels, and expert groups developing develop concrete projects on differ-ent SCP issues:
 * Phase 1:	Organising regional consultations in all regions to promote awareness and identify priori-ties and needs for SCP
 * Phase 2:	Building regional strategies and implementation mechanisms with regional and national ownership
 * Phase 3:	Implementing concrete projects and programmes on the regional, national and local lev-els
 * Phase 4:	Monitoring and evaluating progress and exchanging information and experience at the in-ternational level
 * Expert meetings and roundtables held at the international, regional and national levels
 * Development of SCP frameworks, strategies and action plans at the international, regional and national levels
 * “Marrakech Task Forces” led by governments with focus on specific SCP issues
 * “Cooperation Dialogue” that engages development agencies into SCP activities

The next sections explain the achievement of the development of the Marrakech Process at the interna-tional and regional levels as well as that of Marrakech Task Forces and Cooperation Dialogue in detail.


text:
Sustainable Consumption and Production/On the road to Sustainable Lifestyles

Trends of activities and policies
Recent trends indicate that many pressures on the environment from household consumption continue to grow despite improvements in resource efficiency. Consumption growth in the developed world is very closely linked to lifestyle changes. The size of households is becoming smaller. Standards of com-fort such as central heating are rising. Ready meals are becoming a common habit. Dependence on private cars is increasing. People are travelling more frequently and with longer distances (especially via low-cost airlines). Electrical appliances are growing in numbers and varieties. This continuing increase in total resource consumption is accompanied by an extreme inequality in con-sumption between developed and developing countries. The overall consumption of the richest fifth of the world’s population is 16 times that of the poorest fifth, with the latter deprived of basic human needs. Thus, raising consumption levels of the poor is also one of the most urgent SCP issues.

The overall consumption of the richest fifth of the world’s population is 16 times that of the poorest fifth. At the Costa Rica meeting in 2005, it was recognised that it is important to have a forward-looking vision of sustainable lifestyles in order to effectively promote sustainable consumption. Policies can then be formulated based on that vision and appropriate measures devised, which include wise use of products and services as well as consideration on the level of consumption in general. Typical policy interventions clearly have a significant role to play in promoting sustainable consumption. The current trend in the development of environmental regulations is driven towards increasing the focus on products and their associated life-cycle impacts. Both Extended Producer Responsibility (EPR) legislation and market-based instruments including eco-taxes on products, materials and environmen-tally damaging activities require responsibilities and actions principally on producers’ side, even though some consumer actions are also needed to make them more effective.

Informational instruments aim at increasing overall consumer awareness with regard to consumption choices. Education, media channels, and labelling mechanisms are often used. However, many studies have illustrated that information provision is not sufficient to achieve required behavioural change.

People need to have sufficient incentives or peer pressure to consider actually changing their consump-tion behaviour. The Costa Rica meeting emphasised that consumers need to be engaged in more effec-tive ways, for example, by using innovative communication strategies and better branding of sustainable lifestyles to motivate and inspire them. Local community-based actions encourage bringing behavioural changes collectively. Environmental information can be more effective to shift consumer behaviour when it is related to other consumer concerns such as health (e.g. organic food) and reduced cost of ownership (e.g. energy efficiency of electronic appliances). Other methods include collaboration with advertising agencies and trend-setters for elaborating “sustainable marketing”. Pioneering companies can take on the imperatives of sustainable consumption as their innovation op-portunities. Providing consumers with environmentally and socially sound choices such as organic food and Fair Trade products is becoming successful business models as awareness among citizens is growing. Understanding what concerns people as citizens would help businesses to identify new prod-uct and service development prospects as well as to avoid being vulnerable to criticism or civic cam-paigns. However, the level of awareness of sustainable consumption is still low among businesses. Businesses cannot act alone without a strong business case. Governments here have an important role to prepare a policy framework to create a business case and provide a level-playing field for encouraging businesses to conceive innovation that makes sustainable lifestyles realise, for instance, by ruling out high-impact products and charging fees for pollutive choices.

With respect to developing countries, which tend to follow the development path of developed countries, there still are opportunities to avoid many of environmental and social problems associated with affluent consumption by addressing their consumption issues sooner rather than later.

Examples of best practices

 * The Dawn Project was conducted as a response to concerns about lacking public awareness about the environmental impact from increasing energy use in Thailand. This four-year project developed educational materials on energy saving in daily life based on the concept of life cycle assessment (LCA) and provided training among teachers and community leaders. The project engaged more than 300,000 students at primary and secondary schools, 23,400 teachers and 2,400 community leaders all over the country. More than half of 600 participating schools estab-lished “Energy and Environment Learning Centres”, while almost half of the schools demon-strated at least 10% reduction in energy consumption. The National Energy Policy Office (NEPO) financed the project with policy support from the Ministry of Education and manage-ment services provided by Thailand Environment Institute (TEI).
 * The Sustainable Shopping Basket project in Germany aims to inform consumers of opportu-nities and benefits of sustainable consumption in an exciting and accessible manner. It was launched by the Institute for Market-Environment-Society (IMUG), German Council for Sustain-able Development and Federal Ministry of Food, Agriculture and Consumer Protection. The pro-ject does not intend to provide regulations or ready-made answers about right or wrong choices, but aims at facilitating a search for sustainable alternatives by showing possible ways of con-sumption. A shopping guide called “Sustainable Shopping Basket” was developed, containing a list of sustainable products and services from the following consumption areas: foodstuffs, tex-tiles and clothing, living and household, mobility, tourism and financial services. Around 70 fami-lies tested the shopping guide for one month and structured their daily consumption life accord-ing to the terms of sustainability. The results confirmed that the Sustainable Shopping Basket is a suitable communication instrument for the physical embodiment of active consumer policies.
 * The Certification for Sustainable Tourism (CST) programme developed by the Costa Rican Tourism Institute seeks to categorise and certify each tour company according to the degree to which its operations comply with its own sustainability standard. For example, the evaluation of hotels involves the analysis of four general areas: physical-biological environment, hotel facili-ties (internal environmental management practices), customer relations, and socio-economic environment. Those points are checked by sending a questionnaire. Hotels are categorised by six sustainability levels – from zero to five. CST has succeeded in differentiating Costa Rican tourist industry from competitors by adding value to tourism products, opening new possibilities for an international appeal.

Challenges faced

 * Despite availability of various public policy instruments, little changes have been seen in the be-haviour of consumers. The challenge is that governments create right conditions in which con-sumers are encouraged to rationally behave towards sustainable consumption by combining dif-ferent types of policy instruments wisely.
 * The development of national action plans on SCP can be a cornerstone for achieving progress towards sustainable consumption. It is important for countries to first build a vision for sustain-able lifestyles and then to develop national action plans based on it. These plans need to ad-dress how to empower consumers to make sustainable choices, taking into account their social and cultural conditions.
 * There is a need to develop methodologies and indicators to measure and encourage progress towards sustainable consumption. Addressing consumption impacts in a life-cycle framework poses particular methodological challenges.
 * Given the pivotal role of education, a clear link between school and consumer education for SCP and the UN Decade of Education for Sustainable Development is still yet to be established.
 * Communicating effectively about sustainable lifestyles is a challenge. Public communication and advertising have key roles to play to make sustainable consumption understandable and fash-ionable.
 * Making a strong business case for sustainable consumption is a major challenge. Business leaders need to be aware of their potential role to drive consumers towards sustainable life-styles.
 * Sustainable consumption tends to be seen as irrelevant to developing countries. There is a need to clarify the consumption issues for developing countries as well as to elaborate a vision of sustainable lifestyles at which people in those countries (especially the “global consumer class”) can aim.


text:
Sustainable Consumption and Production/Cooperation for implementing SCP

Trends of activities and policies
The Costa Rica meeting in 2005 recognised the linkages between SCP and poverty reduction, and rec-ommended mainstreaming SCP in poverty reduction policies and measures as one of the key areas of implementing SCP. This was envisioned to support the development, funding and implementation of SCP activities in developing countries, and to engage development agencies to apply the SCP concept for their poverty reduction projects. For this objective, the first Cooperation Dialogue Session with development agencies was held during the Costa Rica meeting with participation from seven agencies. As a follow-up, UNEP conducted a re-view of the current SCP-related projects in development agencies. The results revealed a majority of bilateral and multilateral agencies are already implementing SCP-related projects (see 1.4). This review provides a basis for considering how to better integrate SCP in development plans and identify opportu-nities to increase access to available development funds. The Cooperation with Africa Task Force also explores acceleration of the SCP implementation in developing countries by both working directly with those governments and extending cooperation with development agencies (see 1.3.2). The second Cooperation Dialogue Session will be organised at the Third International Expert Meeting on the 10YFP in Stockholm in June 2007.

One of key recommendations at the Costa Rica meeting was to integrate national SCP action plans into national development plans, including Poverty Reduction Strategy Papers (PRSPs). As response, UNEP launched a pilot project “Integration of SCP into PRSPs”. The project works with governments of a few selected low-income countries to help them draft country-specific texts on SCP for PRSPs. The texts are expected to contain examples of concrete public policies and private sector actions for SCP that can also contribute to poverty reduction. CSCP has developed a guidance manual that helps pilot countries to identify the linkages between SCP and poverty reduction in key industrial sectors and to draft the texts step by step.

UNEP launched a pilot project for integrating the SCP concept into Poverty Reduction Strategy Papers. As another measure, it was proposed to encourage National Cleaner Production Centres (NCPCs) and other intermediaries to take up the SCP concept and apply it for business development in their own countries. To support this process, UNEP’s 9th International High-level Seminar on SCP (SCP 9) held in Arusha, Tanzania in December 2006 will introduce the concept of “Human Development through the Market” (HDtM) as a new guiding vision for NCPCs. The HDtM concept aims to inspire businesses to find new market opportunities for offering products and services that both address the needs of the poor and improve environmental and social conditions in developing countries at the same time. This approach will be presented with case studies in various sectors that have been tried in different countries.

Examples of best practices

 * Bolsa Amazônia is a regional partnership dedicated to developing small-scale enterprises in rural forest communities in Amazon through harvesting and processing value-added products and their commercialisation. Its objective is promoting sustainable use of Amazonian natural re-sources while reducing poverty of indigenous people through new income generation activities and providing consumers with environmentally friendly products. One success story is the coco-nut-fibre project that supplies 120,000 car seats a month to DaimlerChrysler and benefits 5,200 people in the various steps of production. As result of this project, producers have increased their productivity and reduced soil degradation. Bolsa Amazônia has been supported by EU funding for training on marketing, processing, management and sustainable resource use.
 * Tunis International Center for Environmental Technologies (CITET) promotes environmentally sound technologies and strengthens the skills in this field by enhancing Tunisia’s compe-tences in environmental technologies and supporting the international exchange of experience and know-how. German Agency for Technical Cooperation (GTZ) supports CITET for providing expertise in training, laboratory services, and transfer and implementation of environmental technologies. As a result, CITET has trained over 8,000 participants in technical workshops in six years, and more than 5,600 people have visited the conferences, business meetings and exhibitions in the last 3 years. According to a survey of 14 companies consulted by CITET, they have saved an average of €850,000 annually due to introduction of environmental technolo-gies.

Challenges faced

 * While the issues relating to SCP have been addressed in a variety of projects, the concept itself is not universally known or widely applied. This limits the possibility of many projects.
 * Research, education and development of environmentally sound technologies have not ade-quately focused to adapt them to conditions in developing countries.
 * Many SCP-related projects and best practices remain limited in terms of scale and funding, resulting in limited impacts towards “leapfrogging” of developing countries as a whole.
 * Securing adequate funding for SCP activities remains a challenge, especially how to increase awareness of SCP among both private and public financial institutions.
 * The limited involvement of the private sector in SCP and the slow uptake of the concept by en-trepreneurs have hindered the expansion of SCP benefits beyond pilot projects.
 * The impact of integrating SCP into national development plans or PRSPs might be limited unless key actors within national authorities are familiar with the SCP concept and take up leadership for actively utilising the SCP concept in the actual policy planning and implementation.


text:
User:Corina&joeri

Note : the two main characters are based on a comic strip called Ozy and Millie which you can view at www.ozyandmillie.net

Chapter I

Millie was trying to stay quiet, but it was rather hard, as her hind leg was itching. In the dark of the hallway, she could see everything in detail, her golden eyes glowing in the dark. What she was about to do was a little bit like a hunt in the plains where she had grown. The prairies of Saskatoon were a much better place to hunt, though, she thought, as she watched the small group arriving in the hallway, for if there was enough wheat to disguise her golden-red fur in back home, she only had the dark to dissimulate her presence tonight. Where they were arriving from, she had no clue, for the girls' and boys' dorms were at totally opposite ends of the school, yet there they were coming all together from one of the dorm wings, into the common area, with a candle that flickered, to light the way. She sat her croup to the floor. Her thick fur absorbed the shock without noise. She passed her tongue over her sharp yellowish teeth and took out the pad and paper from her single-straped bag : "Charlotte, Fons, Cedric and Quendal met up yesterday night in the common room" she scribbled down hastily. Charlotte, suddenly turned her wolf muzzle in Millie's direction and took a deep breath. "It smells funny", she said. Fons, also a wolf, sniffed the air. "Nah, it's nothing. This room was crowded by the whole school less than two hours ago, of course it still smells...". Millie let out her breath. Her heart was thumping hard in her chest. She had been scared they would find her out, and that she would not be able to finish off her article for The Secret News, which she posted every morning anonymously at the canteen to expose the most well hidden secrets of the school to light. It was not just one of these scandalous zines you find at your local gas station, but rather a very carefully selected stream of news which was particularly aimed at making the Untouchable be perceived as normal people. Millie loathed the aura which existed around those "fortunate ones", especially those four ungrateful animals sitting on the floor. There was nothing that special about them after all. A vulture, two wolf brothers and sisters, and a black panther. Although she did want to finish this article - what a great deed she was doing for her entire school! - she had been a little bit disappointed that once again, nobody acknowledged her presence. Four predators like these, who were so agile at catching every little movement of anyone around them, and none of them had caught on to the fact that she was there, in the dark, two arms' length away, spying on their little ritual. She tossed the idea out of her head.

"We should get mattresses. This floor ain't that comfortable!", said Fons. "Cedric, get us mattresses will you? It's easier for you 'cauz you fly quicker than we walk", ordered Quendal. "No I don't! Get your own!" said Cedric as he flied off. Within seconds, he was nevertheless back with one mattress secured in each claw and two held precariously by the beak. "But only because I'm nice", he felt obligated to specify. "Alright, then we can begging", said Quendal. He awkwardly attempted to open a jar which was full of liquid and extracted four long things from it, distributing it to each, keeping the longest -whatever it was- to himself. "An ode..." Millie marked down every word. "... to the Pickle." She looked up from her sheet. To the pickle? What kind of ritual was that?? All four struggled as they kept their balance on their hind legs and got hold of the pickles with their front paws, except for Cedric, who, proud as a falcon, held his pickle between his talons in one of his vulture feet. Millie marked that down, too. "To the pickle" the other responded in chorus. They then each proceeded to a degustation of their own pickle. Millie felt disgusted as she imagined the sour juice slowly coming out of the soft, moist skin of the pickle. She made a grimace at the thought. She waited for something interesting to happen, something that would either make this ritual more clear, or some bitter words they might have towards kids at school or some of the staff, or even a confession on some mischief they were up to, but nothing came. All their talks revolved around the food at the cafeteria and some sitcoms they watched together on their TVs hidden in their rooms. It was forbidden to have those in the dorms, but the popular children all had them anyway and made no effort to conceal it from their classmates, even though they went to great length to keep it a secret from the staff. This rather anti-climatic development of their discussion could not keep Millie awake enough, and she started yawning. This discussion didn't seem to lead anywhere remotely interesting. How could people even be interested in such petty subjects, she wondered, when there were such nice things to think about? Had she been up with friends late at night, she might have risked detention to go out on the school grounds and lay back on a tablecloth spread on the grass, observing the stars. Or she might have brought her sax and played along with others making a great music band. Or she might have just sit and read a book alongside her friends. But Dawsons Creek? A series where couples kept changing every season and where drugs and drinking and futile ways of life were an example for a life towards happiness... She felt a little disappointed by the fact the most exciting event occurring in the boarding school was that...  and nothing more...

Millie didn't dare get back to her room lest she be caught by the gang. So she waited, her eyes trying to fight against gravity, for the four friends to fall asleep. Around midnight, finally, she heard their calm breath and ventured a glance around the wall to see if they were fast asleep. In all security she ran back to her room, her little paws making "flip flap" sounds on the marble tiles. Her tail kept swaying left and right with excitement; she was about to type the article and post it on the doors of the dinning hall for everyone to see the next morning. Only what she didn't know was that someone had beat her to it that night.

Chapter II

Her little ears were thrown back, as she was carefully listening to the noise outside of her room. This was another tricky part, never getting caught while putting a publication up. She hadn't slept much, as this piece of news had taken her more to write than usual, but she felt that in any case she would catch up on her sleep until noon, when breakfast would be served. There were two groups of students. The night animals, who woke up later, but also finished later, and the early risers, which had morning classes and other matinal activities. So even her sleeping in would not arise suspicions. But she needed that piece of info up on the door of the dinning hall before the early birds would line up for their morning meal. She went down the stairs, towards the cafeteria. She could smell the aroma of the hot infusions spreading through the hallway. Her favorite, the Radiolaria, was made by leaving the water to boil in the rays of the rising sun. You could add pretty much any flavor to it, but the method by which it was made altered its quality; it had that warm, fuzzy feeling when you drank it. You could only produce the drink in certain places, where the sunrise was actually powerful enough to bring the water to ebullition, and even with that, Millie suspected there must be some kind of conductor plaque that would help diffuse the heat, because she had tried, a month before, to make her own infusions in the backyard early in the morning, and she had never gotten it right. Millie would of course be one of the first in line to breakfast, in a couple of hours, be it only to get her hands on one of the Radiolaria cups before it was gone. This drink was so popular she wondered why the staff didn't produce more of it. Nowadays, it could even be bought in stores, a chemical replacement, granted, but it tasted just the same. You added one of those purple spheres to your drink and within seconds, you obtained just about the same results.

"Millicent Mehitabel Mud" she heard him say before she had time to notice him. She had only just gotten to the last step, and was not even fully engaged in the anteroom when he caught her offguard. How could she have been so careless? Thinking about infusions and breakfast, when she was on such an important mission! And now she was caught in the act, she was exposed and before the morning was over, the whole school would know. Then, without any doubt, would come the principle's office. And yet she had always been on such good terms with the principle! Ok not the best of terms, but neutral enough to keep her out of trouble. "Well, perhaps not", she thought. Perhaps it wasn't too late. After all, she hadn't yet put anything up. "Ozymandias Justin Llewelly" she replied coolly. What to say next? He made it easy for her : "You're putting up that little News thing?", he asked. It seemed more of an affirmation than a question, from his tone. "Why do you automatically assume this?" she replied almost too quickly. "Darling, you're holding a paper entitled The Secret News in your bag. If you want to keep it a secret, perhaps you should push it further into your bag and actually hide it." Darling? She felt insulted. Or rather, patronized. Who was he to judge her? A grey little fox, smaller than her even, thin, white belly and plain dark eyes, unlike hers eyes which were truly amazing and her soft rich fur which may not have been to the taste of magazines, but which was noticeable anyhow. That guy barely had a personality... and he dared judge her? Well since he knew anyway, and it was too late to pretend anyhow, she took out the article and quickly taped it to the door. At least, this is what she intended to do because in reality she couldn't put the sheet straight on the glass doors and get her tape roll quickly enough. When she did find the tape, it kept sticking to her fur and then wouldn't stick to the glass anymore. On top of that, she couldn't have left scotch tape full of red-golden hair on it, it would have been much too incriminating. Not that it mattered much now that mister Ozymandias knew. But if one does something, he might as well do it right, she thought. While she struggled to get the damn paper sticking to the glass, Ozymandias just stood there in his comfortable sofa, not offering any help. His mutism annoyed her excessively as she could not see what he was doing and she could not tolerate the idea of being observed, the way little laboratory rats are. She was a free, learned animal, with all the dignity it entailed. Just as she was about to tell him that, she turned around and then stopped short. Ozymandias had already forgotten about her, he was back to reading his book. Great! Now books were more interesting than her! She stared, incredulous, at him, until he raised his plain eyes to meet her gaze. "Millicent, don't worry about the so-called popular kids. " he said again on a tone that made her want to throw her claws in his short fur. "What?" she managed to slip. "I don't care about them at all!" "What's that you're hanging on the door?" Millie felt her fur rise up in eagerness to share her discovery "You'll never believe what Quendal and cie are up to!". "Quendal and cie", he cut in, "whose existence you're not remotely interested in...". She was outraged. And he on his end, seemed so uninterested, and in his remark, casual and laid-back! She already knew she would not be able to fall asleep, not with this bursting anger in her, and yet she didn't let it show. She had already done a spectacle out of herself, but now the surprise element which had given Ozymandias so much field was gone, and she had no intention of continuing the discussion any further; he didn't deserve her attention an instant more, even less to know her thoughts. And judge them. She had a new sworn enemy, and in that moment, she suddenly knew who the next article would debunk; everyone had a secret and Ozymandias could be no exception.

Chapter III

Millie was resting her back on the headboard, she was holding the bolster in between her paws, looking intently at it. She placed the bolster near her, took back her book on World Religions. "In every sacred object, there resides a power which is waiting to express itself into the world. This power is the spirit of a deceased person who has died in a non painful way, and whose energy is still present.  The Shaman first starts by establishing a relationship with the object, trying to communicate his intent to it.  Once he feels a real connection between the object and himself, he starts to summon the Spirit into the object so that it may communicate with the human realm. "  She put down the book, picked up her bolster again and stared at it harder. What was one supposed to think about when summoning a spirit? She herself wasn't a Shaman, and she didn't really believe in Spirit... but if a whole nation of animals who lived up North believed in it, it might just turn out to be true. Why wouldn't objects have a spirit after all, if she had one? She had done nothing specific to receive a soul. She had no more merit than her pillow case or her bolster. She probably wasn't listening hard enough. "Well??" she asked, exasperated, at the thing. "Hm... well, you forgot your tape roll downstairs earlier and I thought you might want it back." said Ozymandias on the treshold of her room, uneasy in front of her annoyance. He had felt her hostility this morning but had not really meant bad. He shifted his weight from left to right while he waited for a form of acknowledgement. How in heaven's name had he found his way to her room? Had he been there long? "Not you; can't you see I'm busy?  Just leave it on the floor." she snapped. "You're talking to your bolster?" he asked as seriously as he could. She sighted. "Ozymandias, I will have you know that if you're too ethnocentric to know this, it doesn't mean others don't : Many religions hold that things have spirits. And I am trying to get in touch with this one.  Now leave.  This is my room." So much for helping her. The instant he was out the door she was back with her focus on the bolster, trying very hard to feel the connection the book mentioned one should feel. But she wasn't feeling it much. What was Ozymandias doing, obtruding in her affairs? First his annoying little comments on what she was doing, and then he actually had the nerves to invite himself into her room. There was a reason she didn't have a roommate : she wanted to be alone. Why was Ozymandias following her everywhere now? She lost patience. "What? I'm not good enough for you to talk to me?" she snarled at her innocent bolster before she thrust it on the sheet. Time to start her next investigation. Breakfast was about to be served, and although she had wanted her cup of Radiolaria, this - along with lunch and dinner - would be her only chance of exploring Ozymandias' room for any dark lurking secrets, while he would be eating his meal, worry-free. The boy seemed intelligent enough, so there would be little chance of cornering him when he saw her around. Better look at what he hides in his room, she thought.

She crept into the wing of the boys. The smell was already different. Through open doors, she could see clothes on the floor piled up for washing - how long had they been there? she wondered. It might have seemed suspicious to see a girl walking on her own into the boys' dormitories but luckily there was no one in sight, such as it was customary for her. She got to Ozymandias' door. She knew it was the right one because each of the students received a little plaque with their names engraved in cursive letters for their door. She pushed it open. Everything seemed normal. A rather disorganized room, like the rest of his classmates, an oak table in the middle, a grey sofa to the left. A little space for a desk and a bookcase sculpted in the wall - alright that last bit was a little unusual. She looked around. The bed was untidy, and socks were laying at her feet. She pushed them forward with disgust. Papers were spread all over the desk; but they were only homework from yesterday's class, nothing compromising. Just as she was getting discouraged, she came across some strange books in the shelves of his bookcase. The books were very old, it seemed. She picked one randomly to observe it. The pages seemed fragile. She was scared as she turned the pages that one of them would rip itself off. The pages had turned orange with time, as you would suspect them to, and the beginning of each chapter was carefully calligraphed in blue and green, with orange flowers running down in the margins. The writing itself was engraved deep in the pages, and running her finger over the queer letter signs, she could feel the ink as if it were burning her paw. No matter what page she turned to, she couldn't get a sense of what she was staring at. She had studied ancient languages, and quite a few contemporary ones, but this alphabet - if indeed it was an alphabet - seemed peculiar and unlike anything she had seen. And the book felt so much lighter than the number of pages it contained. She did not know what she had between her paws, but she was by then convinced to have found the beginning of Ozymandias' secret.

When she went back to her room, she found her scotch tape on her book, which was now open to a page she had never looked at. "According to Buddha" it read, "the desire is the cause of all human suffering. A human can only escape to his condition through purification of the mind and morals." The last of the two lines was scratched, and an exclamation point was scribbled hastily next to it, as if to express how obviously wrong this was. Millie felt puzzled. There was no way to know whether Ozymandias, whom she suspected to have shot a glance at her book while he was returning the scotch tape, or the previous owner of the book, had actually brought this annotation to the chapter. She was convinced it was Ozymandias anyhow, for someone who owned such a book would never dream of mistreating it in such a way. When she had taken a look at his books, at least, she had put them back on the shelves intact, as they were before. And she had taken care to dissimulate her passage there, too, leaving no evidence of it behind her. This boy is weird, she concluded as she took an eraser out of her drawer. She erased the exclamation mark, and the lines over the text, and passed her paws over the page a couple of time, using the hair on them to swipe the eraser debris. "There, now it's clean", she murmured. At least the statement was interesting. So it was her desires that made her suffer. She went on to read : "Birth is suffering, aging is suffering, illness is suffering, death is suffering; union with what is displeasing is suffering; separation from what is pleasing is suffering; not to get what one wants is suffering." And how just this was!

Chapter IV

The afternoon had passed very slowly. Millie had found it increasingly harder to stay seated in class when her mind was on the books. She was not following much of the class discussion, and had instead looked up on her computer any leads to the mysterious language that figured in the book of her classmate. She had not made much progress by the end of the day and even though her stomach ached with hunger, all she cared about was to get back to Ozy's room to perhaps scan the book and run it through a word processor of some kind. While she made her way to her room, she noticed how everyone around her was giving her a rather mistrusting glance. But Millie did not care much about her queerness as she was long used to it. She had understood very young that she was different from everyone around her, that there was somehow something which she could not name and which others could neither see in her, something of an anguish, an anxiety, a wound, very deep and very secret, a secret even to herself. But a wound that was somehow a motor. That made her perhaps more isolated but more conscious, more alone yet more alive. Something, too, that made her quite scared because it lied in her, waiting to be awoken by the smallest of events, and which flooded her with a sorrow and a wonder which only she could feel, and live, and hear, and which no one would ever share.

"Hey isn't it little Geekhead getting in our way?" rose a coarse voice in front of her. Millie rubbed her forehead as she hit into Cedric. He was taller and more massive than her, yet she had not noticed him approaching as she was walking distractedly in the hall. Immediately, she got alarmed and thought of what she would answer when Quendal and his friends would question her on her absence to lunch - and now dinner. Then the thought occurred to her that they, too, should be eating, and that they must be up to something as well. If I do not ask anything, she reasoned, neither will they. So with a lack of indiscretion which was frankly unnatural to Millie, she put a paw forward in an attempt to move out of the awkward situation. The popular gang however was of a more talkative mood at the moment and called back after her : "Where's your boooooyyfriend, geekhead?" Startled, Millie turned around. "What boyfriend?" Quendal imitated her on a squeeky tone "what boyfriend?" and then, Charlotte, who had been quiet until then, spat "the one you were with in the hall this morning." Her eyes narrowed. " I saw you two flirting." "Oh, him!" Millie almost felt like giggling. "He isn't my boyfriend, I'll have you know. He's just a boy...". "...Who happens to be your friend." completed Charlotte. Millie thought it out. It was the first time someone had paid a little attention to her existence in the past years, even if it was in a way that seemed somewhat unconcerned with what she was doing or thinking about or feeling. "Yeah, kind of..." "Well then", Charlotte concluded for her, "he's your boyfriend". "Nooooo!" - Millie was starting to become impatient - "he's a boy, who is also a friend. But he isn't a boyfriend.  There's a crutial difference in semantics I'll have you note!" "How did a geek get a boyfriend?" asked Charlotte's brother. "I didn't get a boyfriend, that's how!" she repeated, annoyed. "They must have like faaaaaaaascinating dates" said Quental to his friends with spite in his voice. Remembering her mission, she asked "weren't you folks going somewhere cool?" "Unlike you! Where are you going, Geekhead?  To your room, alone?" asked Charlotte. "Whatever..." Millie maundered. That got her out of their way safely into her room, where she changed into her night clothes -- so that if caught missing from supper, she could invoke some illness of some kind -- and made her way into the dark to Ozymandia's room. This time there was no sense of urgency; Millie knew dinners to be somewhat lengthy with the announcements for the next day, the guest speakers and the general chatter and social spirit that came about every night. She was never part of it, mind her, for there was no one really to talk to about anything interesting. She wondered how others had come to enter a discussion with their neighbors. Whenever she sat at the table every night, the place next to her would often not be warmed by anyone. It would lay there empty and silent, or worse, sometimes occupied by someone who would essentially keep their back to her for the whole meal, while being engrossed in some kind of talk. So she would eat quickly, and patiently wait for the guest speaker to finish his speech, and then tip toe unnoticed by anyone until she reached the great big oak doors which she would push with some difficulties and squeeze through them quickly before they shut. Then she would linger a little in the common room, with a book as her sole companion, and eventually make her way upstairs into her room where she would spend the rest of the night unnoticed. And so it was that she existed only to her eyes. She pondered on Charlotte's words. Even though the girl had meant ill, her words actually gave a new hope in her heart - a hope that perhaps for one person, she did exist. Of course he was no boyfriend, and in reality not really a friend either, more of a friendly acquaintance she reflected. The kind that she would not only say hi to on the street but perhaps seek purposely when she would have trouble in a math exercise -- well that wouldn't happen, but say... Yet he had always been so distant. And now that he had spoken to her, he had only been there as if to make an inquisition, and not to talk about himself. She had felt disapproval in his eyes and she had read the tone of superiority in his voice. As if he was better than her and unconcerned by her petty person. "Well better this than to like the guy", she suddenly thought, "since I'm about to publish his most shameful secret". Which she still had to uncover she reminded herself. She realized she must have passed his door while lost in thoughts, for she was now facing a wall. She turned around and found the room, finally entering it.

At first she felt confused. As she entered, she opened the light only to see a chair disappear right in front of her. She rubbed her eyes, thinking she must have imagined it, but she had to admit it had really gone. She could see the marks of the chair on the bare wooden floor; it had been there alright. And now it wasn't anymore. Rushing through the books in the library she found little help, until she ran into a photo album. She stared long at its pictures, turning each page with care, as the album seemed quite ancient. It showed pictures of what seemed to be a baby Ozymandias, but curiously, always alone. Was Ozymandias an orphan then? But that could not be; orphans spent all vacations at school, taken in charge by the teachers who were appointed their charge, yet she distinctly remembered Ozymandias leaving for the break as he was the very first one to leave - in the middle of a history class, at that, before school was even over! She flipped through the album more carefully this time, searching for some kind of clue, and one picture in particular caught her attention; it was not as neatly placed as all the others. Its crooked sides revealed something under. A picture overlaid by another. Quickly, she flipped the transparant protection and lifted the picture. Under she saw some blurry figures and what seemed like a gust of red, yellow and brown, and a lot of smoke around the people. She tried to study it better under the light but could not make much of the fuzzy figures. She put it back as best as she could, and then, curious to see if there were any more of these, she lifted the one next to it. At first it did not register to her head -- but then she saw it and gasped. A dragon! Ozymandias, it seemed, had been adopted by a Dragon! Which would explain the strange things that happened into his room! Dragons were greatly feared in this school for with a light breath of air and fire, they could make an entire house crumble under the flames. They had no respect for the fragile beings and had made the headlines only a year ago after burning a whole bridge down while flying over it. Dozens of pedestrian animals had perished and the dragons had never been caught. Could it be, Millie thought, that Ozymandia's secrecy even in his private photo album was in fact triggered by a desire to hide a criminal? But then Millie thought back at Ozymandia's behavior and noticed although he seldom showed encouragement words towards others, or any altruist action, he did not pose any threat to any being, either. He had never shown aggressiveness in a fit of anger, or shown cruelty towards anyone. Realizing this, Millicent felt guilty. She put back the album on the shelf and took a few steps back. She then felt a new sense of excitement overwhealm her. Was it not said, through the folktales she had been told as a child, that dragons had secret passways leading to other worlds? That they could not only fly but even just walk through objects that acted like portals - wardrobes, doorframes, windows - and arrive in other lands? She ran to the mahogany closet and opened it. She could hear her heart beat resonnate in her ribs. Her tail swayed left and right in rapid movements. Her claws were out and sharp, as they became whenever she would hunt back in the golden fields at home. She took a deep breath and put a paw into the wardrobe. Than another, and then the two others, quick, her eyes closed. When she opened them, however, she felt stupid; she was surrounded not by faraway lands, tall dark oak trees and grey mountains and abysees. Instead, she laid hiden inside a furniture, dumbly staring at pieces of cloth hanging above her. She came out of the armoire, disappointed, and closed its fine-looking doors. Rather sooner than she would have liked it, dinner had been over, and voices now filled in the passageway. Uneager to get caught in the boys' wings, Millie dashed to the exit and had a look at the hallway. It was too late already to escape unseen. The floor was swarming with young boys whose bellies were all full of rich ouzo and other fine spirits, and of mouth-watering food. They walked slowly, as if any effort was made harder by their round shapes, and little groups clustered together at certain doors, resuming their talk before they scattered. Ozymandias was amongst the gathering stationed only three doors down the hall. Millie knew getting caught so late in this area of the school meant two things : first, some kind of punishment from the custodial responsible, which was so strict on frequentations. She and Ozymandias had, in fact, already infringed the code of conduct twice in the past twenty four hours; students were expected either to be alone or in groups of three and more, especially when it came to boys and girls, for what the institution had called "safety precautions". Second, there would no doubt be trouble with the bullies. A girl alone in the boys' wing could only mean trouble. She thought of Quendal, and Fons, and Cedric and her heart sank. Their doors were midway between Ozymandias' room and the common room, which she needed to cross to get to her own room. The prospect of a black eye not appealing much, she turned around and thought some more. Ozymandias had been busy listening to others speak and grinning at their jokes, and like usual he himself was rather quiet and unspoken, and so he had failed to notice the intruder in his room. Crossing next to him and in front of Quendal's room was completely out of question. That left only one option : hiding. As soon as that thought erupted through her mind, she heard the chatter die, and the lights being dimmed in the hallway; this was the last call for bedtime, and seized with pannick, she returned to the wardrobe and fussed over its doors, which would not open. Anytime now Ozymandias would walk in and see her there, like a coward trying to hide on the scene of the crime. The door opened and in the last moment she slipped behind the heavy beige curtains. Once there, she could hear him no more, and curious to see whether he was still there, she peered out from the drape and saw Ozymandias, who surely enough, had stepped into his room. He was looking for his chair and did not look too surprised when he did not find it -- occasional furniture, Millie realized, with disbelief. It was rumored that dragons had such magical furniture which vanished from their houses as randomly as they appeared in them. She had once heard that if you sat on an occasional furniture as it disappeared, you would be gone with it, although she had her doubts at whether any of this was true. Perhaps it had just been her mind playing tricks on her, and she was just projecting her wildest wishes onto Ozymandias' room. She remembered the exhilarating sensation she had felt when she had stepped into the closet, her eyes closed. For a fraction of seconds, she had imagined that everything was possible, after all. That she could find a way to escape this boredom and meaningless life to run away in countries filled with adventures and new, friendly people. Just as vivid was the memory of her eyes opening to find only the same dull oak doors in front of her, and the suites and robes brushing her golden fur. To have really believed it possible to live something less banal and more true had stirred up feelings she was unacquainted with in her, and it had made it all the more painful to get back to reality. She had but a wish now, that of getting back to her room, dive under her covers, read a good book and forget it all. And then as the thought came through her head, she saw Ozy looking up from the table in front of him, and scared to be noticed, she hid her face back into the folds of the silk and unwittingly started the beginning of a journey as she took a step back, and realized there was no more wall behind her. She whirled around only to find darkness and an immense fear and excitement, a mix of apprehension and hope came over her as she realized she had finally found what she had stopped looking for : the parallel world hidden in Ozymandias' bedroom lay right in front of her, inviting yet forbidden.

title: User:Corina&joeri


text:
Talk:A-level English/Wise Children/Allusions to Shakespeare

Untitled
'Cat in the adage' is Macbeth no?


text:
User:KatyPeanut

Hey! It's KatyPeanut here, telling you that I will be out and about on Wikipedia, Wikibooks, and all that jazz. So hey, and I'll see you around.

title: User:KatyPeanut


text:
Wikijunior:Languages/Hawaiian

What writing system(s) does this language use?
Hawaiian uses the Latin alphabet, just like English. However, it only uses the letters a, e, i, o, u, h, k, l, m, n, p, w. The five vowels (a, e, i, o, u) use macrons, which are lines written over the letter to make the sound longer (ā, ē, ī, ō, ū). There's also the ʻokina, which looks like this:  ʻ . It tells you that you should put a short break between two letters, like the short pause you hear in the word uh-oh.

How many people speak this language?
There are about 200 native speakers of Hawaiian. There is a total of about 27,000 people who can speak Hawaiian. Many people are starting to learn Hawaiian, especially little kids, who learn Hawaiian at special schools. Some of these children learn Hawaiian and English at the same time, so they become bilingual.

Where is this language spoken?
Hawaiian is mainly spoken in Hawai'i. Most of the people who live on the island of Ni'ihau are native speakers. There are also some speakers on the mainland United States.

What is the history of this language?
Hawaiian has been spoken in Hawaii since 1000 A.D.

What are some basic words in this language that I can learn?

 * ke kai - the sea
 * ka moana - the ocean
 * ke kupuna - the grandparent/ancestor
 * ka mele - the song

title: Wikijunior:Languages/Hawaiian


text:
Talk:European History/Europe: 1945 to Present

There should be information on Britain's history between 1951 and 1979. Unless I'm terribly mistaken, I'm sure that a lot of history happened during those next two decades. ABurke 19:07, 16 November 2006 (UTC)

 * No, Only important events can be posted in the book, I think, same as you, unless I'm mistaken. Rakuten06 19:09, 16 November 2006 (UTC)

quote from page "Brezhnev presided over the USSR for longer than any other than Stalin, and there was never a plot to take his position. He was allowed to grow old in office, and died on November 10, 1982 at the age of 75.  He was succeeded by Gorbachev."

What about mentioning Yuri Andropov and Konstantin Chernenko, at the moment the page reads Brezhnev died and Gorbachev succeeded him in 1985, it makes no sense with a three year gap

re; Germany
"In 1961, Adenauer saw the erection of the Berlin Wall to stop the flood of refugees escaping to the west."

This is simply untrue. The building of the Berlin Wall was the idea of the government of the GDR and approved by Khrushchev's Soviet government - the wording of this article implies that it was Adenauer's government in West Germany which was responsible, when the reality is that they completely opposed it

Czechoslovakia 1968 - Prague Spring
This how the paragraph reads: "Brezhnev is well known for his Brezhnev Doctrine, which promised to intervene if a socialist regime was threatened. During Brezhnev's reign, in 1968, there was revolution in Czechoslovakia. Alexander Dubcek was elected leader of the communist party, and he called for free press, democracy, and other parties. In this sense he curbed repression, and he advocated "Socialism with a Human Face" - that is, more consumer goods, more rights, and more freedom. However, the Soviets invaded the country in what has become known as the "Prague Spring" and crushed this new government in August 1968."

The last sentence is untrue. The whole movement is known as "Prague Spring", because it lasted just the spring (and part of summer). The Soviet (and other) tanks came at August 1968 (- well that would hardly give a reason for the name "spring" :).). The invasion is sometimes heard of as The end of Prague Spring, but not Prague Spring itself. --Reo On (talk) 20:38, 23 June 2009 (UTC)

I do not know, whether I have here the same freedom to edit in good will like in Wikipedia or this text represents consensus of historians. I moved the denotation from the Soviet Invasion to the proces itself see. --Reo On (talk) 21:28, 23 June 2009 (UTC)

The factual inaccuracies and simplifications are so misleading in some places as to make impossible to correct this entry without recommending a complete re-write of the page. It is only useful as a simple entry-level document for readers with no prior knowledge. —Preceding unsigned comment added by Biba cat (discuss • contribs) 2010-11-23 09:22:29

Paragraph about Britain
Hey you guys. I am working on the translation into German and I really can't wrap my head around this sentence: "The former model of free-market capitalism for much of the world, Britain from 1950 to 1980 embraced much of the domestic program of a social democratic state, while remaining a staunch ally of the United States in the Cold War."

I seems to me that a verb might be missing in the first part. Or I simply don't get the full meaning. Could someone please explain the whole sentence to me?

I would aprecciate it. Best, Sarina

 * Well I think what it says is OK, but I will try to untangle its meaning for you:
 * The first section says that "Britain was the model of free-market capitalism for much of the world" in former (earlier) times, but which earlier times aren't particularly specified.
 * It then says "Britain from 1950 to 1980 embraced much of the domestic program of a social democratic state" which I think should speak for itself.
 * It then says that "while, at the same time, Britain remained a staunch ally of the United States in the Cold War", again it should be clear.
 * Well I hope this helps, reply if you need more clarification. -- Jules (Mrjulesd) 12:05, 19 February 2021 (UTC)


text:
GIMP/Introduction

Hello and welcome to the GIMP book!

GIMP (GNU Image Manipulation Program) is an open-source image editing program, licensed under the GNU General Public Licence. It can be used for editing electronic bitmap images like photographs. Whilst GIMP can edit vector graphics such as SVGs, other programs such as Inkscape or Adobe Illustrator are far more capable. GIMP, as a fully functioning image editor, rivals other industry standard software such as Adobe Photoshop and Corel Paint Shop Pro in terms of features such as multiple layers, the ability to resize and re-shape images, cropping, colour manipulation, and so on.

The project was started in 1995, and its first public release (0.54) was in January of 1996. Now, 21 years after its first release, GIMP is used by a variety of people ranging from professional graphic artists, to computer hobbyists of all ages who don't want to put down $700 (price as of 2006) for a copy of the newest Photoshop.

Since its original release for Unix and GNU/Linux operating systems, GIMP has been ported to many major operating systems and platforms, including Microsoft Windows and Mac OS X. GIMP uses the GIMP Toolkit (GTK), an advanced widget library created during the development of GIMP. If you download GIMP for any platform, the installer will supply a bundled version of GTK. Older versions of GIMP may require a separate install of GTK. Although GTK comes standard in most modern Linux distributions that ship with GNOME or GIMP pre-installed, it does not come standard with Windows nor Mac OS X, if you plan to install an older version of GIMP on an older version of Windows or OS X.

Many image editing tutorials are available on the web. Some of the available tutorials can be used interchangeably, since the image-editing functionality provided by the GIMP and Photoshop or Paint Shop Pro are similar (images can be cropped, resized, colours altered, pixels erased, pixels added etc.). A moderately advanced GIMP user can follow Photoshop tutorials as if they were written for GIMP and vice-versa, except when the tutorial uses a feature that one of the programs does not support. However, following a Photoshop tutorial, using GIMP (or any other image editor, in reality) as written can be difficult, or nigh-impossible. Unfortunately, the GIMP lacks some features that are commonly used in Photoshop, such as adjustment layers (which, for example, may affect the brightness or contrast of an image without permanently modifying it) and colorspaces other than RGB and grayscale (CMYK is essentially a necessity if you're wanting to print something). In most situations, luckily, these features do little more than just make your workflow a tad easier, thus there might just be a different way to achieve the same results.

The current look of GIMP consists of two main windows - the image window and a toolbox. Also by default there's another utility window. The image window is always under the utility windows, but can easily go over by using the Tab key. In GIMP 2.8, a single-window option is included which docks the utilities onto the screen.

Note that if you want to start using the GIMP right away, right clicking an image window will open a menu that gives access to most of the GIMP's editing tools and features. Obviously, all commands can also be accessed via the toolbar at the top of the window of the image you're currently working on.

You can find out a lot more about GIMP on its website https://www.gimp.org.

GIMP/מבוא

title: GIMP/Introduction


text:
User talk:Xanrov

Congratulations for you Site I'm amazed at it's excellent presentation, interest and usefulness. I'm presently learning some particulars of Mac OSX Cocoa programming and I realize all the effort, intelligence and care that were put by the authors in the few pages i have already read. With warm regards from France.

title: User talk:Xanrov


text:
User talk:166.70.79.252

Please do not add commercial links to Wikibooks. Wikibooks is not a vehicle for advertising or a mere collection of external links. Note that books may be collections of external links for educational purposes only. See the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 20:51, 16 November 2006 (UTC)

title: User talk:166.70.79.252


text:
Operating System Design/Kernel Architecture/Exokernel

General
An exokernel is a type of operating system where the kernel is limited to extending resources to sub operating systems called LibOS's. Resulting in a very small, fast kernel environment. The theory behind this method is that by providing as few abstractions as possible programs are able to do exactly what they want in a controlled environment. Such as MS-DOS achieved through real mode, except with paging and other modern programming techniques.

LibOS
LibOS's provide a way for the programmer of an exokernel type system to easily program cross-platform programs using familiar interfaces, instead of having to write his\her own. Moreover, they provide an additional advantage over monolithic kernels in that by having multiple LibOS's running at the same time, one can theoretically run programs from Linux, Windows, and Mac (Provided that there is a LibOS for that system) all at the same time, on the same OS, and with no performance issues.


text:
Operating System Design/Case Studies/XOK

XOK is the newest research exokernel to date. XOK was created by a computer science research team at MIT. XOK is able to compile most UNIX programs (perl, gcc, emacs, etc.) with little or no change, and has equal to or greater speed than FreeBSD when using standard libOS's. However, when using specilized LibOS's, XOK is able to get great performance boosts. The greatest of which has been the Cheetah web server, running at eight times its normal speed on FreedBSD or Linux.


text:
Solar System

Contents

 * 1) The Solar System And The Sun
 * 2) /History of Scientific Theories/
 * 3) /Solar System/
 * 4) /The Sun/
 * 5) The Inner Planets
 * 6) /Mercury/
 * 7) /Venus/
 * 8) /Earth/
 * 9) /Moon/
 * 10) /Mars/
 * 11) /Asteroids/
 * 12) /Ceres/
 * 13) The Outer Planets
 * 14) /Jupiter/
 * 15) /Saturn/
 * 16) /Uranus/
 * 17) /Neptune/
 * 18) /Dwarf planets/
 * 19) /Ceres/
 * 20) /Trans-Neptunian objects/
 * 21) /Pluto/
 * 22) /Eris/
 * 23) /Makemake/
 * 24) /Haumea/
 * 25) /Sedna/
 * 26) Other Bodies
 * 27) /Meteorites/
 * 28) /Centaurs/
 * 29) /Comets/

Wikijunior/ Lo Sistèma Solar

title: Solar System


text:
A-level Economics/OCR/2884

Economics Of Work And Leisure Module 2884
This module is concerned with labour from the viewpoint of both the individual and industry. As well as focusing later in the module on the leisure industry and several specific markets eg.(Air Travel, Spectator sports etc.). It is best to be aware that this particular module is trying to make students ever aware of the trade-off between Leisure and Work, understanding this trade off fully will provide students with sufficient knowledge to cover many parts of the syllabus easily.

title: A-level Economics/OCR/2884