text:
Wikibooks talk:What is Wikibooks

Problem

 * I am not able to archive the text(MediaWiki talk:Spam-blacklist) or undo/rollback (TW) what I have done. --Good afternoon (discuss • contribs) 08:17, 26 August 2014 (UTC)
 * Since it says, when you try to save it, the problem is the link to wikia dot com, I archived it with that link disabled, and noted what I'd done in the edit summary. What I changed:  .  --Pi zero (discuss • contribs) 10:51, 26 August 2014 (UTC)
 * Thanks. --Good afternoon (discuss • contribs) 01:03, 27 August 2014 (UTC)

The source code of a computer operating system
The page states "Published texts — Wikibooks is for collaboratively developing new open-content non-fiction texts." The open source code for a computer operating system is precisely that. Therefore a wikibook composed of such source code should be possible. You won't allow it. Correct? Thanks, ... PeterEasthope (discuss • contribs) 13:30, 11 April 2016 (UTC)

 * If presented in a textbook format as required I don't see why we should oppose it. Note that the bigger issue is the licensing problems that exist with computer source code on wikibooks. --Panic (discuss • contribs) 15:23, 11 April 2016 (UTC)

I also published some plain sourcecode on wikibook on my user namespace, nobody cared, its still there https://de.wikibooks.org/wiki/Benutzer:Dirk_Huenniger/csmon. So if you want you may do so, its just quite impractical. Better use something like git or svn. You can have that for free on sourceforge or github. --Dirk Hünniger (discuss • contribs) 18:27, 11 April 2016 (UTC)

 * Why impractical? I know about git and svn.  Native Oberon is in the SourceForge; https://sourceforge.net/projects/nativeoberon/ .  A wikibook has at least two pertinent and significant benefits.  Firstly, the source can be read directly with a Web browser.  The user needs no understanding of the git or svn mechanisms.  This is significant for an unsophisticated reader.  Secondly, each article page has a discussion page where obscurities and revisions can be discussed.  If these capabilities are available with git or svn, I'm unaware.  Regards, PeterEasthope (discuss • contribs) 14:52, 20 April 2016 (UTC)

Both, git and svn have the versioning history, which might be a little bit difficult to get with wikis and wikibooks. Also git and svn normally have a fron end to browse the repository directly with a Web browser. It requires some tweaking if the files are binary as for Oberon and derivatives. Just scanning github finds a normal repository https://github.com/OS2World/DEV-MODULA-UTIL-Modula2 where you can view the contents in a browser. But for these two, which have come from an Oberon heritage, tweaking is necessary: https://github.com/AlexIljin/WinOberon and/or https://github.com/BlackBoxCenter/blackbox. I had been thinking about this already earlier and have not yet completely understood how to tweak it, but the basics for that tweaking can be found in the Pro Git book in Chap. 8.2 (https://git-scm.com/book/en/v2/Customizing-Git-Git-Attributes). Regards (Treutwein (discuss • contribs) 13:01, 21 April 2016 (UTC))

 * On another facet of what-is-permitted-here, seems to me section #Wikibooks includes annotated texts would apply. --Pi zero (discuss • contribs) 11:19, 22 April 2016 (UTC)

 * Yes; as I understand it confirms that the source text of an operating system is appropriate content for a Wikibook. Certainly there would be explanatory pages in addition to the bare sources.  Also worth noting: Wikisource is not appropriate.  The software source texts would not be static.  Improvements, including bug corrections would be ongoing.  Refer in https://en.wikibooks.org/wiki/Wikibooks:What_is_Wikibooks#Wikibooks_is_not_a_mirror_or_a_text_repository, "Wikisource is for hosting static texts ...". Regards, ... PeterEasthope (discuss • contribs) 16:43, 3 October 2016 (UTC)

Free of charge and Free as in freedom
The word free has many different meanings. In most of contexts, it means free of charge. However, Wikibooks is both free of charge (as described in the page) and free as in freedom, therefore, in Wikibooks such use should be discouraged. The 'What Wikibooks is not' section should be also changed accordingly (a synonym of 'free of charge' is 'gratis'). --Strange quark (discuss • contribs) 20:33, 22 May 2017 (UTC)

Nevermind --Strange quark (discuss • contribs) 15:39, 26 August 2017 (UTC)

 * It is easily resolved by making better use of the English language: cost-free versus restriction-free. The "free" of CopyLeft, for instance, means restriction-free (except, of course, the restriction against imposing restrictions other than this one). Further refinements, just as easily made, can be used to distinguished other nuances of the term "free". — Preceding unsigned comment added by 2603:6000:aa40:1ef2:222:69ff:fe4c:408b (talk • contribs) 19:01, 22 July 2020 (UTC)

Original research for educational purposes
I think there is a problem with the no original research rule. As soon as a textbook is at a moderate or high level, it is always original research work, at least in the presentation and development of principles and concepts. The present rule would ban most existing textbooks from Wikibooks. In fact, many existing wikibooks already contain original research material, not only those I wrote. This a a real problem for me because a few wikibookians want to prevent me from working the way I want. And they argue with the no original research rule. My answer: "This book is an educational textbook. This is standard quantum physics explained in the framework of Everett's theory. Everything is proved from the first principles, and the computations are usually very simple and can be found in any textbook on the same subject. There are a few paragraphs where I explain my original work because it was made for educational purposes." didn't convince them. Do you think that textbook authors don't have the right to work in Wikibooks if they work with principles similar to mine?

In the french-speaking community, our rule is : "Wikibooks welcomes original works only if they are part of an educational textbook". I think this is a good rule. And you?--TD (discuss • contribs) 14:33, 7 July 2018 (UTC)

 * No, there is not a problem with it. You just don't understand it.  It should be clear that you don't, for a reason that you yourself point out:  if your understanding were correct, a lot of books already here would be in violation of the rule.  --Pi zero (discuss • contribs) 15:07, 7 July 2018 (UTC)

 * You might be right. I don't always understand what I think. But for your information, I wrote the rule.--TD (discuss • contribs) 15:17, 7 July 2018 (UTC)

 * This is not French Wikibooks. --Pi zero (discuss • contribs) 15:58, 7 July 2018 (UTC)

 * I know. This is why I suggest this rule here for discussion in our english-speaking community.--TD (discuss • contribs) 16:09, 7 July 2018 (UTC)

 * You appear to have misunderstood me. I said, in part, that you do not understand [the rule], and you said that you wrote the rule; that suggests that you were talking about the rule on French Wikibooks.  I was not.  The topic of your post, as presented, was presumably the first thing you said: that there was a "problem" with a certain rule on English Wikibooks.  There is not a problem with it, and there is clear evidence that you do not understand it; and I said there was not a problem with it, and I pointed out some immediately proximate evidence that you do not understand it.  --Pi zero (discuss • contribs) 16:25, 7 July 2018 (UTC)

 * Sorry for the misunderstanding. When you wrote "not a problem with it", I thought you taught about the rule just above. I suppose this means that you don't agree with the suggested rule.--TD (discuss • contribs) 16:44, 7 July 2018 (UTC)

 * In theory, everything on Wikibooks is an educational textbook. In theory.  (Yes, there are cases that push the envelope, and one tries to be sensible about it and not let common-sense relaxation in one case become entitlement in another case.)  And our prohibition against OR was, so I've heard, a major motivation in the creation of Wikiversity. We generally would not, I think, object to original ways of presenting material, within reason (though I recall a case that got moved to Wikiversity, which I should probably look up when I get a chance, to see just what was said in the discussions at the time — it may be highly relevant here).  Presenting material about new research seems to me to depend on how idiosyncratic it is; it's not generally okay to write a book about one's own work, although there might be room to nibble, very carefully, around the edges of that.  --Pi zero (discuss • contribs) 17:11, 7 July 2018 (UTC)

 * Yes, there is a problem with it - a big problem. Any compilation of educational information abuts the line with "original research". A large part of research involves better organizing information that's already out there, and providing a more coherent framework - especially one that exposes and fills in gaps. Between "original research" and "regurgitating already-existing information verbatim" there is no room for anything; and distinctions that allow one to say otherwise are purely subjective and will lead to arbitrary and inconsistent enforcement. An important example: a compilation into Wikibooks of recently-published peer-reviewed research, to make it more accessible to a general audience, that is written by the ones who originally published it in the journal. If it's already in a peer-reviewed journal, does it count as "original research"? No? Okay then; if it's written by the people who published it in the journal, does it count as "original research"? Or are they supposed to bring in a ghost-writer? So - as you can see even by this simple example - there is no line to distinguish what's okay from what's not. And even if there were, the restriction is basically saying that the premier experts on the material published in a journal are not able to write a wikibook on the subject - which makes no sense at all. Another set of examples: any survey of what's out there is "original research" - the very process of surveying is a form of research! (Journals will even publish such material). So, now you're also excluding compilations that bring everything together in one place. — Preceding unsigned comment added by 2603:6000:aa40:1ef2:222:69ff:fe4c:408b (talk • contribs) 19:11, 22 July 2020 (UTC)

Chemistry
What is valency 105.112.28.20 (discuss) 10:34, 2 August 2022 (UTC)

Chemistry
The first 103 element 105.112.28.20 (discuss) 10:37, 2 August 2022 (UTC)

Proposal
Can we remove "Wikibooks is not an encyclopedia" ? There are plenty of useful books that could be written about topics in an encyclopedic manner, covering subjects and topics that are excluded under Wikipedia under the notability guidelines.

For example, an encyclopedia of Australian Law (which I would wish to write) could include subjects such as academics in niche Australian areas that would otherwise be excluded under Wikipedia's notability guidelines. I note that other encyclopedias already exist on Wikibooks; such as the 'encyclopedia of self-help techniques' and 'The Unicyclopedia'

For clarity and consistency's sake, could we please remove this line?

Kind regards Jack4576 (discuss • contribs) 09:31, 17 August 2023 (UTC)

 * Another option would be to add a sentence underneath saying: “while generalist encyclopaedias are not allowed, specialist encyclopaedias are allowed in Wikibooks, particularly where their coverage includes subjects not present on Wikipedia” Jack4576 (discuss • contribs) 23:28, 17 August 2023 (UTC)

"Instructibility" criterion elaboration
Currently, the policy outlines the following guidelines on "instructibility":

"Wikibooks is for textbooks, annotated texts, instructional guides, and manuals. These materials can be used in a traditional classroom, an accredited or respected institution, a home-school environment, as part of a Wikiversity course, or for self-learning. As a general rule, only instructional books are suitable for inclusion. Non-fictional books (as well as fictional ones) that aren't instructional aren't allowed on Wikibooks."

Currently, there is some confusion on what exactly it means for something to be instructional, and I think it would be good to clarify. For example, it's obvious that a book teaching you how to do something (e.g. cook, learn a language, operate an instrument, do a craft, do math) is instructional. However, the line is blurred on some other non-fictional topics, such as history, sociology, etc—a book could be a valid scholarly analysis or summary of historical events, but this alone may not qualify it as instructional per se (see the existing policy line that says "Non-fictional books...that aren't instructional aren't allowed on Wikibooks"). From my perspective, it is very important for us to add clarity to the policy to make scope considerations easier.

To start the discussion, I propose the following. Non-fictional books that are not obviously "how-to guides" or annotated texts (and potentially all books here) should:
 * Have an introduction chapter that outlines the educational scope and instructional aims of the book—it should be stated specifically what the reader should be able to do after reading the book.
 * Engage the reader in instructional exercises. This can take the form of discussion questions, thought exercises, practical exercises, essay prompts, experiments, etc.

I realize that this may make some books we host here out of scope, but I don't necessarily think it's a bad thing to prune our content according to sensible consensus guidelines. We could also make this apply only to new books if we thought that was the best thing to do.

Cheers —Kittycataclysm (discuss • contribs) 15:32, 4 May 2024 (UTC)

 * I don't necessarily agree here. The reason is that you can have a book that just lays down facts about an event (like a book about great inventions of the world), and not every book needs to take an educational angle (isn't that what Wikiversity is for?). Leaderboard (discuss • contribs) 14:11, 7 May 2024 (UTC)

 * "Instructional" has two dictionary definitions:
 * intended or used for teaching; educational as in "instructional materials for the classroom"
 * and:
 * giving detailed information about how something should be done or operated as in "an instructional manual"
 * The vast majority of books here fit the first definition very well without needing "exercises". For example, a book on the history of the United States is clearly instructional and could be used in a classroom. The books that are intended to be out of scope are, for example, a non-fiction book proposing that a discredited conspiracy theory is true. It might be non-fiction, but it can't be used in a classroom because it is nonsense. MarcGarver (discuss • contribs) 15:29, 7 May 2024 (UTC)

These are fair points—thank you! I am curious, though, how exactly we might differentiate books here from, say, a Wikipedia page on the same topic. For example, if I wanted to create a book on English history, how would it need to be structured in order to make it different from History of England? Similarly, how would we differentiate a simple fact-based book about Japanese inventions from List of Japanese inventions and discoveries? Is it just formatting? I hope, by the way, this questioning is not taken as combative or disruptive—I personally benefit from clarity in guidelines, and I hope this will be helpful for others as well! —Kittycataclysm (discuss • contribs) 19:08, 7 May 2024 (UTC)

title: Wikibooks talk:What is Wikibooks


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Constructivism

Constructivism
The theory of constructivism in learning is to believe that knowledge is not provided from teacher to student where it remains unaltered, but that learning is an active process of recreating and developing knowledge, and that through constructivism, emphasis is placed on the role of learning activities. One strand of constructivism can be traced to John Dewey who emphasised the place of experience in education. Another from the work of Piaget, who demonstrated empirically that children’s minds were not empty, but actively processed the material with which they were presented, and claimed that through the process of accommodation and assimilation, people will construct new knowledge from their experiences. (Atherton, 2005)

Looking at Piaget’s descriptions of how the constructivism process works, accommodation, where a person reframes the mental representation of the external world to fit new experiences, can be understood as the mechanism by which failure leads to learning. When people act on the expectation that the world operates in one way and it violates their expectations, they will often fail. By accommodating this new experience and reframing the way the world works, they learn from the experience of failure. Likewise, assimilation would occur when the person’s experiences is aligned with their internal representation of the world and they assimilate the new experience into an already existing framework (Wikipedia, 2006) The theory of constructivism suggests that students construct knowledge. Constructivism as a description of human cognition is often confused with educational approaches that promote learning by doing.

Most approaches that have grown from constructivism suggest that learning is accomplished best using a hands-on approach, and that students learn by experimentation, and not by reproducing the expected outcome. They are left to make their own inferences and discoveries and then draw their own conclusions away from the influences of recognised theory. It goes on to emphasise that learning is not an "all or nothing" process but that students learn new information presented to them by building upon knowledge that they already possess. It is therefore important that there is constant assessment of knowledge attained. In a learning environment teachers find that since the students build upon already existing knowledge, when called upon to retrieve new information, they may make errors known as reconstruction error. This is when gaps of our understanding are filled with logical, though incorrect, information. Teachers need to detect and try to correct these errors, though it is inevitable that some reconstruction error will continue to occur because of our innate retrieval limitations, however this also contributes to constructivism.

Word Count: 420

References:

ATHERTON J S (2005) Learning and Teaching: Constructivism in learning   [On-line] UK: Available: http://www.learningandteaching.info/learning/constructivism.htm Accessed: 8 April 2006

Wikipedia (2006) Constructivism: Learning Theory [On-line] UK: Available: http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29 Accessed: 7 April 2006

Bibliography:

Dalgarno B (1996) Constructivist Computer Assisted Learning: Theory and Techniques [On-line] Available:http://www.ascilite.org.au/conferences/adelaide96/papers/21.html Accessed 7 April 2006

Phillips D (1995)The Good, The bad, the Ugly – the many faces of Constructivism [On-line] Available: http://links.jstor.org/sici?sici=0013-189X%28199510%2924%3A7%3C5%3ATGTBAT%3E2.0.CO%3B2-7&size=LARGE Accessed 8 April 2006

Ben-Ari M (1996) Constructivism in Computer Science Education [On-line] Available: http://folk.uio.no/christho/inf3240/downloads/BenAri_Constructivism.pdf Accessed 8 April 2006

Perkins D (1991) What Constructivism demands of the learner [On-line] Available: http://portal.acm.org/citation.cfm?id=133161&dl=ACM&coll=portal Accessed 9 April 2006

Wikebooks (2006) Constructivist Theories in Education [On-line] Available:http://en.wikibooks.org/wiki/Constructivist_Theories_in_Education Accessed 7 April 2006

References & Bibliography
References:

ATHERTON J S (2005) Learning and Teaching: Constructivism in learning   [On-line] UK: Available: http://www.learningandteaching.info/learning/constructivism.htm Accessed: 8 April 2006

Wikipedia (2006) Constructivism: Learning Theory [On-line] UK: Available: http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29 Accessed: 7 April 2006

Bibliography

Dalgarno B (1996) Constructivist Computer Assisted Learning: Theory and Techniques [On-line] Available:http://www.ascilite.org.au/conferences/adelaide96/papers/21.html Accessed 7 April 2006

Phillips D (1995)The Good, The bad, the Ugly – the many faces of Constructivism [On-line] Available:http://links.jstor.org/sici?sici=0013-189X%28199510%2924%3A7%3C5%3ATGTBAT%3E2.0.CO%3B2-7&size=LARGE Accessed 8 April 2006

Ben-Ari M (1996) Constructivism in Computer Science Education [On-line] Available: http://folk.uio.no/christho/inf3240/downloads/BenAri_Constructivism.pdf Accessed 8 April 2006

Perkins D (1991) What Constructivism demands of the learner [On-line] Available: http://portal.acm.org/citation.cfm?id=133161&dl=ACM&coll=portal Accessed 9 April 2006

Wikebooks (2006) Constructivist Theories in Education [On-line] Available:http://en.wikibooks.org/wiki/Constructivist_Theories_in_Education Accessed 7 April 2006

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


text:
Talk:Improving Our Communication

Communication Theory
This module isn't a very good fit in the Communication Theory textbook. Look over the existing chapters to see the preferred format -- each chapter presents a biographical overview of a theorist or group of theorists, and the key points of their theories. This module does not follow the established convention. In addition, this module appears to present a new theory of some kind, or a plan for original research, and is inappropriate for an undergraduate-level textbook. Vault 13:18, 30 March 2006 (UTC)

 * I moved it to Miscellaneous -- Qweet 13:27, 30 March 2006 (UTC)

Wikiversity?
Would this page be more suited for Wikiversity? It appears to have a "working-it-out" sort of structure (especially with those date headings). Just an idea. :) — Sam Wilson ( Talk • Contribs ) … 07:38, 21 October 2015 (UTC)

title: Talk:Improving Our Communication


text:
Nissan 240SX Performance Modification/Control Arms

=FRONT SUSPENSION= The front suspension on the 240sx is a MacPherson strut assembly. It is composed of a shock leading from the chassis down to a spindle. The spindle is then attached to the lower control arm (LCA) and the tie rods. The LCA is attached to the Tension Compression (T/C) rods.

Replacement Bushings
These are replacements for stock soft rubber bushings. They are usually polyurethane and are stiffer than stock units.

Aftermarket Replacements
These are complete replacements with pillow ball end links. These are very important because they allow the adjustability of LCA angle. When the car is lowered the LCA moves more horizontal in comparison to the ground increasing the possibility of bump steer. With aftermarket LCA's you can adjust this and return the angle of the LCA back to stock. hehe

Replacement Bushings
Same as replacing LCA bushings. Tightens up the car, but doesn’t allow any more adjustment.

Aftermarket Replacement
This should be one of your first modifications to your car. The MacPherson strut assembly is extremely hard on this part of the suspension. If you haven’t replaced it, it is worn out, end of story. When braking, the car's weight shifts forward onto this bushing, causing it to be the first to wear out or fail. Aftermarket replacements are recommended because they fully replace the bushing with a pillow ball joint and allow caster adjustment.

Stock Replacements
It is worth replacing with stock if you are just trying to maintain the car because they do wear out and with that you will lose steering feel, but aftermarket has its advantages as usual.

Inner Tie Rods
The inner tie rod can be equipped with a spacer to let you have more steering lock to lock. This is good for drifting because you can get more angle in your drift. Also on the S13 the inner tie rods are very small and tend to bend or to break. The S14/Z32 size is much bigger and a necessary upgrade for any real race car. The S14/Z32 inners thread right into the stock steering rack and align with no problems.

Outer Tie Rods
The OEM outer tie rods are ball joints filled with grease. They are great for longevity, not great for performance. Aftermarket tie rods are pillow ball joints which help with steering feel. They also allow bump steer adjustment which will make the car easier to control.

=REAR SUSPENSION= The rear suspension is comprised of an excellent multi-link suspension design. It has 4 "sides," the rear upper control arm (RUCA), the forward link, the lateral (toe) link, and the rear lower control arm. This design allows for a lot different of adjustment and control over the rear suspension movement. Its all housed on a single "floating" sub frame which is bolted onto the chassis and incorporates the differential, and other suspension.

Replacement Bushings
Better than doing nothing. Essentially the same as effect as doing this for the front LCA's.

Aftermarket Replacements
These also come with pillow ball joints. Much stiffer than any bushing you can buy. They also allow for roll center adjustment...

Replacement Bushings
Tightness up the ride. Stock units can be adjusted, but race units are much more accurate and have more range of adjustment.

Aftermarket Replacements
Pillow ball joints once again, add more adjustability than stock.

Replacement Bushings
Once again better than doing nothing, but defiantly can be improved upon. Also adjustment with this piece is very limited stock and is necessary if you plan on lowering your car. You can slot the stock pieces to allow for more adjustment, but I don’t recommend it.

Aftermarket Replacements
The RUCA's are the second most important piece of linkage (next to the TC rods). They (as usual) have pillow ball joints and allow for more adjustment. They take a lot of stress so its important to get quality pieces. The S13 OEM style had a full loop style that goes all the way around the shock. The S14 OEM style RUCA's only go around the rear. Aftermarket RUCA arms can be found in either style. The half round style is more than sufficiently strong for either application and allows servicing of the shock without removal of the arm.

Replacement Bushings
Same as usual. Tightness up the suspension further.

Aftermarket Replacement
Pillow ball joints and more adjust

=Product Reviews= /Reviews/


text:
Nissan 240SX Performance Modification/Sway Bars

=Stabilizer Bars= A sway bar (also stabilizer bar, anti-sway bar, roll bar, or anti-roll bar, ARB) is an automobile suspension device. It connects opposite (left/right) wheels together through short lever arms linked by a torsion spring. A sway bar increases the suspension's roll stiffness—its resistance to roll in turns, independent of its spring rate in the vertical direction. It is usually constructed out of a U-shaped piece of steel that connects to the body at two points, and at the left and right sides of the suspension. If the left and right wheels move together, the bar just rotates about its mounting points and does not bend. If the wheels move relative to each other, the bar is forced to twist.

The bar resists the bending through its stiffness. The stiffness of an anti-roll bar is based on the fourth power of its diameter, the stiffness of the material, the inverse of the length of the lever arms (i.e., the shorter the lever arm, the stiffer the bar), the geometry of the mounting points, and the rigidity of the bar's mounting points. Some anti-roll bars, particularly those intended for use in auto racing, are adjustable, allowing their stiffness to be altered by increasing or reducing the length of the lever arms. This permits the roll stiffness to be tuned for different situations without replacing the entire bar. The stiffer the bar, the more force required to move the left and right wheels relative to each other. This increases the amount of force required to make the body roll.

In a turn, the sprung mass of the vehicle's body produces a lateral force at the Center of Mass, proportional to lateral acceleration. Because the cg is usually not on the roll axis, the lateral force creates a moment about the roll axis that tends to roll the body. (The roll axis is a line that joins the front and rear roll centers (SAEJ670e). The moment is called the roll couple.

Roll couple is resisted by the suspension roll stiffness, which is a function of the spring rate of the vehicle's springs and of the anti-roll bars, if any. The use of anti-roll bars allows designers to reduce roll without making the suspension's springs stiffer in the vertical plane, which allows improved body control with less compromise of ride quality.

One effect of body (frame) lean, for typical suspension geometry, is positive camber of the wheels on the outside of the turn and negative on the inside, which reduces their cornering grip (especially with cross ply tires).

Anti-roll bars provide two main functions: The first function is the reduction of body lean. The reduction of body lean is dependent on the total roll stiffness of the vehicle. Increasing the total roll stiffness of a vehicle does not change the steady state total load (weight) transfer from the inside wheels to the outside wheels, it only reduces body lean. The total lateral load transfer is determined by the CG height and track width.

The other function of anti roll bars is to tune the high g / limit understeer behavior of the vehicle. The limit understeer behavior is tuned by changing the proportion of the total roll stiffness that comes from the front and rear axles. Increasing the proportion of roll stiffness at the front will increase the proportion of the total weight transfer that the front axle reacts and decrease the proportion that the rear axle reacts. This will cause the outer front wheel to run at a higher slip angle, and the outer rear wheel to run at a lower slip angle, which is an understeer effect. Increasing the proportion of roll stiffness at the rear axle will have the opposite effect and decrease understeer.

OEM Sway Bar Options
S13: (Abs/lsd package) Front bar 25mm, 21mm in the rear.

S13: (se without Abs/lsd package) Front bar 25mm, 17mm in the rear.

S13: (non se) Front bar 24mm, 15mm in the rear.

j30: 19mm hollow All are tubular steel

Aftermarket Sway Bars
ARC Pipe swaybars Front and rear (need translation but they are top quality like Largus sways) http://www.autorefine.co.jp/

Largus - Front bar 31.5mm, 27.5mm in the rear. 3 way adjustable front only. Tubular steel construction. Stock type endlinks. Largus includes new bushings with purchase. ^Will not clear SR20DET oversize oil pans (eg; greddy oil pan, not sure about ARC's). It will also not clear the Yashio Factory Tension Rod braces...

Whiteline - Front bar 27mm, 22mm in the rear. Solid steel construction and 3 way adjustable. Whiteline users their own specific blade type endlinks

Bings.ca - Front bar 30mm, 22mm in the rear. Tubular construction. Stock type endlinks

Tanabe - Front bar 30.4mm, 22.0mm in the rear. Tubular chromoly construction. Stock type endlinks

Godspeed - Front bar 30.5mm, 28.29mm in the rear. Tubular chromoly construction. Stock type endlinks. Note this bar uses CRUSH bends instead of mandrel on higher quality bars.

Progress - Front bar 27mm, 22mm in the rear. 3 way Adjustable front & back. Solid steel construction. Progress supplies a heims type endlink on these swaybars.

Cusco - Front bar 28mm, 18mm in the rear.

Suspension techniques - Front bar 27mm, 20.64mm in the rear. Solid steel construction. Stock type endlinks

Intrax - Front bar 29mm, rear bar 22mm. Comes with greaseable bushings/brakets. Stock type endlinks. Adjustable.

Addco - Front bar 28.6mm, rear bar 22.2mm. Stock Type poly end links and bar to chassis bushings provided by AddCo (8lbs 13.5 Oz - rear sway bar weight)

Megan - Front bar 28mm, rear bar 22mm (Solid Type)

OEM Sway bar
S14 Base model: Front bar is 27.2mm, there was no rear swaybar equipped. S14 (SE and LE package): Front bar is 27.2mm, 15mm in the rear bar.

Aftermarket Sway Bars
ARC Pipe swaybars Front and rear (need translation but they are top quality like Largus sways) http://www.autorefine.co.jp/

Sikky - 32mm front only. Newest version is hollow. 3 way adjustable, includes heim joint endlinks, includes bushings. Originally designed to clear engine swaps.

Largus - Front bar 31.5mm, 27.5mm in the rear. 2 way adjustable rear only. Tubular steel construction. Stock type endlinks. Largus includes new bushings with purchase. ^Will not clear SR20DET oversize oil pans (eg; greddy oil pan, not sure about ARC's). It will also not clear the Yashio Factory Tension Rod braces...

Whiteline - Front bar 27mm, 22mm in the rear. Solid steel construction and 3 way adjustable. Whiteline users their own specific blade type endlinks (14 lbs)

Tanabe - Front bar 30.4mm, 27.5mm in the rear. Tubular chromoly construction. Stock type endlinks. (7-1/2 lbs)

Godspeed - Front bar 30.32mm, 28.16mm in the rear. Tubular chromoly construction. Stock type endlinks. Note this bar uses CRUSH bends instead of mandrel on higher quality bars.

Progress - Front bar 30mm, 24mm in the rear. 3 way Adjustable front & back. Solid steel construction. Progress supplies a heims type endlink on these swaybars.

Cusco - Front bar 30mm, 21mm in the rear. Front +163% Rear +181%

Nismo - Front bar 30mm, 23mm in the rear

Suspension techniques - Front bar 28.6mm, 20.64mm in the rear. Solid steel construction. Stock type endlinks

Intrax - Front bar 29mm, rear bar 22mm. Comes with greaseable bushings/brakets. Stock type endlinks. Adjustable.

Addco - Front bar 28.6mm, rear bar 22.2mm. Solid Steel construction.

Megan - Front bar 28mm, rear bar 22mm (Solid Type)

Notes to be considered when selecting a swaybar upgrade
-Stock swaybars are hollow as well as several aftermarket replacements. Testing has found the tube is the strongest shape and while maintaining a proportionate wall thickness a tubular swaybar will provide only 5% less stiffness for one made out of solid metal in the same diameter but will have a significantly lower weight, sometimes a reduction as much as 10-20lbs. This has no heavy polar impact since its so low on the chassis but will impact braking/acceleration respectively.

-Adjustability is something to weigh in consider if thats a concern for you.

-Stock endlinks are actually very well designed but due to the age of the cars tend to have rotted bushings. Replace them with eurathane bushings from energy suspension kits, or the universal swaybar bushing kit available at local auto parts store. Note when using the universal kit the bushings must be sliced in half using a razor blade as they are twice as thick as what is needed.

- Whiteline swaybar blade type endlinks are not as well designed as the OEM supplied endlinks so that does impact the functionality vs stock links with eurathane bushings or aftermarket replacements. If using whiteline swaybars it is recommended that aftermarket replacements are taken into consideration

-Largus, Splparts.com and PDM Racing both produce a heim joint based replacement endlink solution for both stock and whiteline type bars. This will improve the performance of a swaybar by removing give/squish with bushings.

-Take into consideration front clearance when choosing large swaybars like the Largus ones, if memory recalls 28mm+ will not clear yashio factory and driftworks tension rod braces (www.rhdjapan.com and www.driftworks.com for purchase) and the Largus front sways specifically will not clear oversized oil pans (eg; greddy) for the sr20det

Swaybar Bushings
Energy suspension produces full bushing replacement kits for the 240sx so that all the old worn rubber bushings can be replaced with polyurethane.

Whiteline bushings are the highest quality polyurethane bushings you can purchase them from PDM racing (costs arm and a leg).


text:
Talk:Nissan 240SX Performance Modification/Shocks and Springs

Added some formatting. this info was in the article but was not formattted:

As with a low budget the rsr-race spring 5kg Front/4kg Rear and kyb agx combo proved to provide a nice ride for the street with performance as well as not breaking the bank. the handling had little body movement and dropped it to a nice looking ride height...also to keep in mind sway bars were stock and the only aftemarket sus. parts were front and rear sway bars. so in hind-sight i would definaltly recommend a nice thick aftermarket sway bar for both front and rear if you are not willing to sacrafice ride quality. Sean1978 13:40, 30 March 2006 (UTC)


text: Talk:Nissan 240SX Performance Modification/Coilovers


text:
Talk:Financial Modelling in Microsoft Excel

merging
would you like to make this book a chapter of the Excel wikibook? (http://en.wikibooks.org/wiki/Excel)Tthorp 14:41, 30 March 2006 (UTC)

Categories of chapers removed
I have removed the Excel category from all the chapters, assuming that chapters should not pop up in the listing of books in a given category. I have yet to find in which policy this is documented. --Dan Polansky (talk) 11:44, 9 March 2008 (UTC)


text:
User talk:81.207.212.185

Vandilism
Please do not vandilise the RuneScape articles. It only makes you look like an idiot. Richard 16:52, 30 March 2006 (UTC)

title: User talk:81.207.212.185


text:
User talk:Paleorthid

Soil Science Practice Licensing Manual
Structure would be Introduction > History > Discussion > Licensing Requirements Summary > Licensing programs (chapter for each)> Meeting coursework requirements > Meeting experience requirements. Paleorthid 17:25, 30 March 2006 (UTC)

title: User talk:Paleorthid


text:
College Survival Guide

This wikibook is aimed toward those who are in or new to college. The objective of this wikibook is to lift the fog of the various misunderstandings of college: Credits, courses, assignments, studying, and more. The book should prepare the student for some worst case scenarios and help prevent the student from encountering such foibles in the first place.

The various tools listed and offered can help students cut down metaphorical trees, thus save time. They can help students prepare equipment to take on the camping trip and go up the mountain of enlightenment. The focus of this book is to help a student out of the forest of the darkness and into the light of knowledge and learning, for college is about learning; and it should be a great experience of learning.

The content in this book is somewhat slanted toward U.S. students; however, many of the things listed can be applied to different colleges and universities.

Contents

 * Is going to college worth my time?
 * /Preparing for College/
 * /Testing for College Credit/
 * /Improving Writing Skills/
 * /Improving Reading Skills/
 * /Improving Research Skills/
 * /Learning at the College level/
 * /Choosing Supplies/
 * /Choosing a Class/
 * /Creating a Planner/
 * /Going to Class/
 * /Studying/
 * /Assignments/
 * /Etiquette/
 * /The Campus/
 * /Social Life/
 * /Transferring/
 * /Working/

 * /Acknowledgements/

Related books

 * How to Pass a Course
 * College Guide
 * Note Taking

title: College Survival Guide


text:
User talk:84.176.214.196

Stop - Please stop erasing parts of the Blender 3D book.

If you continue to do this, you will become blocked from editing Wikibooks.

You are free to experiment in the Sandbox. --Kernigh 18:28, 30 March 2006 (UTC)

title: User talk:84.176.214.196


text:
College Survival Guide/Etiquette

Your position as a student

 * 1) Improve the society with your acquired knowledge.

Your rights as a student

 * Typically outlined in a student handbook.
 * Generally includes reasonable free speech, and especially speech of academic nature, at public universities in the United States.
 * Generally includes the right to be secure and free from threats.
 * Generally includes the right to due process for alleged conduct violations, as well as the right to be informed about such accusations.

Active Learning Class
Most professors take an active learning approach, and ask for student participation. In these Classes
 * Volunteer.
 * Be an inspiration to the class.
 * Avoid unacademic activities.

Passive Lectures
Some professors prefer to lecture with no interruption. This is distinct from a professor who welcomes participation, but who's lecture style makes it difficult to participate.
 * Write down your questions, ask them after the lecture.
 * Stay focused and engaged. Pay attention to the professor and any demonstrations or board work performed.
 * Take notes or do practice problems if possible.

Not Talking in Class
Rules of Thumb:

 * 1) If you don't know something, ask the professor a question.
 * 2) If talking in class is not required, try to not talk too much, with the following exceptions:
 * 3) If the professor wants dialogue to make a point, and nobody is speaking up, you should take the initiative and bite.
 * 4) Some professors will be strict about not talking during a lecture, but absolutely encourage talking during post lecture Q&A's.
 * 5) If you are angry at the professor, email the professor or talk to the professor outside of class.
 * 6) Consider writing your thoughts out and articulating your points before you send a hasty message.
 * 7) Consider waiting a day, or asking an uninvolved peer if your grievance is justified.
 * 8) If the class is behind on lectures and covering new material, it is considerate at times to let class conversations die down for a few days.

title: College Survival Guide/Etiquette


text:
User talk:216.120.147.60

Stop

Everyone can see what you did to the "Astronomy/Tools" page.

Please do not erase or mess with our wiki pages. You are welcome to experiment in the Sandbox. The "Edit this page" button is for improving a page, not destroying it. --Kernigh 18:33, 30 March 2006 (UTC)

Blocked
You are temporarily blocked from editing Wikibooks, for repeatedly deleting content from "Astronomy/Tools" and "Wikibooks:Wikibooks maintenance" without justification.

When the block ends, you are welcome to edit Wikibooks, but only if you stop harming the modules. Remember, when you click "Save page", what you see in your web browser, is what everyone sees. --Kernigh 18:43, 30 March 2006 (UTC)

This is your last warning. The next time you vandalize a page you will be blocked from editing Wikibooks.  --Derbeth talk 18:36, 31 March 2006 (UTC)

title: User talk:216.120.147.60


text:
Do-It-Yourself/Bodkin point

How-tos bookshelf | Do-It-Yourself/Bodkin point

First, obtain a bar of round steel or iron stock about 1/4" in diameter. Light your forge and let it settle down, then start heating the rod about 3/4" along.

Turn on the blast, and get the iron to red heat. Upset the rod to about 3/8" thick.

Reheat, this time heating the end of the rod. Hammer the end of the bar to a flattened spread arc. Next we curl the arc around into a circular cross-section, using another bar or an anvil horn, then hammering it closed. This forms the end of the arrow head that is mated with the wooden shaft.

The next step is to heat the rod just a little beyond the upset, and hot cut it. Using tongs, reheat this cut end, and hammer to a square section. Do not taper or draw the point, as a long thin point will tend to bend when it hits an armoured target, and will also tend to slow the impact down more before penetration is complete.

When happy with the squareness and straightness of the head, quench rapidly in water to harden the cutting edges and the nose, but do not quench further back than just behind the upset, as this may cause the arrow to shatter at the thinner neck on impact, rather than give slightly.

The arrowhead is then matched to a fletched shaft, and stored ready for use.

title: Do-It-Yourself/Bodkin point


text:
User:Eyrian~enwikibooks

I like to make things.

I contribute considerably more frequently on Wikipedia.

title: User:Eyrian~enwikibooks


text:
Speech-Language Pathology/Stuttering/Artefactsoft

 Anti-stuttering technology: DAF, FAF. Computer-based. Monaural (one ear) or binaural (two ears). Website: http://www.artefactsoft.com Price: US$30

Personal Experiences Using Artefactsoft DAF/FAF Assistant
Please read Speech-Language Pathology/Stuttering/How to Participate in this Wikibook before adding material.


text:
Talk:Nissan 240SX Performance Modification/Control Arms

moved stabilizer bar comments to sway bay column Sean1978 19:58, 30 March 2006 (UTC)

moved subrame bushings/collars to the correct section (bushings) Sean1978 13:12, 31 March 2006 (UTC)


text:
Talk:Nissan 240SX Performance Modification/Chassis Strengthening

I removed this comment:

To try and talk about this would be suicide. However, let me say that there are company cages in production, and then there are custom cages. It all depends on your level of preference and your budget/goals. I will be giving the cusco cage a shot later this year, but not until everything else is done. If I do not like it, it will be removed. For space reasons, I am avoiding a cage in my plans. However, for serious track-heads, a custom cage is a no-brainer. A lot of research is required here. You need to find someone who will do a quality job the way you want it.

the goal of this book is to talk about things like this. we need to cover in-depth custom made and prefabricated roll cages. This guide is intended to be the research tool Sean1978 20:13, 30 March 2006 (UTC)


text:
Arabic/LearnRW/Sukuun and Shadda

Sukuun ُْسُكونْ
The sukuun (absence of a vowel) is a diacritic that indicates the end of a syllable. Put another way, a consonant with a sukuun above it is not followed by a vowel. This only occurs when the consonant itself follows a vowel. The sukuun is written as a circle above the consonant.

Using left-to-right English 'words' as examples, the word "bata" would be spelled "b/t/"; however "bat" would be spelled "b/to".

The only time that one consonant immediately follows another is when they are in different syllables; in which case, the first consonant would have a sukuun.

Again using English 'words' as examples, we could write "vista" as "v/sot/." The sukuun indicates that the "s" is not followed by a vowel. Otherwise, the word could have been "visita", "visata", or "visuta".

The sukuun cannot be used to combine consonants into single sounds. For example, "...sot..." could only be combined in such a combination as the English "mister" ("mis-ter"), not as in "stair". Combinations such as "stray" are not possible at all in Arabic.

Shadda شَدّة
The shadda is a diacritic which replaces a double-consonant, but only where the first consonant has a sukuun on it, and the second one is followed by a vowel. If the word "vista" above were instead "vitta", then we could put a shadda over the "t". If it were "vitata", however, we could not.

The double-consonant doesn't work the same way as in English. In English, a doubled letter modifies the sound of the preceding vowel. For example: "mated" is pronounced with a long "a", whereas "matted" is pronounced with a short "a".

In Arabic, as mentioned above, a consonant only follows another if the first one ends the previous syllable, and the second one begins the next syllable. As such, both letters are pronounced. In English, this tends to only occur when the two letters are in separate words, as in "big guy".

When reading transliterations of Arabic words, any double letter should be read with a hyphen in it. So "shadda" is pronounced not as "sha-da", but as "shad-da".

Writing the shadda
The shadda is written as a small "w" shape above the letter.

If the double-letter is followed by a short vowel, the mark for that vowel is written directly above or below the shadda (so the kasra, or "i" sound, should be written immediately below the shadda, not below the letter).

If the shadda is followed by a long vowel, then just the shadda is written.

A shadda cannot be followed by a sukuun. This is because a shadda indicates a double letter where the first letter bears a sukuun, ending the preceding syllable. In order for the second letter to have a sound, it must be followed by a vowel.

title: Arabic/LearnRW/Sukuun and Shadda


text:
Talk:Blender 3D: Noob to Pro/Creating Basic Seawater

Merging
Don't you think this could be merged with the follow-up page: Texturing Basic Seawater? It's so short, it doesn't really justify it's own page, does it? --DanMan 21:59, 30 March 2006 (UTC)
 * 3 Years later... Yes, I agree it should be merged (and cleaned up somewhat) Daworm (talk) 03:56, 2 October 2009 (UTC)
 * Merged the pages, hope to update them to Blender 2.49 soon. Dobz116 (talk) 10:52, 17 November 2009 (UTC)
 * Updated to Blender 2.49 with some new methods, hope its not too advanced. Dobz116 (talk) 12:57, 19 November 2009 (UTC)


text:
Talk:Spanish/Lesson 5

Possesive Pronouns
Hlasso 22:12, 30 March 2006 (UTC)In some cases, possesive pronouns are used with body parts, as in: "Déjame ver tus manos" -> Let me see your hands; or, let me take a look at your hands. It's not uncommon to use them to refer to body parts, at least in Latin America.

Extracurricular Activities
I've added several extracurricular activities to this lesson's vocabulary. A native speaker of Spanish may want to check them to ensure that they are correct, since I'm still learning the language. -- Video Game Fan 01:35, 5 October 2006 (UTC)

title: Talk:Spanish/Lesson 5


text: Category:Book:Guide to Social Activity/Stubs


text:
User talk:80.6.140.92

Please do not vandilise the RuneScape articles. All you are doing is making yourself look like an idiot. Richard 01:00, 31 March 2006 (UTC)

title: User talk:80.6.140.92


text:
College Survival Guide/Preparing for College

Knowing how college works ahead of time will greatly improve your chance of success. By understanding life in college, you can prepare yourself for it.

What is College like?
College is an a world onto its own. Without a family member or close friend to guide you through to college, it is easy to become lost, and if they graduated long ago they likely are not familiar with the changing landscape of academia spurred by advancing technology. The choices to make, actions to take, and the many habits one must break are often not known. College is place for those who want a higher education or who want to gain employment in a certain profession.

Social factors
Social life in college often revolves around small communities, such as those sharing a residence hall, or those involved in a school club. It is vital to keep social while in college, because failing to do so often leads to anti social behavior and other negative outcomes for one's post college career. Furthermore socializing is a chance to network with peers, as well as to distinguish yourself by getting involved in extracurricular activities.

The professor is an often misunderstood position for incoming students. Most do not teach as those in High Schools do, they instruct and optionally may guide you through your education. Your education in college is not the sole responsibility of the Professor - it mostly falls on you yourself. Professors are often not trained as teachers, most have dedicated their lives to a field, and have either mastered it, or potentially even expanded it and pushed human knowledge that much further. Many professors participate in research outside of teaching, and often consider that their primary duty. It is important to remember that professors are still humans. They are not perfect, and each has their own individual quirks and foibles, some more than others.

Dining
Dining on a college campus is truly specific to the individual institution. Some institutions offer good food, or at least only slightly overcharge for their food. The worst institutions will gouge prices while serving questionably edible slop. Some institutions will cater to certain dietary requirements, and others simply offer what they offer. Ask an upperclassman what they think of the food at an institution to get an idea of what it's like at that specific institution.

One reason to join or simply pop into many clubs is that they will sponsor free meals and diners multiple times a semester. This is especially true with cultural clubs, who will often showcase the unique cuisine of their culture. Often nerdy clubs like gaming and computing societies will offer pizza and junk food.

Dining on campus is not the only option, and if it is not up to par with your expectations should be used minimally, such as in between classes when you have no time for anything else. Often a variety of restaurants and bars are established immediately off campus. These too range in qualities, but the longest lasting tend to be of good quality, offer unique items, or are locally beloved for some other reason.

By far the most economical way to eat while at college is to do what the majority of society does - go grocery shopping and make a meal yourself. This not only lets you make exactly what you want, how you want it, it also lets you save money by buying in bulk, as well as teaching yourself valuable cooking skills. The biggest downside is the time and effort required, as cooking some dishes can be an intensive process.

Malnutrition at colleges is a serious and unfortunately common issue. Many scientific and sociological studies conclude that college students aren't eating properly. Sometimes students purchase a meal plan that doesn't meet their needs. Other times they simply can't afford what they need. Often healthy food is inaccessible, or costs significantly more than unhealthy food. Many incoming students get into a habit of only eating ramen, pizza, or some other inexpensive meal, only to become sick of an unhealthy diet a few months later. Sometimes programs are available to help the food insecure - do not be too proud to take advantage of these when faced with malnutrition. After all, a malnourished brain will have a much learning and recalling information.

Small Schools
These schools are often rural or private schools. They may not have all the amenities of a large institution, but they do typically have tight knit communities, where you will come to be known by others easily if you distinguish yourself.

Medium School
Often a smaller state university, regional college, or a larger private school, often in a suburb, rural city, or college town. These schools are often large enough to let you be unnoticed by most, but large enough to allow you to easily distinguish yourself. They typically offer most amenities a larger school would, but at a smaller scale. Most will have a few subjects they excel in, with other major subjects that are fairly average or not offered. It is rare for a medium size school to have more than one or two significant regional campuses. If offered at all, it is rare for them to offer more than one of a college of Law, a college of Medicine, or a college of Engineering, though they often offer programs that prepare students for graduate school at a different institution in these fields.

Large School
Often a flagship state university in an urban metro area or a prestigious private school. Even if it's based in a college town (Such as Ithaca, New York or Lawrence, Kansas) the shear size and importance of the school will necessitate many city like amenities. This gives students access to all the amenities of a city - museums, theaters, a huge variety of restaurants, public transit, etc. Of course this also gives students all the downsides of city life too. Such universities often include a college of law, college of medicine, or college of engineering.

The Entrance Exam
The exams usually focus on your Literature and Science skills. Some tests focus on your English and Math skills. Some tests focus on foreign language skills. Either way, a person will take an entrance exam test. What a person should do is before taking the exam, learn as much as he or she can about it. Some colleges only allow a person to take the exam twice. This is why learning about the test is important. Study and review some of the math you already know for about five days.

After taking the exam, if a person doesn't do as well as he or she hoped the first time, then he or she could try again, though this can quickly get expensive. Students who have a high level of math understanding will often be placed down to a lesser math level. Even though the student may know the math, the exam scores may say a person must take "Intermediate Algebra and Geometry".

Some people will try to study the course material by getting a few books, studying them, and retesting. Try to learn everything in the course book in 16 days. After 16 days, take the test and try to test out. If you can't, just take the course. Although, many people despise this exam system, is better to take the course and get over with it than wasting three months studying the book, taking the test, and again, not passing. Summer courses often last about one month, and if a person already knows the material, and he or she really does know the material, he or she should be able to pass the course easily. It's better to take a course and be over with it than to try and beat the system. Remember, 16 days of full devotion.

Picking your Major and Minor
What is a major?

A major is the type of career you want to obtain. You are largely focusing on certain types of courses so you can get that career. The majority of courses in your course schedule are going to help you get that career.

What is a minor?

A minor is a subject that you pick in addition to your major, and has significantly lower requirements to obtain. If you find out years later you don't like your major, you could switch to your minor. A minor is the type of career you want to fall back on. You are slightly focusing on certain types of courses as a fall-back career. The minority of courses in your course schedule will lead you towards that fall-back career.

Talking to a Counselor
When talking to a counselor, a person needs to know his or her long-term and short-term goals.

Questions to ask yourself:

 * 1. What do I want for a career?
 * 2. How much do I really know about the career?
 * 3. Have I researched the career in depth?
 * 4. What type of things does a person in that career field know?
 * Psychology? Sociology? Chemistry? Physics? Biology? Other?

 * 5. What courses do I need to take to get that career?

Number five becomes the most important question once you understand what type of career you want. This will be one of the questions you will focus on when talking to a counselor. Write the question down to ask later.

More questions to ask:
 * 6. Do the courses I take here for that career—transfer to a different school?
 * 7. What school do I want to transfer to?
 * 8. What courses transfer to that school?

Oftentimes, counselors are very busy with many other people and can't go the extra mile for everyone. They try their best, but often they don't have the answers. Supplement counselors with your won research.

Before going to a counselor, a person should study what courses transfer to a college or university. Make a call to the school, go visit the school, or locate the school's website on the Internet and inquire what courses transfer. Many universities and college have a website directory that tells what courses are similar to others. If you are completely clueless to the school's website, you could go to the counselor and ask for them to help you find the information on the website.

The main concept to keep here is this:

I want a certain career. I need to take certain types of courses to get that career. If my current school does not have all of those courses, but they have a few, what courses transfer to another school? How can I be assured these courses transfer? I need proof these courses transfer.

 * 9. How many courses can I transfer.

This can be tricky and annoying depending on institution policies.

Choosing Transferable Courses
When transferring to a different college or university, many students notice a large amount of credits/hours do not transfer.

Why is this?

Also, the teaching curriculum and standards of one school may be different than another school. In other words, the learning material in a different school may be more rigorous, complex, detailed, in depth, or etc. Furthermore, some schools, especially for profit institutions, may have a financial incentive for these requirements.

Talk with one college's counselor, and get that counselor to talk about courses being transferable or not. You want courses that can transfer from one college to the next. Sometimes you will have to call someone, write to someone, or meet with someone at a different college to obtain information about credits/hours that are accepted.

Making a Wise Choice
For many careers, taking English and Mathematics to a certain extent is required. Often, if a person is going to a local college, then he or she can take Mathematics and English courses for a lower price. The first two years of college for many are filled with taking courses that don't relate to their major. The wise who want to transfer to a different college may not take those unrelated courses right away.

Some Liberal Arts (Non-fiction writing 120, Shakespeare 101, etc.) courses do not transfer as well as Mathematics and Foreign language. Many universities require someone to have at least four years of foreign language from a high school. If not that, they require someone to have at least two years of foreign language from a college. Many also like the idea of students having four years of high school Mathematics. To have four years of mathematics would mean someone has taken Calculus before he or she graduates high school.

 * 1 college semester = 1 high school year
 * 4 years H.S. = 2 years college.

 * College goes twice as fast as regular high school.

Experiences
One of the things I've learned in college is that a few courses exist that have a better chance than others to transfer. Taking math and language courses are the best choice for an undergraduate.

Modern Language:
 * Spanish
 * German
 * French

 * In the United States, Spanish is the most common language for college transfer.

Mathematics:
 * Calculus and above

If a college were to be shrewd and not accept these courses, a person could simply test out; the nice thing about choosing this type of courses is its ease to be quickly reviewed to pass a test. The test usually will quiz someone on his or her current knowledge of the class material.

As long as someone takes a modern language and mathematics, it is likely the courses will transfer to a public university. If not, then someone could most likely test out.


text:
College Survival Guide/Improving Reading and Writing Skills

Some people ignored English while growing up; some people weren't taught correctly; and others didn't understand what was going on. Whether you fit those group of people or not, this guide is to excel your learning in the English language. However, before we hit head-on to becoming a great writer, I'm going to cover some basic steps. I can't make you a great writer in this wikibook, nor am I a "great" writer myself. I can, however, show you the paths to walk. I'm being semi-modest. Also, there's another wikibook working on that.

A person will not survive post-secondary education very long if he or she does not have proper usage of the English language.

Grammar and writing are essential parts to creating a paper in an institution of higher learning. In a college or university, writing papers is a common task students must undertake. A typical college paper will be about five pages in length; and within that length, some grammar and spelling mistakes could be made. Some professors grade on grammar, while others do not. The grading of a paper depends on many factors: course level, course, paper requirements, etc. As someone goes into higher level courses, grammar becomes a concern to professors. Not only is it a concern, but being at a higher level means you are to become more of a professional. Thus, you will need to write like a professional. Some people might think this is too much trouble. Don't think learning this stuff is too much trouble. If you don't learn it, you'll be in trouble.

We've got four basic hierarchies of writing:

 * 1) The Philosophy of Language: The building blocks of linguistics and more
 * 2) Linguistics: The building blocks of language
 * 3) Grammar: The building blocks of a language's linguistic usage
 * 4) Rhetoric: The building blocks of presenting and identifying grammar, linguistics, and philosophical ideas in language.

The reason all of these should be studied is simple: They all have something to do with each other. It is suggest that a person starts from number one and goes up toward rhetoric. When people understands each rung of the ladder, they will be able to understand and analyze the way material is presented. Also, understanding each level will help a person present information. If you're new to college, you're going to be typing papers for the next two or more years. It's better to start now by understanding language. It may be difficult, but my advice is this: Learn faster.

By the time you're done learning this stuff, you ought to be able to diagram a sentence, make corrections in Wikipedia projects, and make a coherent paragraph with style. Hopefully, you'll be a little bit more of a bibliophile. If you don't have one, you might even go out to buy a bookshelf.

Also, by the time you're done, you ought to be a novice philosopher, linguist, grammarian, and rhetorician. You may be thinking this is a lot of effort, and this is a lot of effort. But the more energy you direct toward a cause that will effect your writing abilities is a good thing. I wanted to create a systemized way of becoming a decent writer through this webpage. By having a pathway, you won't be wasting too much energy scrambling for information in different directions. If you still think this is too much work, then I will give you my most powerful philosophy:

Power = work/time

- Learn faster - Work harder - And take the efficient pathway to least resistance

= The Philosophy of Language =

I remember throughout high school that my teachers would banter about a "well-rounded education"; however, I don't quite remember them talking about. Some people don't teach philosophy in high school because it would give students skills. And people don't want young students to against those who may have critical thinking skills. In other words, philosophy enables a person to think about the way the universe, the world, its society, and the way a individuals work. As much as it would anger other philosophers to give my own definition of philosophy, I'm going to say it is the thing that enables a person to have a well-rounded education. Without a ground in philosophy, a person will never obtain a well-rounded education. Teachers and faculty have been stating things, but they haven't been explaining things.

Let's explain:

Philosophy is the groundwork for science, art, math, neuroscience, psychology, sociology, etc. You name it, you've probably got philosophy in there, somewhere. Whether its the arguable aspects of a single point in space being a circle or a questionable, metaphysical theory about the mind's energy states and dissociative identity disorder, you've got philosophy to argue about it and have people establish its groundwork. Although the latter may seem like a pseudo-scientific claim, it related to the philosophy of mind; and you've got philosophy that determines how language works, is represented, and is presented.

Philosophy is the foundation. If you ever have trouble understanding a topic, you could always search for the "Philosophy of _____."
 * The Philosophy of Psychology
 * The Philosophy of Rhetoric
 * The Philosophy of Education
 * etc.

Yet again, I'm going to ask you to cross a bridge and walk a path designed by local villagers. Some have an idea of what makes a good pathway, but others aren't too sure. Regardless of their efforts, they tried their best to represent their ideal pathway:

Every term you ever read from these philosophy webpages is very important; however, remembering them all is daunting. Therefore, it is suggested that you look over these things at least one hour a day and try to memorize and understand them.

Also, before you go to college or if you're already there, I suggest you rent a book from your local library. You're going to be reading a lot of books in college. And you might as well learn that fact by stepping up your knowledge of language. Just about every book uses language, and the book I suggest you grab will, too. The book you grab would be about the philosophy of language. Although some people may have their own views of the way the philosophy of language works, it will establish a groundwork for you. Afterwards, you can move onto linguistics. You can, however, mix and match the hierarchal things listed in the introduction if you you're bored with one. Doing this will enable you to have a better view of how they connect to each other.

= Linguistics =

Here's a overview of linguistics: http://en.wikipedia.org/wiki/Linguistics

Again, try to understand the terms used. You don't need to—although it would be great to—memorize all the terms right away. However, remembering the terms allows you to identify the way language is used. Identification of language is a very important skill in becoming a writer.

(This section is being worked on)

= Grammar =

Grammar can be descriptive or prescriptive. However, the kind of grammar emphasized will be of the descriptive flavor.

 * Read this: http://en.wikipedia.org/wiki/Prescription_and_description
 * Review this: http://en.wikipedia.org/wiki/Prescription_and_description#Prescription_and_description
 * Read this: http://en.wikipedia.org/wiki/Descriptive_linguistics

Note: Because this Wikibook is slanted and written mostly in English, it will be focusing on English grammar. However, many of the same principles could be applied to foreign languages.

Websites to Visit for Grammar

 * How to Speak and Write Correctly by Joseph Devlin
 * English Usage, Style & Composition
 * Guide to Grammar & Writing

Obtaining Grammar Books
Grammar is an essential part to writing (typing) a paper. Many people go to college and notice their awful grammar. Sometimes, a person must relearn grammar and practice his or her English skills. The cheapest way to do this is to go to a local library and pick up grammar books and grammar exercise books. If your local library doesn't suit you or have the materials, you could go to a college library. An interesting thing about a college library is that you don't need to be a student to actually walk around and read the books; a college library, sometimes, offers more books than a local library. In this situation, you would walk through the library, find the book catalogue, grab some grammar books, and finally sit down somewhere to read them. For those intellectuals out there, you could look for multiple science books, take them to a desk, and start reading.

Practicing grammar on one's own is very questionable. How does one know he or she is using correct grammar? In this situation, one of the best things to do is consult a grammar book. If one grammar book does not provide the answer you are seeking, then look in another grammar book. There are also forums online for people who are learning English. These forums often provide people who are helpful toward those learning ESL and refreshing their English skills. Whenever you write something, type something, or say something, check to see if you're using proper grammar. Grab a style usage and grammar book. Think about how you presented things. Were they correct? The way the author learned to have better English was to constantly grab for a style usage manual. If you don't have one, it is suggested that you buy one.

 * Recommended Books:

 * 1) The Cambridge Grammar of the English Language. (A large 1500+ page book.)
 * If you read that whole book, you'll understand more about grammar than most people understand; you'll probably understand more about grammar than most professors. It's expensive (Around $100 USD), but it's something to put on the shelf. Some libraries offer it on their shelves. If you can, constantly check it out and read it all the way through. (You'll save money that way.) Afterwards, rent it out to have it as a reference book on your own bookshelf. As with most books, write down all terms you don't understand; research those terms to gain a better understanding of them. When you're done with the whole book, you can flip through it as if it were a reference book. You can look in its index for "commas" or other things in relation to grammar.

= Rhetoric =

You may or may not have heard this term, but it will be a valuable term. Some people argue about the definition, and that's why many students have no clue whatsoever as to what the word means. Nonetheless, most people like to define a word by its criteria, abilities, or things that revolve around it to make it define itself. These, of course, are the many things that create definitional arguments. Regardless of the decades of controversy, I could give you my definition:

''Rhetoric is the act of presenting information and manipulating the way an audience interprets that information. The underlying principle of rhetoric would be philosophical and psychological aspects. These psychological aspects relate to a person's interpretation of the information and reaction due to cognitive influences. The philosophical aspects relate to the information being logical, sound, and valid: making sense instead of babble. Of course this could be argued, because many philosophers determine that rhetoric does not involve much Truth seeking; it doesn't seek truth but to sway an audience. However, rhetoric isn't suppose to be trick the audience into being sway, but it is to grab the audience's attention and have them pay attention to what is being said. Afterwards, it is used to influence the philosophical and psychological aspects of a person.''

 * Some people could say rhetoric has a lot to do with prescriptive grammar: http://en.wikipedia.org/wiki/Prescriptive_grammar
 * Some people think of it as a school of thought: http://humanities.byu.edu/rhetoric/Pedagogy/Pedagogy.htm

To make up another definition off-hand, rhetoric is breaking style into bits and pieces and creating a term for each way style is presented. It is also about how style (rhetoric) is used within different contexts (rhetorical situations). Nonetheless, there seems to be an underlying principle that style is used to influence an audience. I may have done better to say I defined rhetoric's influence. It's all up for debate, but at least you've got an idea.

It's always good to know a bit about history:

 * 1) http://en.wikipedia.org/wiki/Rhetoric
 * 2) Classical Rhetoric
 * 3) http://plato.stanford.edu/entries/aristotle-rhetoric/

I'm not going to ask you to read all of Aristotle's Rhetoric. But it would be nice if you knew what it was about.
 * 1) http://oak.cats.ohiou.edu/~kt367198/arrhres.htm

Now you may be wondering, "How's this going to help me?" Well, it's going to give you a writing style and method. The style, however, will be a mix of rhetorical figures, and their usage will very depending on the way and time (kairos) you wish to present them. Rhetoric is the formal way of writing style. It seems very systematic, and it doesn't allow people to say, "Writing is a natural talent!"

You could, of course, be skeptical about all of this. "Wouldn't that mean I'm copying a style?" Heh. No. Rhetoric is about analyzing style throughout languages and learning how they are implemented. It's about style, not making a style. You make a style by changing your usage of rhetoric. The style of language has been systematically analyzed into bunches of terms, which represent items, ideas, and the way things are. Rhetoric is the style and method of all styles and methods.

By using rhetorical figures in different situations, and throwing them around like spices in a dish, you'll be working toward that perfect meal that earns 5 stars on presentation and taste.

Of course, going into every detail about rhetoric would be elongating, and I don't have time to walk down the path with you, as Gandalf might have said in The Hobbit. I can, however, give you information and hope that you will stay on the path.

 * The Forest of Rhetoric
 * This website is bookmarked by over 1000 people on Del.icio.us, an Internet bookmark saving website. It has a detailed discussion about rhetoric, rhetorical figures, and the way rhetoric is used. I would pay attention to the left frame of the website and follow discussed links.

However, we're going to focus on a few main parts of that website (Silva Rhetoricae):
 * 1) Content/Form
 * 2) Natural Ability or Talent ("natura" "ingenium")
 * 3) Theory or Art ("doctrina" "ars")
 * 4) Practice ("exercitatio" "imitatio")

(These were taken from this part of that website: http://humanities.byu.edu/rhetoric/Rhetorical%20Ability/ABILITY.HTM)

Content and Form
You ever hear about a person analyzing a text? You ever wonder how the heck that's done correctly? Well, it takes some practice, but understanding rhetoric is a good start, mainly because rhetoric is about understanding terminology and applying it. What you'll be doing is analyzing the way people used rhetoric and identifying the style and parts of style within a text. This may seem like a very annoying task to the megalomaniac who doesn't have the time to screw around; however, it is one of the many things that build up power and enable her or him to write better. Tough luck.

This analysis draws on theory and practice more than natural ability. I'm going to summarize natural ability as a person without apathy. A person who has the will to wield style and slice through the audience while leaving a brilliant scar of amazement and awe on it will have the ability to gain "talent." Also, rhetorical pedagogy tries not to believe in natural ability.

The best thing you can do is grab a paper from a newspaper and identity rhetorical figures in it. Choose Newsweek, Times, USA Today, or some other popular magazine. You may want to grab Psychology Today or some other stylish magazine that implements witty banter/style. Your job is to identity the parts of style. Afterwards, you job is to write a paper, restate the thesis, and change the usage of rhetorical figures. Don't make it look the same; make it look different, but say the same thing using rhetoric.

The idea is to analyze the content, its style, and the form it takes. Afterwards, reword the content, and reshape the form of style. By doing this, you will gain practice and experience in rhetoric. Also, if you type up blogs or journal entries, implement rhetoric into each blog you type. You might give the appearance of a modern day Shakespeare.

 * See Also:
 * - http://infotrac.thomsonlearning.com/infowrite/critical.html
 * - http://www.unizar.es/departamentos/filologia_inglesa/garciala/hypercritica/01.Classical/Classical.1.9.html

Practicing Writing Skills
Many people question how to improve their writing skills. Improving writing skills takes dilligent work; however, it is not a hard thing, in terms of academic writing, to master. It is suggested that a person has an online journal or "blog" to write his or her thoughts. These journals/diaries can be made private. Many writers believe in using LiveJournal (LiveJournal.com) for their writings. They use this website because the website will delete any articles or writings created when the writer wishes to delete the journal. In other words, when the writer wants all of his or her writings to disappear, then they disappear. The cause for this behavior is because of copyright infringement and other legal mumbo-jumbo. In other words, the writers are paranoid that someone will steal their work. And it does happen. Of course there are tons of computer science and forensic issues at work, but they can't be done without judicial or executive request; yet most writers feel writing on a private journal is one of the most secure ways to write articles, papers, and other academic things.

As a person continues to write his or her thoughts in a journal, he or she will (usually) comes across spelling and grammar errors. Looking for these key things and correcting them is what helps establish a decent writer. Good writing comes with consistent proofreading and revision. In such a writing dilemma, a person could consult a style usage book—or he or she could use the Internet to find answers. Sometimes people will use Internet forums and talk to writers when they cannot find an remedy to a specific writing problem. Sometimes a person will not know how to type something out, such as dialogue, within an entry. One should not fall into despair when he or she cannot find an answer to his or her writing dilemma; Band-Aid remedies do exist: A person could revise his or her word, sentence, paragraph, etc. Although for the silent writer who lurks behind corners and in the basement, he or she may consider going to the local library and looking for books on dialogue. If the person wants to know more about non-fiction writing, he or she may look for a book on non-fiction writing. One of the best ways to fix a writing dilemma, such as dialogue, is to read a book on how dialogue is used.

Good writing is not something that is achieved over-night.
 * A person must first work on spelling, grammar, and understanding rhetoric.
 * Of course, if you can read 3000 pages in a 24-hour period, you may be able to become a great writer over-night.

Style and Rhetoric
Although this may be a simple commentary I created in light of style and rhetoric, it may be of use to some people:

Social psychology holds this belief that there are a few ways to distract a person and persuade him or her. A person is easier to persuade when he or she is distracted; however, this distraction must not foreshadow manipulation. That's what tropes and schemes do in rhetoric. They allow a person to manipulate the psychology of the reader and distract his or her cognition.

In a kind of scenario, a reader may be enjoying prose and admiring it. This distracts the person, and allows him or her to be persuaded more efficiently.

In other words, changing and twisting the emotions of a person changes the cognition and processing capabilities of the person. Style's objective within rhetoric is to twist and change a person's emotions, thus to change the way a person perceives an argument.

The ways in which to use tropes and schemes differ depending on the kairos. When a writer in noticing that conflict may occur when showing alternate argument, that may be the write time to inflict style and good prose in order to change the cognition of the reader. Also, certain prose at certain times could influence and lead the person to continue with the argument instead of gaining a distaste for it.

A possible usage for it is the same cognitive route that movies use: Build a person up for a climax. A person could use style to lead to the bridge, then he or she could use emotionally charged words to build a climax. Afterwards, the person could throw in a witty line with style and brings things back down to Earth.

Much of this has a lot to do with social engineer, social psychology, cognitive behavior, cognition, and psychology.

The ability of a writer to create prose could have an influence on ethos and pathos. People may perceive the writer to be an intelligent writer because of his or her ability to create stylish prose, thus building ethos. Also, the prose may have a cognitive effect on the reader, thus affecting pathos. The trick is to make the prose seem logical and reasonable.

An analogy is a perfect example where cognition of the reader takes place. The writer must use intelligence and style when creating them. However, they must be clear to the reader and understandable. This is why many people like analogies: Analogies allow a person to grasp a concept better.

= Writing in General =

Coherence
Make one sentence link to the next. Afterwards, you could use transitions to go from that sentence to this sentence. However, this sentence may not be as apparent as the last sentence. Of course, one could make an argument about that statement... Do you notice the coherence? That's why you need to start practicing coherence before you write a college paper.

Sites to view:
 * http://exchanges.state.gov/forum/vols/vol40/no3/p32.htm

Proofreading
Proofreading is the most important part of any paper. NEVER turn in a college paper without proofreading it more than four times. And after you do that, do it again. Proofreading can be difficult if one does not have a full comprehension of grammatical rules: That is just one problem when it comes to proofreading. This is why this part of the wikibook suggests people read through the Internet texts recommended in the previous section. When proofreading, one of the most important parts is making everything grammatically correct, coherent, and easy to read.

Many people speak out loud while proofreading their paper: This is highly suggested. Sometimes, when a person is proofreading, he or she may not notice any grammar or spelling mistakes while speaking out loud. This is why a Text-To-Speech program (TTS) is recommended. This author uses Readplease for convenience and flexibility. By using a program such as this, a person can listen to the text version of the paper spoken aloud. Listening closely, a person can find mistakes in the paper when a word is spoken incorrectly. This is one of the many handy tools for proofreading. However, if you've proofread with a TTS method, then you will want to proofread with your eyes, a dictionary, a style manual, and a grammar book. Proofreading can be annoying, but at least you'll get a decent grade.

My Favorite Way to Save Files

 * ((Source: http://www.writingforums.com/showthread.php?t=64789))
 * Thread was created by Cyberman (Kamisama), this Wikibook's creator.

Although I'm not the best of writers, I have a new trick in my arsenal.

But first a story:

When I was in college last semester, I lost a lot of my work. I had it saved to the hard drive and the hard drive broke. I wasn't able to save my work in time. And I had to hustle and move very quickly to recover from this disaster. However, I somewhat gained a new trick out of it all.

I was looking for alternatives, and I know many are you thinking "Use a jumpdrive." But I lost my jumpdrive; and even though those things are fun to use, they can be lost, too. After a jumpdrive is lost, then the saved data is not recoverable until one finds the jumpdrive. And floppy disks are still a hot thing among many people. Yet those can fail, too. I've seen it happen. Hell, I'm a 1990's kid. I know data loss happens. I think the major thing that set me back, however, was when my AC adapter for my laptop broke. Those things cost a lot of money. And I couldn't get hold of a new one right away. I didn't have three weeks to wait for something to get to my mailbox. The papers were due soon.

So what was I to do from that day forward? What could I possibly do?

And then I decided to use my computer experience and Internet knowledge. I haven't tried to do anything nifty in a while. I thought about this predicament; I didn't want it to happen again. I was getting sick of the trouble. After enough hard thinking, I came up with a solution: GMail.

Yeah, GMail is a really great tool. Matter of fact, I won't type anything in MSWord or Openoffice.org anymore. Seriously. Want to know why? Because GMail constantly saves whatever I'm writing. The best thing is that it is online. Yes, online. It's an online program that saves whatever a person is typing online. It doesn't constantly save, but it saves about every 30 seconds as long as a person keeps typing. I emphasize typing because it recognizes the fact that a person is typing and decides to save that "email" as a draft. Yet the writer isn't really making an email. The writer is saving everything as a draft.

Here's the procedure for those who like a layout:

 * 1) Compose a letter to yourself
 * 2) Start typing
 * 3) Keep typing
 * 4) Notice that GMail has saved your email as a draft (takes about 45 seconds after continuous typing.)
 * 5) Keep typing.
 * 6) When you're done typing, hit "Save..."
 * 7) Recognize that if your computer had crashed, the hard drive had broken, or some bat out of hell came from nowhere, that your GMail has saved your email. And you can access it in the drafts folder.

When a person wishes to gain access to that file, all he or she has to do is go into the drafts folder and edit the file. If someone wants that copy to be written in stone, then all one has to do is click "send." Afterwards, if the person wants to do more to the file, then he or she can copy and paste the information into a new composed draft. I find it fairly nice to use. And the neat thing is that everything is time-stamped.

This is not to say that you shouldn't save another copy to a jumpdrive, floppy disk, or other storage medium. Matter of fact, I advise that you do when you're done for the day.

But the important thing here is that GMail saves something. It saves it while you type. And the file does not get destroyed. Of course, there may be circumstances when Google's corporation goes to hell and the servers crash; but I think a billion dollar company would make backups or have precautions.

For these reasons, I have been using GMail whenever I have something important to type up. It seems much better than using an FTP server. However, there are times when Google Mail is not accessible; it rarely happens. This is why saving something to a different storage medium is advised.

And if I do use Openoffice.org or MSWord, then it's for doing margin work, footnotes, spelling, and other specific word processing applications.

Writing Workshops
Some colleges offer community courses or courses that do not earn college credit. All who do not fully understand grammar should take a writing workshop and improve their grammar. Grammar is of the utmost importance when writing a paper for college. Writing workshops not only help with grammar, they also help with the structure of a paper. By structure, I mean the way everything fits together in a smooth transition: this smooth transition is also known as style.

These writing workshops do cost money, but they are worth it if a person comes out with improved writing. The best thing about taking a writing workshop is that a person does not have to take a college/university course that impacts his or her GPA. Another good reason to take a writing workshop is because many English professors expect someone to already know grammar and style. Depending on one's educational background, he or she may not remember how to use a semicolon or a colon; that person may not even remember the difference between a semicolon and a colon. Albeit that many early (before 1900 A.D.) writers used colons and semicolons in a fashionable way, it is recommended that someone flip through a grammar and style book for a definite way of writing with colons and semicolons. Although the semicolon may seem to be presented in a mediocre way, at least it will be used correctly.

Writing Communities

 * http://www.englishforums.com/
 * http://writingforums.com/

= Types of Papers =

Thesis Paper
Read this: http://en.wikipedia.org/wiki/Thesis

Argumentative Research Paper
(This will be edited, revised, and made better.) --Cyberman 12:39, 17 September 2006 (UTC)

Read the Course Books Before the Semester Starts
Many college students have this policy after learning "the system" to read the course books ahead of time. Of course, this proposes many questions:

 * What am I suppose to be learning from this book?

Author's Answer: Whatever is covered in the book. Sometimes there is a lot of gibberish in college books; this gibberish is put there to elongate things that could have been defined in three sentences instead of three paragraphs. All things covered that relate to the course are important. Very little in a book is gibberish and is related to something; remember as much as you can about a book, while knowing which gibberish to ignore. Often, when reading a book with a lot of information, much of the information to remember belongs to specific people/objects, events, actions, results, locations, and problems. This "thing to remember logic" applies to science, social science, and literature.

Most "good" college students come out of a course remembering about 50% of the material covered in a course book.
 * When the class starts, you can ask your professor about what is to remembered and what is not.

Here's something to remember: read as much of a/the book(s) as you can, as soon as you can. Read a/the book(s) before the semester starts.

"Reading before the semester starts" technique: Say, you have five books and one book for each course.

Read at least 10 pages from each book. When you are done with 10 pages from one book, switch to the next book; keep this 10 page revolving system going, until classes start or read a chapter and then switch books. Usually, reading one chapter from a book and switching to the next does well for covering the book(s) of each class.

By doing this, you will be able know what the book covers and what the class topic is all about. Try to read as much of each book as you can before classes start. You will have an advantage if you read the books ahead of time.

Write Down What You Don't Understand
When a person reads a book he or she may have trouble understanding the concepts of the things presented. Often, a person wants to read a chapter, but he or she may continue to try and understand a concept before moving to the next page.

The best thing to do in this situation is to write down the concept you do not understand. After you write down what you do not understand, present what you don't understand to the professor.

Before presenting, find a way to ask about what you don't understand. Write a question about the concept in question form on a piece of paper. This way, when you talk to the professor, you can ask him or her the question about the topic you don't understand, that is on the piece of paper.

Example:

You read a paragraph about RNA, introns, and extrons. Yet you don't understand how introns are cut out from RNA before becoming mRNA.

 * Write down: introns, RNA, and extrons
 * Make a question: How are introns cut out from RNA before RNA becomes mRNA?

After doing so, you may move onto the next page and hopefully understand more as you continue to read. Sometimes as a person moves on, he or she will find different material that is unrelated, so he or she can focus on that material, and later on the part he or she did not understand. With the part someone did not understand he or she would present that question to the professor.

This is a technique used to cover the rest of the chapter, and read the chapter instead of having a point in which someone becomes stuck on a page before moving on.

= Research =

Library vs. Internet
It is often faster to use a library than it is to use the internet. Being that I've been on the web a decade or more now, I've learned many interesting things. For one, the Internet offers a lot of knowledge—a lot of diverse knowledge. Matter of fact, the Internet over the years has become so diverse, searching through the web is like looking through the garbage for something you accidentally threw away. Finding things on the Internet has become very complex these days, and many people rant about having better information to offer than the competitor.

With Internet searching skills, a person will get better at finding materials. Sometimes, people take a shortcut and go to a web forum to ask people a question or where to locate information. The truth is, searching, asking, and locating on the Internet becomes very time consuming. I’ve found that it becomes more time consuming than looking around in a library.

The library often has many resources to choose from. Learning where everything is in a library is important. The more you know about every nook and cranny in a library, the more you can prepare to find materials to do research. Professors usually want book sources when a student is doing a paper. Libraries also have a physical search engine called a librarian. This person is better than an Internet search engine, because you can describe what you need to research, what you are looking for, and ask where it is and how you can find more information.

It is often better to search through a library than through the Internet. This can be disputed, but if you start using a lot of time to research something you could have researched in the library, then maybe you might want to try using the library.


text:
User talk:Saen1978

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Seriously, welcome to Wikibooks. It is awsome to have somebody contributing to Wikibooks with such original and unique content. The Nissan 240SX Performance Modification wikibook is precisely the kind of content that we are looking for here, and we are glad that you are participating with this project. Keep up the good work and I hope that your book is successful.

I've already been trying to catalog your Wikibook, but we are in the midst of a massive reorganization of the front end of Wikibooks at the moment. Hopefully when the dust settles it will be a better organization to all of the content that we have here, and this book certainly deserves some prominent attention. --Rob Horning 03:20, 31 March 2006 (UTC)

title: User talk:Saen1978