text:
Social and Cultural Foundations of American Education/Philosophy and Ethics/Ethical Teaching

What does it mean to be an ethical teacher? On the surface this seems like a very simple question to answer. But as we shall see the answer is as complex as the teaching profession itself and as diverse as the students it serves. Why is Education an occupation worthy of the term profession and therefore required to adhere to an ethical standard? Historically, the occupations that took actions to protect clients in certain situation were deemed professions (www.educationpolicy.org, pg1). I would argue that the trust placed in educators to educate our young and to ensure their future success is perhaps more important to society than the trust placed in doctors and lawyers. Educational institutes are microcosms of the society and culture that supports them and, as such, should be bastions of ethical behavior (www.uvsc.edu, pg1). The National Education Association (NEA) has published the Code of Ethics of the Education Profession. This consists of a preamble and two guiding principles. Let us take a closer look at each part and the tenents that comprise each.

Preamble
The preamble of the NEA Code of Ethics of the Education Profession states that the educator believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles (www.nea.org, pg1). The preamble goes on to state that these goals require the protection of freedom to learn and freedom to teach and the guarantee of equal educational opportunity for all (www.nea.org, pg1). The preamble concludes by recognizing the responsibility inherent in the teaching process and the pledge to attain and maintain the highest possible degree of ethical conduct (www.nea.org, pg1).

Commitment to the Student
The first guiding principle of the NEA Code of Ethics of the Education Profession is commitment to the student (www.nea.org, pg 1). The code states that the duty of the educator is to strive to help every student realize their potential by fostering inquiry, knowledge, understanding, and worthy goals (www.nea.org, pg 1). The code is very specific on the educator’s responsibilities to the student.

The ethical educator must not unreasonably restrain the student from independent action in the pursuit of learning (www.nea.org, pg 1). Examples of reasonable limitations include the health and safety of the student. As educators we must allow students the independence to learn and investigate on their own. Our goal as educators should be to turn out critical thinkers. In essence we are teaching our children to learn. Anything less is a disservice to them. We cannot do this by stifling their independent learning.

The ethical educator must not unreasonably deny the student access to differing views (www.nea.org, pg 1). Within reasonable limits students should be exposed to differing views as often as possible. This allows the student to explore options and expand ideas. Remember we are trying to turn out critical thinkers not parakeets. In order to do this students must be allowed access to varying points of view and must be encouraged to challenge them.

The ethical educator must not suppress or distort material relevant to the student’s progress (www.nea.org, pg 1). In a nut shell this means that the educator must not deliberately withhold knowledge from the student. You may ask why an educator would withhold knowledge from a student. There are a number of possible motives for this. One might be to distort knowledge. An educator who distorts knowledge because of his/her personal beliefs or bias is guilty of this. We must remember that we are not here to indoctrinate students but to teach them to learn.

The ethical educator must make every reasonable effort to protect the student from conditions harmful to learning or to the health and safety of the student (www.nea.org, pg 1). This places the burden of creating an environment conducive to learning that is also safe on the educator. This may seem an insignificant tenent compared to some of the others, but it is not. Remember that society has given us the responsibility to teach, protect, and nurture its children. Seen in this light, it becomes quickly apparent that this is, in fact, a major tenent. Children cannot learn in a disruptive classroom. Children are not safe in a school infested with drugs and violence. We must never turn a blind eye, for the sake of convenience, to problems that endanger learning or our children.

The ethical educator must not intentionally embarrass or disparage any student (www.nea.org, pg 1). As educators it is our job to encourage, not disparage. By intentionally embarrassing or disparaging a student you may become the reason a student becomes turned off to education--especially if this happens at a young age and leaves a lasting impression on the child. Children have delicate psyches and cruelty can scar a child for life.

The ethical educator must not discriminate on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social, or cultural backgrounds, or sexual orientations (www.nea.org, pg 1). Discrimination can take the form of exclusion, denial of benefits, or granting of benefits (www.nea.org, pg 1). Any of these actions based on anything other than merit or need could be construed as discrimination.

The ethical educator must not use professional relationships with students for private advantage (www.nea.org, pg 1). Private advantage includes personal, monetary, or business advantage (www.nea.org, pg 1). As professionals we must remember we are here to teach children, not to take advantage of them.

The ethical educator must not disclose information obtained in the course of professional service about any student unless the disclosure serves a compelling professional purpose or is required by law (www.nea.org, pg 1). This is a sort of professional privilege between educators and students. Because educators have access to personal information regarding grades, social and behavioral problems, and home life issues etc. the educator must safeguard this information zealously. If this information is compromised, and a student finds out, the bond of trust between student and educator could be irreparably damaged.

Commitment to the Profession
The second guiding principle of the NEA Code of Ethics of the Education Profession is commitment to the profession. The code states that due to the public trust and responsibility vested by the public in the education profession the highest ideals must be maintained (www.nea.org, pg 2). This includes the responsibility to raise professional standards, to promote a climate that encourages professional judgment, and to endeavor to attract the most worthy people to the profession (www.nea.org, pg 2).

The ethical educator must not make a false statement regarding any material fact relating to competency on any application (www.nea.org, pg 2). As educators we are to hold ourselves to the highest professional standard. To do this honesty and integrity must be paramount.

The ethical educator must not misrepresent his/her professional qualifications (www.nea.org, pg 2). Again this goes under the heading of integrity. Think about the kind of person you would want to teach your children. Their honesty and integrity should be above reproach.

The ethical educator must not assist any unqualified person with entry into the education profession(www.nea.org, pg 2). Unqualified can be in terms of character, education, or any relevant characteristics (www.nea.org, pg 2). As professional educators we should view ourselves as the safe guarders of the profession. By knowingly assisting unqualified persons entry into the profession we are helping to degrade the profession and quite possibly putting children at risk. This is a tenet we should all take very seriously.

The ethical educator must not knowingly make a false statement concerning the qualifications of an education candidate(www.nea.org, pg 2). This can mean pro or con statements. It is equally wrong to make a false statement that might hurt a qualified candidate just as it is to make a false statement that might help an unqualified candidate. Remember we are the safe guarders of our profession and as such are required to zealously protect it. However, we must always bear in mind when discussing candidates that we are potentially affecting another’s career. We must never let bias or personal feelings affect the statements we make concerning a candidate.

The ethical educator must not assist a non educator in the authorized practice of teaching (www.nea.org, pg 2). Consider the consequence of allowing an untrained educator to teach children. You are robbing the children of their education and possibly putting them at risk.

The ethical educator must not disclose personal or professional information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law (www.nea.org, pg 2). As colleagues in the same profession there should be some collegiality toward one another. Only information relevant to another colleagues teaching ability or child safety should be discussed with the appropriate personnel. The only other time disclosure would be appropriate is if it was required by law.

The ethical educator must not knowingly make false or malicious statements about a colleague(www.nea.org, pg 2). If we are professionals we must act like professionals. There is no room in the profession for denigrating ones peers. This harms the profession by degrading team work and morale, two components absolutely essential to the education mission.

The ethical educator must not accept any gratuity, gift, or favor that might influence or appear to influence professional decisions or actions(www.nea.org, pg 2). I know from listening to others in the profession that some parents go overboard during teacher appreciation week. Some teachers have stated that it seems to be a competition to see who can give the best gift to the teacher for their child. I would suggest that inappropriately priced gifts should be returned. Remember as professional we must guard against even the appearance of influence.

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it is the only thing that ever has"

Conclusion
This is a very comprehensive code of ethics. Many, however, feel that enforcement is spotty (www.educationpolicy.org, pg2). At this point in time schools don’t do a good job of modeling values (American Schools, pg 45). Teachers and administrators often make no secret of the fact they don’t trust each other (American Schools, pg 45). This cannot be allowed to continue. Our society has changed dramatically over the last few generations. Both parents working is the norm now not the exception. Out of necessity children depend more on the school system. While the family will always be the starting point for character education schools now share this responsibility (American Schools, pg 44). In order for parents to be comfortable with this they must know that their core values are being taught by qualified ethical professionals (American Schools, pg 44).

Partly due to the influx of immigrants over the last few generations a growing inequality in family incomes has contributed heavily to a growing disparity in student achievement (Tough Choices, pg 9). Mediocre educators will not be able to contend with this problem. Only quality, committed, ethical professionals will be able to deal with these and other modern problems facing our education system.

Multiple Choice Questions
Click to reveal the answer.

Application Questions
1. If you were to help a friend get a job as a teacher who you knew was of suspect character, which guiding principle and tenet of the NEA Code of Ethics of the Education Profession would you be violating? You would be violating the second guiding principle commitment to the profession and the specific tenet would be the ethical educator must not assist any unqualified person with entry into the education profession. Unqualified does not only refer to academics but also character.

2. If you were to embarrass a child who you thought needed to be put into his place because of behavior issues would this be an acceptable classroom management tool according to the NEA Code of Ethics of the Education Profession? No according to the first guiding principle commitment to the students and the tenet an ethical teacher must never intentionally embarrass or disparage any student.

3. If you were to favor one point of view during a lesson over an opposing view because of your personal beliefs would this be a violation of the NEA Code of ethics of the Education Profession? Yes you might be. You could be in violation of the tenet the ethical educator must not suppress or distort material relevant to the student’s progress. You should take great pains to not interject your personal view. At the very least you should make the students aware of your bias.

4. If you were to disclose personal information about a student to your friend at another school would this be a violation of the NEA Code of Ethics of the Education Profession. Yes, unless disclosure serves a compelling professional purpose or is required by law you should not disclose any information obtained in the course of professional service.

5. A child in your class is picking on another child and you do not address it because the abuse seems minor would this be a violation of the NEA Code of Ethics of the Education Profession? Yes, the ethical educator must make every reasonable effort to protect the student from conditions harmful to learning or to the health and safety of the students.

Essay Question
Click to reveal a sample response.


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...d6/3. d4/3...cxd4/4. Nxd4/4...Nf6/5. Nc3/5...a6/6. Bg5/6...e6/7. f4/7...Qb6

= Sicilian Defence, Poisoned Pawn Variation = Moves: 1. e4 c5 2. Nf3 d6 3. d4 cxd4 4. Nxd4 Nf6 5. Nc3 a6 6.Bg5 e6 7.f4 Qb6

Black launches a direct attack on the b2 pawn. White should defend it with /8. Nb3/ or leave it to the enemy with /8. Qd2/. This variation gained notoriety in the 1960s with Fischer's espousal of the system. His idea was that after grabbing a pawn, he could use his almost flawless technique to neutralize White's dangerous lead in development, and then win with his extra pawn and bishop pair.

Theory table
.

1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5.Nc3 a6 6.Bg5 e6 7.f4 Qb6

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


text:
User talk:Li~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 20:09, 6 December 2006 (UTC)

Page & subpage naming
Hi - you have got this message because it seems that you are working on a Wikibook and may have created a new pages or pages that do not conform to the policy guidelines here. There is nothing to worry about as pages can be "moved" quite easily so no content need be loss. However please consult the guidelines before creating any more pages. If you need any further help respond to the talk page of the user who placed this message (see signature at the end) or place a message on the study help desk. Thanks -- Herby talk thyme 20:09, 6 December 2006 (UTC)

 * PLEASE take a look at this - you are naming subpages as tho they were main pages. I'm offline shortly but ask around for help -- Herby  talk thyme 20:18, 6 December 2006 (UTC)

 * In Wikibooks all pages that you create should be part of a book. So if your book is about drumming then the page would be called "drumming".  Any sub sections about drumming (e.g. 'A 4-4 beat') should be located at drumming/a 4-4 beat.  You can move pages to the proper location using the "move" button at the top of the screen.  If in doubt please send a message to myself or Herby! Xania 20:21, 6 December 2006 (UTC)

 * Thanks! You've made us all very happy :) Xania 20:23, 6 December 2006 (UTC)

Drum stuff!
Hi - just noticed that we have some pages regarding drumming up for deletion - Tablature:Drums. There are sub pages too. These are quite old and use the wrong (old) naming system. I could "move" them to the "book" you are working on if that was of any interest to you? Regards -- Herby talk thyme 14:49, 7 December 2006 (UTC)

No thanks, but thanks for asking. The book's already got something similar. Li 21:40, 18 December 2006 (UTC)Li

 * No problem - thanks -- Herby talk thyme 18:17, 7 December 2006 (UTC)

This page
Learn to Play Drums/Lessons/Single strokes and double strokes you will see this is marked for deletion. I nearly did it myself but I assumed you would be adding to it? I'll change it to a 7 day one -- Herby talk thyme 20:33, 22 December 2006 (UTC)

Filled it in, sorry for leaving it so long and thanks for making it 7-day  Li 22:40, 22 December 2006 (UTC)

 * No problem I guessed you were working on it - regards -- Herby talk thyme 17:42, 23 December 2006 (UTC)

Image copyright problem with Image:A sizzler - drumming.jpg
Thanks for uploading Image:A sizzler - drumming.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. -- Herby talk thyme 13:34, 2 January 2007 (UTC)

I added a template, GFDL. Thanks for pointing this out. Li 17:02, 3 January 2007 (UTC)

My talk page & your user page
You can put anything you like on it (or anyone's talk page come to that)!!! I've put the query back but been a bit busy - get back to you as soon as I can - regards -- Herby talk thyme 16:50, 3 January 2007 (UTC)
 * That looks fine to me (license) - if you do need anything deleted you should find what you need here. Let me know if I can help - regards -- Herby  talk thyme 17:04, 3 January 2007 (UTC)

You can put what you like on your user page - it can be as much or as little as you like - it can be about you or anything else. You'd be surprised how many people may have looked at it (I have!). Use user talk pages to "talk" to anyone you like. Some people keep a conversation on one page and "watch" that one, others alternate between their own page and the other person - to me it does matter. If I can help, let me know - all the best -- Herby talk thyme 19:12, 3 January 2007 (UTC)

Hi
As I have been in touch with you about some bits I hope you won't mind me approaching you about something specific. While vandalism is not the issue here that it is on Wikipedia we do still have a level of vandalism that needs tackling often by Admins as there are fewer users here than Wikipedia. One of the tools that allows us to tackle vandals more easily is Checkuser. This means that we can see the IP address a registered user has vandalised from and see if this may have happened before (it often has). To get these rights required 25 affirmative votes which on a small wiki is not easy. A hard working Admin is looking for just two more votes to get this. If you would like to look at this then go here Requests_for_adminship and you are welcome to vote. I must stress that you are under no pressure at all to do so and if you decide not to that is fine. I do hope you do not mind me contacting you in this way - thanks and regards -- Herby talk thyme 18:07, 6 January 2007 (UTC)

Poss deletion
Hi - do you want Image:Avatar thing.JPG deleted? Regards -- Herby talk thyme 13:48, 3 February 2007 (UTC)

Yeah, thanks! Li 16:13, 5 February 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Li. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Li~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 23:22, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:12, 19 April 2015 (UTC)

title: User talk:Li~enwikibooks


text:
Learn to Play Drums/Lessons/A 4\4 Beat

'''

Bold text
'''The key to playing drums well is practice. You will need to build up your co-ordination, and it is better to start off with something simple, so you will not get put off by difficulty.

Here is the first, most simplistic beat you are likely to ever come across. Also known as the basic 'rock beat', this drum beat (or some variation of it) is seen in many of the 'classic rock' songs of the '60s and '70s.

HH|x---x---x---x---| T1|| Sn|o---o---| T2|| T3|| BD|o---o---|

Don't worry if you don't get this done the first time, just keep practicing it until you get it right.

Next up is a slightly different and longer beat, which is good for gaining co-ordination in these early stages.

HH|x---x---x---x---x---x---x---x---x---x---x---x---x---x---x---x| T1|-| Sn|o---o---o---o---o---o---o---o| T2|-| T3|-| BD|o---o---o---o---o---o---o---o---o---o---o---o|

Keep practicing this beat until you can get it right, then try playing it a couple of times in a row to make sure it wasn't a fluke.

This beat is heard in Green Day's Boulevard of Broken Dreams (that's the first song that popped into my head, there are plenty more songs that utilise this beat though.)

HH|x-x-x-x-x-x-x-x-| Sn|o---o---| BD|o---o-o-|

A little more difficult now, this one requires you to play a bass drum beat between 2 high hat hits!

HH|x-x-x-x-x-x-x-x-| Sn|o---o---| BD|o--oo-o-|

title: Learn to Play Drums/Lessons/A 4\4 Beat


text:
Statistical Mechanics/The Foundations

=Introduction=

The goal of statistical mechanics is to bridge the gap that exists between the microscopic and the macroscopic world. Take for example the equation governing the behaviour of microscopic particles: the quantum mechanical Schrödinger equation. Based on this equation, a quantum physicist will tell you everything you want to know about a particle by itself. If you ask, he will even be able to give you a solution for the wave function of a system of two particles. However, once you add a third or more, things start to get more complicated. There is no longer an analytic solution, and one must turn to computers to solve the problem numerically - and the results the computer will spit out are quite accurate for systems of 3, 4 or more particles. Even when considering classical Hamiltonian mechanics, there is no analytical solution for many-body problems such as the motion of the planets, although we can simulate them accurately numerically.

But what happens when the number of particles you have is much larger - not just ten or twenty, or even a thousand - what happens when you have a cup of water for example, with ~1025 particles? Each of the 1025 particles interacts with every single one of the 1025 other particles - that's a total number of interactions of the order of 1050 that would have to be computed at every instant! Even a computer that could perform a trillion calculations per second would take 1020 times longer than the age of the universe to compute the exact state of your cup of water for a single instant in time. Clearly such a computation is not possible. It is therefore not possible, in practice, to solve the equations governing macroscopic systems.

Statistical mechanics provides the tools required to take the information given by quantum physics and use it to describe macroscopic systems and predict how they will evolve in time. By far the most important of these tools is probability theory. Instead of saying that a physical system is in exactly one or the other configuration, we will talk about the probability of it being in a certain configuration. For example, in a room filled with gas, it is far more probable that the gas is spread evenly rather than being bunched up in one corner. This may seem to be nothing more than common sense, but it has profound implications, especially when the probabilities involved are studied quantitatively. Through the use of this and other tools, statistical mechanics enables physicists to gain fundamental insight into the workings of the macroscopic world.

Contents

 * /Macroscopic Properties of Matter/
 * /Extensive and Intensive Parameters/
 * /Definitions/
 * /Fundamental Equations/
 * /The Postulates/

title: Statistical Mechanics/The Foundations


text:
Statistical Mechanics/The Foundations/Extensive and Intensive Parameters

We start by splitting the ways we categorize a system into two categories: extensive and intensive.

Before going into detail about this, however, a little explanation of the notation about studying Thermal properties.

Typically, we're going to deal with the following variables (although theoretically, the structure of Thermal Physics allows other variables to be considered, like the Magnetic Field (B), for example): Internal Energy (U), Entropy (S), Volume (V), Number of Particles (N), Temperature (T), Pressure (P), and Chemical Potential (μ). Now, as according to our goal, given a certain set of initial conditions, there should be an equilibrium that tells us all the information of the system. Mathematically, that means we will have a set of functions to explain our system, most generally and typically this is:

U = U(S,V,N)

Or we can invert to obtain:

V = V(U,S,N)

Or we might be able to find through experiment:

T = T(S,P,N)

Maybe we have multiple particles:

U = U(S,V,N1,N2

And so on...

Now, as mentioned before it is useful to categorize these variables.

An extensive parameter, like Internal Energy (U), Entropy (S), Volume (V), or Number of Particles (N), are parameters that 'scale with the system'. In other words U(aS,aV,aN)=aU(S,V,N).

An intensive parameter, like temperature (T), pressure (P), or chemical potential (μ), are parameters that DON'T 'scale with the system'. In other words, T(aS,aV,aN)=T(S,V,N).

The other reason it's useful to define extensive/intensive parameters is because it tells us what the system is dependent on. Typically, any parameter will only at most be a function of all intensive parameters, or all other extensive parameters.


text:
Statistical Mechanics/The Foundations/Fundamental Equations

Fundamental Equations and Relations (also known as Equations of State, the most famous being the Ideal Gas Law: PV=NT (We're taking the energy definition of temperature here, otherwise there'd be a k)) are VERY important. Mainly because with all Equations of State, you can determine EVERYTHING about the system!

An Equation of State is an equation relating an intensive parameter in terms of a set of extensive parameters. I.e.:

T = T(S,V,N)

P = P(S,V,N)

μ = μ(S,V,N)

This is mainly here to just lay down the concept, but other than that, it isn't needed computationally.


text:
Statistical Mechanics/The Foundations/Definitions

So, how do we define temperature? Pressure?

Extensive parameters are given with the problem, but these Intensive parameters have a much deeper meaning that gives truth to the reasoning of why we separate between extensive and intensive parameters. So, without further ado:

T = (∂U/∂S)V,N

P = -(∂U/∂V)S,N

μ = (∂U/∂N)S,V


text:
Learn to Play Drums/Lessons/Fills

A fill is a part of a song that is different from the main beats. I hope you have noticed that the toms were left unused in the lesson A 4/4 beat. This is because the snare and bass drums, along with the hi-hat, are the main instruments used. We say 'instruments' because we (well, okay, I who wrote this bit) view the drums as a lot of different instruments used together to form one sound - if you know what I mean.

CR|--x| HH|x---x---x---x---x---x---x---x--| T1|o--| Sn|o---o---o-o| T2|o--| T3|---| BD|o---o---o---o--|

This is the 4/4 beat of the previous lesson coupled with a fill and crash cymbal. If you play this on the drums you will realise what we mean when we say that fills break away from the main beat. The fill is easily recognisable, and for practice on defining what a fill is, when you're listening to music, point out to yourself when a fill occurs. This will help you develop your understanding of fills.

The fill in the above tab is very simple. I don't suggest you try this next one, but it is an example of a complicated fill which you will be able to, later on, perform with ease.

CR|| HH|x---x---x---x---x---x---x---| T1|| Sn|o---o---ooo-o---oooo--oo| T2|-o--o---| T3|| BD|o---o---o---o---|

Back to Starting Out

title: Learn to Play Drums/Lessons/Fills


text:
Statistical Mechanics/The Foundations/The Postulates

The Three famous Postulates of Thermodynamics.

 * 1) There exists a function called the entropy of extensive parameters of any system, defined for all stabilized states having the property that the entropy maximizes.
 * 2) The entropy of a composite system is additive over constituent subsystems.  As a function, it's also continuous, differentiable, and monotically increasing with respect to energy.
 * 3) If (∂u/∂S)V,N=0, then S=0

The only other thing of note is notice in Postulate Two:

(The Entropy is a) monotonically increasing with respect to energy.

in other words:

∂S/∂U > 0

1/T > 0

Temperature can never be negative.


text:
XForms/Table Column Total

Motivation
Frequently a form must display the total of a column. This can be accomplished using the bind function in the model.

Sample my-data.xml instance file

Discussion
This example uses div blocks for the table header and footer. The total will be updated each time the user tabs out of a field. New items are always added to the end but you can delete an existing item just by selecting it and pressing the "Delete item" button.

title: XForms/Table Column Total


text:
Learn to Play Drums/Lessons/Exploring the Hi-Hats

closed hi-hats can spice up a standard beat - time to challenge yourself - this is the first time you'll be using all four limbs simultaneously (unless you've been randomly practicing)!

This next beat is in 8/7 time (you can tell what tempo it is by the amount of hi-hat hits in one bar). Notice the 'o' on the hi-hat's line. You know what to do... open ('o'pen) the hi-hats with your foot and close it on the next hi-hat hit.

HH|x-x-x-x-x-x-x-o-|x-x-x-x-x-x-x-o-| T1||| Sn|o---o---|o---o---| T2||| T3||| BD|o---o---|o---o-o-|

As usual, just practice this until you can repeat it for ever (well, you know). Try out different places to open the hi-hats, for example, on the bass drum hits.

Back to Starting Out


text:
Statistical Mechanics/The Two-State Problem/Multiplicity

Standing alone from the Two-State problem, the multiplicity is a very important concept (which also allows us to calculate entropy (albeit, a very hard way to calculate it)).

Given certain Parameters of a system, the multiplicity function will tell us how many microstates a system can have (i.e., for a gas, there's one possible microstate where all the gas in your room is shoved in one corner, another microstate where it's shoved in another corner, and so on) (by comparison, a macrostate tells us general properties of a system, the system is at a state with energy U0, even though many possible microstates have energy U0).

so, g(X1,...)...

The Meaning of Entropy
An alternate definition of Entropy is the following (if we accept that each state has an equal probability of occurring, this assumption is called The Fundamental Assumption of Thermal Physics):

$$ S = ln (g) $$

This is where the common explanation of entropy being the 'disorder of a system' comes from. If the 'disorder' is large, then the system can be in many possible states, and the entropy increases to allow this information.

In Terms of the Two-State Problem
With the up or down spin statistics we can readily see the connection between micro and macro states. say we have ten sites, then the following are possible microstates (u is up, d is down):

uuuuuddddd

uuuududddd

duuuuuuuuu

And so on...

However, a macrostate might be one where the 2m (where m is the magnetization of a single site), notice that for this single macrostate, we have a number of microstates that would give this outcome:

uuuuuudddd

uuudduuudd

ududududuu

And so on...

And with this example, for any given number of sites (N) we can create the following equation for the multiplicity of the two-state system using combinatorics:

$$ g(N) = 2^N$$

And so, we could find the entropy of the system dependent only on the number of sites:

$$ S = Nln2 $$

A much more involved example would be to construct the multiplicity function in terms of not only the site-number, but the excess spin number. Then, due to our postulates, when the entropied is maximized (which is its equilibrium state), the system is at zero excess spin (in the absence of a magnetic field).

Another interesting example is to consider a two-orbital system, with only two states accessible: a ground and excited state. Using the maximation principle we can automatically determine that this system's equilibrium entropy is $$ln2$$, because the multiplicity at such a point will be either one of two states, making g=2.


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Learn to Play Drums/Hardware

Drum hardware is a broad term, and could mean anything from...

Bass Pedals
The bass pedal is what you use to hit the bass drum. It is operated using one foot. Bass pedals come in two varieties - single and double. Some drummers use two bass pedals (on either one or two bass drums) for increased speed. Pedals come with drum kits, but on budget kits the hardware is not going to be sturdy.

Cymbal stands
These come in many varieties. You can get boom cymbal stands and straight stands, the boom having more angle possibilities. These hold the cymbals usually (not directly) over the drummer. The Cymbal is held in place with usually screw-on plastic ends and felt pads. To prevent the cymbal from brushing against the rod which goes up through the centre hole of the cymbal and causing 'key-holing' cymbal sleeves are put in place. Key-holing wears away at the centre of the cymbal through metal-on-metal contact between the stand and the cymbal, slowly making the centre hole bigger. This is NOT good at all and you may end up having to pay up for new cymbals (if you want to play with cymbals, that is).

Cymbal sleeves
The least known but one of the most important things on a drum kit. Cymbal sleeves are there to prevent the cymbal from brushing against the cymbal stand's rod which goes up through the centre hole of the cymbal and causing 'key-holing'. Key-holing wears away at the centre of the cymbal through metal-on-metal contact between the stand and the cymbal, slowly making the centre hole bigger. This is NOT good at all and you may end up having to pay up for new cymbals (if you want to play with cymbals, that is).

Hi-hat stands
Now these are what hold your hi-hats up and hold a pedal which you press down on to open and close the hi-hats.

Help
Feel free to add to this list - this is wikibooks, after all!

title: Learn to Play Drums/Hardware


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User talk:66.193.126.2

I noticed that on Wikijunior Dinosaurs/Plesiosaur you changed "metres" to "meters". "Metres," as you may know is the British spelling of the word. Both spellings are acceptable on Wikibooks, and it is generally frowned upon to "Americanize" or "Britishize" existing words without good reason. Cheers, Iamunknown 21:38, 6 December 2006 (UTC)

title: User talk:66.193.126.2


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The Computer Revolution/Entertainment/Manipulation of Digital Data

The digital age has benefited society in many ways. A decline in production and distribution costs for film and music companies are a couple of good examples. Faster more reliable transfer and storage of information is also noteworthy. However, not all agree changes ushered in by the digital age have been positive. As with the advent of most technology there are detractors.

The manipulation of digital sound, photo,video and television are under intense scrutiny because of the efficiency and seamlessness with which they can be manipulated digitally.

When country music star Anita Cochran recorded a duet with long since deceased county legend Conway Twitty, Newspaper columnist William Safire called it (and other similar recordings) "a series of artistic frauds". The recording was made with software called Pro tools which pulled snippets from Twitty's recording sessions put them on a hard drive and patched them together with Cochran's recording.

With photos a procedure called morphing is used to morph two (or more) images seamlessly to create a different and misleading image. A notable example of this is the recent presidential election in US, where John Kerry's opposition morphed images of Kerry and anti Vietnam actress Jane Fonda in order to discredit Kerry's commitment to the Iraq war. Morphing takes a quantum leap in the world of television and video where digital technology is so prevalent the final product is more the result of sophisticated technology rather than pure and raw talent of actors or actresses.

Detractors argue these artistic frauds are misleading and in the wrong hands can be used with malicious intent. Proponents say sound, photos and television quality is better than ever.


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Talk:How to Write a Program/Collected Real-life Experiences

Removed log4j section because it was unparsable and sounded more like a pissed-off rant (by someone who didn't really understand what Log4J was). If anyone feels strongly about this, please repair it before putting it back:

Log4J
Unsuitable configurations for production are %?? for fetching linenumbers out of the code. The way its done is that an exception is being thrown/caught and the callstack is read that way.

java
I made some changes that were quite java-centric. Sorry, I've been working with java for 5 years now and that's what concerns me now. If anyone feels the need to make it more "Generic" feel free to add examples for other languages. --Bill 23:43, 6 December 2006 (UTC)

You may be interested in this transwiki. If you have another book in mind where the content may be useful, please leave a note on the relevant talk page. Thanks! – Mike.lifeguard  | talk 04:53, 8 October 2007 (UTC)

Context
This book needs additional context at the beginning to explain what its purpose is (it appears to be a collection of "helpful hints" related to computer programming, but you don't know that until you've read through a few sections). It also needs to be categorized. - dcljr (talk) 21:50, 4 February 2008 (UTC)


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Talk:HSC Biology

What Does H-S-C stand for???

HSC stands for Higher School Certificate

title: Talk:HSC Biology


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Adventist Youth Honors Answer Book/Outreach/Cultural Diversity Appreciation

1. Define culture and cultural diversity.

 * Culture: The arts, customs, and habits that characterize a particular society or nation. The beliefs, values, behavior and material objects that constitute a people's way of life.
 * Cultural diversity: Cultural diversity is the variety of human societies or cultures in a specific region, or in the world as a whole.

2. Define stereotype and identify how you may have stereotyped people in the past.

 * Stereotype: A conventional, formulaic, and oversimplified conception, opinion, or image. A person who is regarded as embodying or conforming to a set image or type.

Stereotyping means that we make a judgment about a person based on what we think we know about that "type" of person (i.e., because of the person's race, sex, religion, etc.). Sometimes this judgment is subconscious, and we are not even aware that we have made a judgment at all. An example would be a sudden feeling of fear upon seeing a person of a different race in a lonely place, or the automatic assumption that because a person is female, she must like to bake or sew, or she cannot repair an automobile.

a. 1 Corinthians 9:20 How does this text explain the importance for a Christian to have a cultural diversity awareness?
In order to reach people of a different culture, it is important to understand that culture. For them to feel accepted by you, you should consider adopting some of their practices, as Paul did. This shows that you have an open mind and are genuinely interested in them. It will also serve to encourage them to build trust in you.

b. Galatians 3:27 What does this text say about all who are in the family of Christ?
This passage indicates that all believers are equal in the eyes of Christ. Being "clothed in Christ" means that the Christian's sins are covered. Instead of God seeing your sins when He looks at you, He will see His Son instead. This means that no matter how heinous your sins were, God will still accept you if you accept Christ. This also applies to Christians of other cultures. No matter what terrible things the others have done, they will be forgiven in the eyes of God. This makes you no better than them (and vice versa).

c. Ephesians 2:14 What should be the result of accepting Christ Jesus into our lives? How do you plan to apply this message to your everyday life?
The barrier spoken of in this verse is the one that existed at that time between the Jews and the Gentiles. However, the lesson can be applied between people of any two cultures, and should not be viewed as having an application only between Jews and Gentiles. Christians should accept and love other Christians as Christ does.

==4. Develop a friendship with a boy, girl or older person from your church, school or community whose cultural background is different from yours and conduct research from the following: library, internet, videos, encyclopedia, etc, about the culture. Arrange an interview with this family and complete the following == '''a. Where did the culture originate?  b. What language is spoken?''' c. What religions are prominent in that society? d. What foods are typically eaten for:
 * (1) Breakfast
 * (2) Lunch
 * (3) Supper

e. How are eating habits influenced by the food available in that country? '''f. Are there cultural traditions that are different from yours? What are they?''' '''g. Do people of this culture celebrate the holidays that we celebrate? What customs do they have for celebrating the different holidays?''' h. What customs or traditions from the original culture have been continued by the family in this country? i. Is the dress different from dress in your culture? '''j. Identify at least 5 ways in which you are similar and 5 things which make you different and tell how your attitude or feelings towards people of different cultural backgrounds has affected you? How do you feel about your differences?''' '''k. Attend church with your friend if it is a different church than yours, or attend a church service of a different cultural group. Identify 3 similarities and 3 differences you observe in the church services.'''

Earning this honor on your own
This would be an excellent opportunity for you to invite your friend's family to your house for a meal (perhaps Sabbath lunch). Having them come to your house is more socially acceptable than inviting yourself over to their house, though it is going to be more work for you. If you are living with your parents, be sure to clear this with them first. Also make it clear that you wish to interview the entire family about their culture when you make the invitation. Be sure your house is clean before they arrive. If you like, you can even give them a list of the questions you intend to ask ahead of time so that they may prepare. They may also wish to bring a few items from their home to show you.

When they arrive, you should spend a little time socializing with them before the meal is served. Your goal here is to set them at ease and make them feel comfortable. If you like, you may serve appetizers, and perhaps something to drink, such as juice, hot chocolate, or water. After the meal, you should bring out your question sheet. If it's OK with your guests, you may tape record the conversation, or you may simply take notes. Remember to be courteous during the entire visit, and ask follow-up questions for any of their answers that intrigue you, or which you do not understand. Do not pry into personal affairs that are none of your business. Remember, this is not a news magazine interview attempting to sensationalize a scandal.

When the interview is complete, it would be quite acceptable to socialize more. When your guests are ready to leave, be sure to thank them for coming.

Earning this honor as a club
If you wish for you whole club to earn this honor, you have an excellent opportunity to organize a church social. Identify several people from different cultures, and ask them to participate first. These will be the special guests. Give them a list of the questions well before the event so that they may prepare. Once you have at least three specials guests representing three different cultures, set a date, and invite the whole church to attend. Select a different Pathfinder to conduct each interview. Reserve question j for the audience - ask them to answer it.

As part of the social, you may wish to serve a meal consisting of items from the cultures represented. Identify each food item, indicating what it is, what the major ingredients are, and what culture the food represents. Place these food items on a special table. In addition, you may ask your featured guests for recipes ahead of time so that your club can prepare some food as well. Be sure to place the dishes made by your club on a different table so that if it turns out nothing like it's supposed to, nobody blames your guests. You may also open this up as a potluck, asking everyone to bring a cultural dish representing either their own culture or one they are familiar with.

Again, you may record the interviews, or you can have your Pathfinders take notes.


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Adventist Youth Honors Answer Book/Outreach/Family Life

Bible
Ephesians 5:22-6:4, Colossians 3:18-21, and 1 Peter 3:1-7 have instruction for the family members:
 * Wife: Submit to your husband, love your husband. (hai isteri tunduklah kpd suamimu seperti kepada Tuhan)
 * Husband: Love your wife, respect your wife.
 * Children: Obey your parents.
 * Parents: Do not exasperate your children. Train them in the ways of the Lord.

Titus 2 counsels older men and women to be temperate and self-controlled so that they may teach the younger generation to do the same and to love one another.

Spirit of Prophecy(paraphrased)

 * Father: The Adventist Home chapter 34-35. Fathers important part to play to act...binding the house treasures by his devoted affection. To walk with God, exercise authority with humility. Chapter 36. spend time with children training them to be useful. Chapter 37. Not be domineering, selfish, intolerant. Love and affection and respect should be merited.

 * Mother: The Adventist Home Chapter 39. Her influence words actions bear fruit in eternity. Keep own life spiritually pure. Shape and mold characters, promote healthful living by example, dress tidy, well-fitting clothes... be attractive, not a scarecrow.

 * Children: The Adventist Home Chapter 49-51. Be taught, obliged to serve the family. Taught to be self-sufficient and to help others. Give honor to parents. Learn of God. Learn to serve with love and cheerfulness.

==2. What is the difference between self-respect and pride? Write a paragraph about some of the things that make you feel good about your family. Include the things you are proud of and your family's great qualities and accomplishments!==

Self-respect
Self-respect is the recognition of worth in oneself. Remember that God sent His Son to save you, so He must think you are worth it! A person who has self-respect will take care of her body and will not go around feeling ashamed or inadequate. A person with self-respect will be able to make a realistic estimation of whether or not they possess the skill necessary to accomplish a given task. They will not be afraid to ask for help if it is needed, nor will they be afraid to try something new due to a fear of failure. A person with self-respect may say "I don't know if I can do that or not, but I know I can try!" A person with self-respect is happy to share skills with others, to teach them, and to serve them. She recognizes that her gifts come from God!

Note: Stories from Daniel's life or Joseph's life show young men who had healthy self-respect. Jesus is the ultimate example of someone who "knew who he was" and who was confident in the direction he was headed. Because of his healthy self-respect, he was capable of confidently sharing about a relationship with God and with others that he had experienced personally.

Pride
Pride is the misplaced trust in one's ability. It leads to arrogance, and an unrealistic assessment of one's abilities. Pride clouds the judgment and often leads to the most spectacular failures. Pride may cause a person to put others down or to assume that no one else is capable of doing things as well as he can. He may refuse to "stoop" down to the level of someone he feels is inferior. He is neither willing to serve nor to teach, out of fear that doing so will bring an inferior up to his level. He does not recognize that his gifts come from God and thinks rather, that they belong to him because he is such a great person. The Bible says "Pride goes before destruction and a haughty spirit before a fall (Proverbs 16:18 NIV). When you are a confident person you know it. When you are a prideful person you show it, and you become arrogant.

3. Do one of the following in your home for one week: a. Dust and keep the floors clean b. Wash the clothes c. Wash the dishes d. Properly dispose of garbage
Consult the answers to the Housekeeping and Laundering honors as found in the Household Arts chapter of this Wikibook for instruction.

4. Care for the younger members of your family or a neighbor's family for at least a couple of hours.
Consult the answers to the Child Care honor in the Health and Science section of this Wikibook for detailed instruction.

5. Make a list of some of the things your family spends money on. Explain your responsibility to the finances of your family.
The list may include such items as laundry detergent, food, and clothing.

Living with your parents
If you are not living on your own, you will need to talk to your parents about this. Before you do though, see how much of the list you can make up yourself. Then talk to them and see if they can add (or subtract) anything from it.

Your responsibilities will vary with your situation, but you almost certainly have some influence on how much your family spends. If you are in the habit of wasting food, or overeating, you can address that yourself. Turn out the lights when you leave a room. Close the door when you enter or leave your home so that your family does not pay to heat or air-condition the front yard.

Living on your own
If you are living on your own, you should already have a pretty good idea of what you spend money on. Think about this and write it down. If you have never done it before, it can be an enlightening experience. Go through your checkbook and any credit card statements.

Your responsibility to the family finances is nearly total, though it may be shared with a spouse. Make out a budget and stick to it. Do not spend more money than you make, and if you find yourself doing this, look for areas where you can cut back (adjust your thermostat, avoid restaurants, and do not make impulse purchases).

6. Make a list of family activities that you think your family would enjoy.
Think of the times you can remember each family member laughing or smiling. What was going on then? Ask your family members what they enjoy the most and write that down too. You can also ask them what three things they would like to have if they were stranded on a desert island (supposing it already had everything on it they needed survival). Do not accept answers like "a boat and two oars." You're looking for the things they like to do.

Preschoolers
Preschoolers love to sing songs and to do things. They like to move around. They understand things that are concrete and have difficulty understanding abstractions. Preschoolers tend to believe whatever anyone tells them, so you must be careful to present only the facts. It's OK to simplify them, but whatever you tell them must be true. Their worship should, therefore, include lots of songs, action, and concrete lessons that are easy to understand. The length of the worship should be short and have many components.

Juniors
Juniors are the ages of 10 to 12. Juniors have sharp minds and can quickly memorize things. Juniors tend to believe whatever they are told by trusted adults. They often do not attempt to apply the lessons to their own lives on their own - the application should be presented as well as the lesson. Going through scenarios works well for this age group.

Teens
Teens are at an age where they begin to understand abstractions and internalize spiritual lessons. They look for ways to apply the things they learn to their own lives. Teens tend to not believe anything anyone tells them unless it holds up to their own scrutiny. Though this may sound like a bad thing, the opposite is true. It is a necessary step for them in taking control of their own spiritual lives. They begin to rely on their own relationship with God instead of on their parents relationship with Him. Since they are beginning to discover how Jesus / Christianity makes seems to them any family worships that allow them to express that expanding self-awareness will likely be seen as relevant and applicable or real. Their worship can include the abstract, and they should be encouraged to personalize the lesson. Family worship for teens should respect their time commitments to school, sports, and other activities that fill their lives.

a. Accident
If the accident has caused a serious injury requiring emergency medical assistance, call 911. If an injury is serious but not immediately life-threatening, it is better to go to the hospital emergency room. Bear in mind, however, that the emergency room staff are trained to treat people according to the severity of their problem rather than in the order they arrive. If the injury is minor but still requires medical attention, call your family doctor - if the doctor believes the situation is serious enough, he will recommend that you go to the emergency room, come to the office, or self-treat.

b. Bad storm
Get inside the house during a storm. Close the door and windows, and contact family members as soon as possible. If a tornado seems possible, seek shelter in the basement beneath a heavy item of furniture, or in a doorway. Stay away from the windows. Pray.

c. Financial crisis
Cut out unnecessary expenses, and be mindful of waste. Take only as much food as you will eat, and save leftovers for another meal (and eat them!) Turn off lights when leaving a room and lower the thermostat. If the family is in heavy debt, seek credit counseling. Eat at home instead of at a restaurant. To save gasoline, consolidate trips rather than driving to town every day to run errands.

e. Loss of a relative
When a loved one dies, the family must grieve. Remember that it is not God's will that people die. His original plan did not include death. Take hope in the resurrection, comfort other family members and take time to cry yourself.

10. List five ways you can show concern for or interest in your neighbors.
A possible list might include:

 * Talk to them!
 * Bring them cookies.
 * Take their dog for a walk.
 * Invite them to our home for a visit.
 * Cut their grass without being asked (but ask them first out of respect).
 * Rake their leaves.
 * Do not park in their assigned parking spaces.
 * Keep your place looking nice.
 * In snowy weather:
 * Shovel their sidewalk or driveway (or help them do this).
 * Dig out their car.
 * When they are away from home:
 * Offer to care for their pets.
 * Offer to get their mail and newspapers.
 * Keep an eye on their place.

11. Study the recreational activities of your family. What improvements, if any, can be made?
Specific areas to consider are sedentary activities versus physical activities You cannot replace all sedentary activities with physical ones, but most families can improve in this area.

Another area to consider is television viewing. Watching TV doesn’t require any interaction between family members. Instead, everyone's eyes are glued to the tv, and no one is talking. If someone does talk during the program, it is often met with glares or a "be quiet!" It is far better to engage in activities that require interaction among family members, such as board games.

Do your family's activities require a lot of driving to and fro from one place to another? This is often the case in a large family where one child has ballet, another has soccer practice, and another has piano lessons. Shuttling people from one event to another can be stressful! Why not suggest activities that everyone can enjoy instead of activities that only one person does? It's OK to have personal interests but be careful that your family activities don't reduce the parents to little more than chauffeurs (taxi drivers).

What other improvements can you think of?


text:
Adventist Youth Honors Answer Book/Outreach/Junior Witness

1. Be a member of a Pathfinder Club or AY Society.
If you do not know where to find a Pathfinder Club or Adventist Youth Society near you, talk to your pastor or the youth director at your conference. They will be able to put you in touch with a Pathfinder Club or AY society near you.

2. Participate in at least five Outreach activities during one year.
There are many opportunities during the Pathfinder year for outreach activities. Here is a list of ideas:
 * Collecting canned goods for the needy
 * Make sack lunches for a soup kitchen
 * Nursing home visitation
 * Work-a-thon (painting, cleaning, yard work, etc. for the disabled or elderly)
 * Mission trip
 * Disaster relief
 * Literature distribution
 * Reading to younger children
 * Tutoring
 * Vacation Bible School
 * Adventurers events

3. Enroll at least two people in a Bible correspondence course.
Traditionally, this has been done using the postal service, but now it is common to do it over the Internet. These sites have online Bible Studies that you can use. Why not invite your Internet friends to study with you?
 * It Is Written
 * Amazing Facts

f. Judgment
See also Revelation 6-8: , Romans 13, and Zephaniah 1-3

5. Give at least two Bible studies, using the open-Bible method, using visual aids, audio or electronic equipment.
Doing this is simpler than you might expect. One way to do this is by having a Friday night vespers for your Bible studies. In this way you are around others that you already know and in a familiar setting. Organize the evening as you would any other vespers service. Have song service, take up prayer requests, exchange dialog about the week (talk about plans for the weekend, the next week, etc.), have some snack food (if you want), and have a devotional thought (that's your Bible study).

It is always best to have taken some time to plan out what you are going to talk about ahead of time (Not just a few minutes, but at least a few hours ago. A day in advanced is best, because it gives you time to relax between preparation and delivery of your devotional thought.) You have your Bible study topic outlined. Begin with prayer. Not only will this calm you down, but it also invites God to be with everyone as they take a look at His Written Word. Then, dive in. Once you begin your Bible study, you will find that the hard part is over. Because you have gotten the group started and they aren't just sitting there waiting on you to open the study session, you will notice that the group may in fact move without your help. That doesn't mean that you can sit back and relax for the rest of the time. You need to monitor the flow of the study and put in comments that will "guide" the conversation where you want it to go. At the end of the Bible study, sum up everything that you (as a group) have discussed and point out a few key things that you wanted to get across to those in the group.

As for the visual aids, including audio or electronic equipment ... Those are tools that will assist you in presenting your thoughts to everyone else in the group. Don't be intimidated by them.

6. Make at least 50 one-to-one contacts using outreach literature, ADRA annual solicitation, health/church survey or other one-to-one contact programs.
This is a lot like can collecting. The idea is to go from door to door with outreach literature that you plan on distributing to people you meet. This can be done as an outreach project with an AY Club, Youth Group, or individually. Some clubs distribute literature as they are collecting cans.

Materials that you might use include:

 * Outreach literature (ex. the "Discover Series" by "Voice of Prophecy" or other evangelistic material that your church can supply).
 * ADRA annual solicitation: This activity is about asking for funds to be used to serve those in needs outside of the NAD (North American Division of Seventh-day Adventists) and "can be done by passing out ADRA's The Original Really Useful Gift Cataloge 2024 or another such type of pamphlet". In the past, the church called this activity Ingathering.
 * Health/church survey (In this activity, all you really do is take a survey out to at least 50 people [more is better for the purpose of the survey] of any lifestyle, income, etc. There are two ways to conduct the survey. The first is to ask to do the survey with the person at the present time; the other way to do this is to ask for each person to please fill out the survey and send it to the local church's address or you could return to collect the survey on a designated date.).
 * Other one-to-one contact program (This option is here for you to create your own variety of one-to-one contact program that fits your needs as a junior witness).


text:
Adventist Youth Honors Answer Book/Outreach/Junior Youth Leadership

1. Be a Master Guide
You can download the requirements for becoming a Master Guide here: http://www.pathfindersonline.org/pdf/classwork/masterguide_recordcard.pdf

You should also contact your conference youth department to let them know that you are working on this. They may have resources to help you, and they commonly conduct the seminars required by the curriculum.

You may find additional resources at AdventSource. http://adventsource.org/search_2.aspx?search_type=all&search=master+guide&Image1.x=0&Image1.y=0

2. Read two books on junior youth leadership written in the last five years.
Of course you are free to choose any book on youth leadership you like, but here are some suggestions: Do you know of another good book? Add it!
 * Teaching the Faith: An Essential Guide for Building Faith-Shaped Kids by Donna J. Habenicht and Larry Burton, 2004
 * Fire Up! Youth Leader Guide, Group Publishing, 2006
 * Getting It Right: A Power-Packed Resource for Adventist Youth Leaders, General Conference of Seventh-day Adventists Youth Department, 2005
 * Lead the Way God Made You, Discovering Your Leadership Style in Children's Ministry, by Larry Shallenberger, Group Publishing, 2005
 * Out of the Shipyard, by Troy Fitzgerald. AdventSource, 2006

a. Junior Youth Group leader for one year.
Junior Youth Group is an ancient predecessor of the JMV Society that became the AYS, AJYS, and the Pathfinder Clubs of today.

Based on an older version of this Honor and newer trends it would be reasonable to say that Junior Youth Group is any officially organized local church youth group not otherwise defined in b - d.

This is a level 3 Honor so it is an adult Honor (age 17+) The 1980 version of this requirement was:
 * a. AJYS Superintendent or Associate Superintended
 * b. Junior or Primary SS Superintendent
 * c. Unit Counselor in a local AJYS
 * d. an officer in an Active Pathfinder Club

b. Junior or Earliteen Sabbath School leader for one year.
In most Adventist churches, this office is filled by the Ministry Development Committee (formerly called the Nominating Committee), and voted on by the church. However, if you are interested in fulfilling this requirement this way, make your willingness to serve known to your church leaders. Remember that if your church already has established leaders for these departments, they may not be willing to step aside. In this case, it may be better for you to explore other options. Remember that preserving good relations with other people is far more important than earning this honor.

c. Staff member in an active Pathfinder club for one year.
Talk to your club's director about volunteering. Rare is the club that has too many staff!

d. Staff member at a summer youth camp for a full summer.
This option is especially good for college students. Contact your conference youth director or apply at a summer youth camp.

4. Prepare a group to be invested in one of the Adventist Youth/Pathfinder classes during the current year and assist in conducting the Investiture service.
In order to meet this requirement, you must be a staff member of a Pathfinder organization. Volunteer to serve as a counselor for one of the AY classes (Friend, Companion, Explorer, Ranger, Voyager, or Guide). There are many factors that contribute to your effectiveness as an AY counselor. Above all, you should love the Lord and show that by unconditionally loving the Pathfinders in your care. This means that you will be prepared for each meeting and that you will arrive on time. It helps tremendously to make out a plan for the whole year before you start. This will ensure that you do not have to teach several major requirements in the last few weeks before Investiture. Spread those out and work on them throughout the year.

a. Ten ways to prevent having to discipline

 * 1) Have a plan for every minute of your Pathfinder time.
 * 2) Make thorough preparations for every meeting
 * 3) Establish standards of conduct and communicate them to your club
 * 4) Make friends with your Pathfinders
 * 5) Allow your Pathfinders to participate in decision making
 * 6) Keep a sense of humor
 * 7) Do not use sarcasm or ridicule
 * 8) Acknowledge faults when they come to your attention, but avoid looking for them
 * 9) Be fair.  Avoid unequal treatment or having "pets".
 * 10) Maintain self-control and practice patience

b. Nine ways to have balanced discipline

 * 1) Establish fair rules and regulations
 * 2) Set up and use a point system.
 * 3) Put your rules and regulations in writing
 * 4) Enforce the rules and regulations.
 * 5) Apply the rules consistently.
 * 6) Make only a few carefully considered rules.
 * 7) Present a devotional on discipline, explaining the Pathfinder Pledge and Law.  Remind your Pathfinders that they have agreed to abide by the Pledge and Law.
 * 8) Counsel and pray with your Pathfinders before administering disciplinary action.
 * 9) Counsel and pray with unsupportive parents.
 * 10) Explain club discipline to parents.  They are more likely to support you if they understand what you are doing.

c. Five types of discipline

 * 1) Subtract points using the point system
 * 2) Suspend privileges at meetings
 * 3) Remove rank or office (captains, scribes, guidons, color guard)
 * 4) Reduce privileges at campouts
 * 5) Dismiss from club for a period of time

d. Five discipline procedures

 * If the Pathfinder is uncooperative or disobedient:
 * The counselor should calmly talk to the Pathfinder
 * Explain that members of the Pathfinder club are expected to uphold standards of behavior
 * Privately counsel and pray with the Pathfinder (this should be done out of earshot, but within sight of others).

 * If the Pathfinder continues to be uncooperative or disobedient:
 * Bring in a second staff member to talk with the Pathfinder. This should be the deputy director.
 * Explain that the Pathfinder is in violation of the Pathfinder Law (be courteous and obedient).
 * Pray with the Pathfinder

 * If a third session is required:
 * The counselor, deputy director, and director should meet with the Pathfinder.
 * This should be done privately.
 * Explain the importance of unity and cooperation
 * Be sure the Pathfinder knows how serious the situation is
 * Pray with the Pathfinder
 * Arrange to meet with the parents and the Pathfinder

 * If misbehavior continues:
 * The counselor, deputy director, and director meet privately with one another.
 * The parents are informed that the Pathfinder must sit out of all Pathfinder activities for one month.
 * A staff member visits the Pathfinder at home during the suspension period.

 * If misbehavior continues after the Pathfinder comes back:
 * Repeat the first three steps outlined above.
 * If stage four is reached a second time, the Pathfinder is suspended from the club for a longer period of time - perhaps for the remainder of the year.


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Statistical Mechanics/Boltzmann and Gibbs factors and Partition functions

Typically, we would appreciate a much less difficult way to calculate properties of a system rather than having to come up with a multiplicity function, take the ln of it, and go from there. Fortunately, there are much better ways to do this. One is by considering a thermal reservoir, which makes some nice simplifications in a system, and for more complicated multi-particle comprised systems we can consider a different type of reservoir to simplify our calculations.

Contents

 * /Boltzmann Factors/
 * /The Partition Function/
 * /Gibbs Factors/
 * /The Grand Partition Function/


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Adventist Youth Honors Answer Book/Outreach/Language Study

1. Read and translate from sight a passage of at least 300 words from a book or magazine in a language not native to you.
Translating by sight means that you must be able to translate the passage without the use of a foreign-language dictionary.

If you have difficulty finding an article in the language of your choice, try visiting one of Google's news pages hosted for a country where that language is spoken: You may also visit the Main Page of the Wikibooks website and find a list of languages in the left column. Clicking on one of those links will lead you to the Wikibooks main page for that language.
 * Spain
 * France
 * Germany
 * Italy
 * China

2. Carry on a simple but sustained conversation in a modern foreign language for a period of not less than five minutes.
The requirement that the selected language be modern reminds us that this honor is in the Outreach category. The purpose of this honor is so that the Pathfinder will be able to share the gospel with speakers of this language, so a dead language (such as Latin, Ancient Greek, or Ancient Hebrew) does not qualify.

If you are new to the language, you might find this requirement easier if you choose a topic ahead of time. For example, you might wish to talk about a recent camping trip or a recent vacation. Just remember that this is supposed to be a conversation, not a monologue. You can also talk about family or school:
 * How many brothers do you have?
 * Sisters?
 * How old is your father?
 * Mother?
 * Where were you born?
 * Where were your parents born?
 * Where do (did) you go to school?
 * What is your favorite subject?

These topics of conversation help to establish a relationship with another person. Once that has been accomplished the Pathfinder may venture into the other topics (such as the gospel).

3. Listen to an address or statement of not less than two minutes’ duration made by a person to whom the foreign language is a native tongue, and translate the same into your own language.
If you are new to the language, you might find it helpful to watch a video of the speaker. That way you can back up and re-listen to any parts that gave you difficulty. If you have access to a broadband Internet connection, you can find videos in other languages on YouTube at the following locations:
 * Mexico (Spanish)
 * Brazil (Portuguese)
 * France (French)
 * Germany (German)
 * Netherlands (Dutch)

YouTube is available for many more countries than those listed here. To find them, visit http://Youtube.com and look for the "Site" link in the upper right hand corner. Clicking that link will display a drop-down menu showing which countries are available.

Of course it may also be possible to bring a native speaker to a meeting and have him or her address your club in person.

4. Write a simple letter in the foreign language of your choice, telling what contacts you have been able to make with people whose native tongue is the language you have chosen.
When this requirement was written, getting Pen Pals was a very popular pastime. Children would send in their names and addresses to Guide Magazine in hopes that another child would write them a letter. Sometimes these pen pals would become lifelong friends, keeping in touch well into adulthood, or even serving as a member of their pen pal's wedding party. In this day and age though, publishing a child's name and address is considered extremely dangerous, so the practice has been discontinued.

However, we now have the Internet. You can easily find a message board or a forum that uses the language you have chosen to study and correspond with them that way. An extended conversation of at least 500 words over multiple posts should be sufficient.

5. Know and repeat from memory the Pathfinder Pledge and Law in this foreign language.
We present the Pledge and Law in several languages here. If the language you have chosen is not represented here, we encourage you to add it as you work on your honor.

In Brazil, the Pathfinders call themselves Desbravadores'.

In French, the Pathfinder calls himself L'Explorateur.

6. Write or tell orally about the foreign population in your vicinity and what opportunity you have to converse with those who speak the language you have studied.
You may have to do a little digging to discover this information about your area, and it is entirely possible that your vicinity does not have a foreign population speaking your language of choice. If this is the case, see if you can discover the nearest community of people who do speak that language.

Note: After your choice of a modern foreign language has been made, obtain a suitable textbook in that language and study it thoroughly.

Wikibooks provides several textbooks to help English speakers learn other languages. These are in various states of development, but some are suitable for this purpose now. You can find a list here.

General guidance on learning a new language can be found in How to Learn a Language.

/Completed Honors


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User talk:64.60.109.18

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. --dark lama  23:31, 6 December 2006 (UTC)

title: User talk:64.60.109.18


text:
Talk:Blender 3D: Noob to Pro/Other Important Render Options

RM5248
I think that I'm going to delete this page, as the render settings ( http://en.wikibooks.org/wiki/Blender_3D:_Noob_to_Pro/Render_Settings ) page talks about all of this. Are there any objections?

UNKNOWN314159
No objection here, just make sure that all the info on this page really is on the other page. If you don't delete it, at least update it (the xparts/yparts section is way off).


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Adventist Youth Honors Answer Book/Outreach/Puppetry - Advanced

1. Make at least two or more additional puppets.
Tips for making sock puppets can be found in the ../Puppetry/ chapter which required that you make one. All you need to do is make two more. You may wish to write your ten minute script first though, so you can make puppets to fit the script rather than making the script to fit the puppets. On the other hand, having two additional characters may inspire you to write your ten minute script. The choice is yours.

2. Develop characters and voices for these puppets.
Tips for developing a voice were presented in the ../Puppetry/ honor, so again, we refer you back to that.

3. Write a ten-minute script.
As you write your script, remember that this honor is organized as part of the Outreach category. The purpose of Christian Puppetry is outreach, so gear your script towards that goal.

If you are having trouble filling ten minutes, consider adding a song or two to it. Just be sure that the song fits in with the rest of the script and it will not detract from it. There is no rule that says a puppet show cannot be a musical.

4. Construct your own staging.
This website has plans for constructing a puppet stage from PVC pipe and cloth. The result is a lightweight stage that can be disassembled for easy transport and storage.

The stage itself takes the form of a large open box inside which sit the puppeteers. The back of the box is raised higher than the front and sides to provide a background for the puppets. The frame is built of 1.25" PVC and covered with cloth.

Some of the PVC fittings are considered "specialty" fittings in that they are not typically used in plumbing projects. Thus, they are not typically available in hardware stores. They can, however, be purchased over the Internet. Plug "PVC side outlet 90" into your favorite search engine and you will find several suppliers.

5. Give at least one church or public performance.
An ideal time to do this in a church setting would be to make a presentation during Pathfinder Sabbath. This could either serve as the children's story, or possible even as the sermon itself. Involve as many Pathfinders in the production as you can, as this will make them part of the church service and make it come alive for them.

For a public performance, you could look into setting up a booth at a county fair, block party, homecoming, etc. What sort of gatherings does your local community conduct? Find out who is in charge, and make contact.


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Statistical Mechanics/Boltzmann and Gibbs factors and Partition functions/Boltzmann Factors

The first 'method of simplification' involves considering a thermal reservoir, basically a temperature bath that will keep our system of consideration at a constant temperature T.

Then by the fundamental assumption, given two energy states:

\begin{align} \frac{P(\varepsilon_1)}{P(\varepsilon_2)} & {} = \frac{g_R (U_0 - \varepsilon_1)}{g_R(U_0 - \varepsilon_2)} \\ & {} = \frac{e^{S_R(U_0-\varepsilon_1)}}{e^{S_R(U_0-\varepsilon_2)}}. \end{align} $$

Now, because of the Taylor Series, and in the presence of an infinitely large reservoir the higher-order terms vanish:

\begin{align} S_R(U_0-\varepsilon) & {} = S_R(U_0) - \varepsilon \frac{\partial S_R}{\partial U} \big|_{V,N} \\ & {} = S_R(U_0) - \frac{\varepsilon}{T}. \end{align} $$

Using this simplification we can write the previous exponential form of the ratio of probabilities:

\frac{P(\varepsilon_1)}{P(\varepsilon_2)} = \frac{e^{-\varepsilon_1 / T}}{e^{-\varepsilon_2 / T}}, $$

where $$e^{-\varepsilon / T}$$ is known as a Boltzmann factor. We will expand on its usefulness in the next section.


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Statistical Mechanics/Boltzmann and Gibbs factors and Partition functions/The Partition Function

It's useful to consider the following function, called the Partition Function:

Z(T) = Σs exp(-εs/T)

We can then note that if we define the probability as the following via examination of the Boltzmann factor:

P(εs) = exp(-εs/T)/Z

If we sum P over s, we get Z/Z, which is indeed 1, and thus this is a valid probability function.

Then, using our knowledge of statistical averages, we can consider thermal averages, and calculate energy and various other properties using the Partition function. In general, given the thermodynamic property X, its thermodynamic property is:

X =  = (Σ xs exp(-εs/T)) / Z


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Statistical Mechanics/Boltzmann and Gibbs factors and Partition functions/Gibbs Factors

Using the same method as we did with Boltzmann Factors, we consider a system in thermal and diffusive equilibrium with another system.

P(N1,ε1)/P(N2,ε2) = g(N0 - N1, U0 - ε1)/g(N0 - N2, U0 - ε2)

And by the exact same method as our derivation of Boltzmann factors (no surprises here):

P(N1,ε1)/P(N2,ε2) = exp((N1μ - ε1)/T)/exp((N2μ - ε2)/T)

Which we will use in the exact same way to create the Grand Partition Function.