text:
User talk:Harriska2~enwikibooks

2006 11 30
| How to Create a Print Version

2006 10 05
Kathy to read:

2006 09 28

 * Started testing in Kathy's Sandbox
 * Naming convention - fdi_reading1, fdi_reading2, fdi_learning1 or fdi_prepare1, fdi_math1, fdi_math2, fdi_writing1, fdi_writing2, fdi_spelling1, fdi_spelling2 (other subjects: vocabulary, expression, communication)
 * Define curriculum
 * Define Direct Instruction or DI
 * Define Free Curriculum - see Free Software Foundation
 * Probably will start with reading curriculum because greating need - will probably take much longer due to need in creation of stories and workbooks

Need to decide on wikibook name. Suggestions:

 * Free Direct Instruction (Free DI, Freedi, FDI)
 * Free Direct Instruction Programs (Free DIP, Freedip, FDIP)
 * Free Direct Instruction Curriculum and Training (FREDICT)[[File:00%.svg]]
 * Free Direct Instruction GNU/FDL (Free DI GNU/FDL, Free DI Gahnu, FDI Gahnu)
 * Free Direct Instruction Reading (Free DIR, Freedir, FDIR)
 * Free Direct instruction User Manuals (Free DUM, Freedum, FDUM)
 * Direct Instruction GNU/FDL (DI GNU/FDL, DI Gahnu)
 * Free Direct Instruction Curriculum (Free DIC, Freedic, FDIC)
 * Free Direct Instruction Library (Free DIL)
 * Free Direct Instruction Training

To do:
 * Should start working on outline

Copyright
From: http://en.wikibooks.org/wiki/US_Internet_Law/Fair_Use

The Copyright Act sets out four factors for courts to look at (17 U.S.C. § 107):

 * 1) The purpose and character of the use. Transformative uses are favored over mere copying. Non-commercial uses are also more likely fair.
 * 2) The nature of the copyrighted work. Is the original factual in nature or fiction? Published or unpublished? Creative and unpublished works get more protection under copyright, while using factual material is more often fair use.
 * 3) The amount and substantiality of the portion used. Copying nearly all of a work, or copying its "heart" is less likely to be fair.
 * 4) The effect on the market or potential market. This factor is often held to be the most important in the analysis, and it applies even if the original is given away for free. If you use the copied work in a way that substitutes for the original in the market, it's unlikely to be a fair use; uses that serve a different audience or purpose are more likely fair. Linking to the original may also help to diminish the substitution effect. Note that criticism or parody that has the side effect of reducing a market may be fair because of its transformative character. In other words, if your criticism of a product is so powerful that people stop buying the product, that doesn't count as having an "effect on the market for the work" under copyright law.

[Wikipedia Copyright] Copyright law covers only the particular form or manner in which ideas or information have been manifested, the "form of material expression". It is not designed or intended to cover the actual idea, concepts, facts, styles, or techniques which may be embodied in or represented by the copyright work.

Given that publishers commonly now obtain the copyright from the authors as a condition of mass reproduction of a work, one of the criticisms of the current system is that it benefits publishers more than it does authors. This is one of the chief arguments in favor of peer-to-peer file sharing systems, making an analogy with the changes wrought by printing.

The case of Donaldson vs Beckett, in 1774, brought disagreements on the length of copyright to an end. The outcome of the case resulted in the decision that Parliament could, and had, put a limit on copyright length. This decision reflected a shift in English ideas of copyright. The English lords who made the decision in 1774 decided that it was not in the public's best interest to have London publishers control books in perpetuity, particularly as English publishers commonly kept prices high. There were some notions that this was a cultural or class issue. Works in perpetual copyright were seen to have limited access by some citizens to the cultural history of their own land.

Critics of copyright as a whole fall broadly into two camps: Those who assert that the very concept of copyright has never been of net benefit to society, and has always served simply to enrich a few at the expense of creativity; and those who assert that the existing copyright regime must be reformed to maintain its relevance in the new Information society.

A copyright covers the expression of an idea, not the idea itself — this is called the idea/expression or fact/expression dichotomy. For example, if a book is written describing a new way to organize books in a library, a copyright does not prohibit a reader from freely using and describing that concept to others; it is only the particular expression of that process as originally described that is covered by copyright. One might be able to obtain a patent for the method, but that is a different area of law. Compilations of facts or data may also be copyrighted, but such a copyright is thin; it only applies to the particular selection and arrangement of the included items, not to the particular items themselves. In some jurisdictions the contents of databases are expressly covered by statute.

In some cases, ideas may be capable of intelligible expression in only one or a limited number of ways. Therefore even the expression in these circumstances is not covered. In the United States this is known as the merger doctrine, because the expression is considered to be inextricably merged with the idea. Merger is often pleaded as an affirmative defense to charges of infringement. That doctrine is not necessarily accepted in other jurisdictions.

 WHAT IS NOT PROTECTED BY COPYRIGHT?

Several categories of material are generally not eligible for federal copyright protection. These include among others:

Works that have not been fixed in a tangible form of expression (for example, choreographic works that have not been notated or recorded, or improvisational speeches or performances that have not been written or recorded)

Titles, names, short phrases, and slogans; familiar symbols or designs; mere variations of typographic ornamentation, lettering, or coloring; mere listings of ingredients or contents

Ideas, procedures, methods, systems, processes, concepts, principles, discoveries, or devices, as distinguished from a description, explanation, or illustration

Works consisting entirely of information that is common property and containing no original authorship (for example: standard calendars, height and weight charts, tape measures and rulers, and lists or tables taken from public documents or other common sources)

 In United States copyright law, the merger doctrine holds that if an idea and the way to express it are so intricately tied that the ways of expression have little possible variation, there will not be copyright infringement, lest the copyright prevent others from expressing the same idea. The overall principle is that of the idea-expression divide, which is that one can hold a copyright in an expression, but not in an idea.

One case involving this was Ets-Hokin v. Skyy Spirits Inc., 225 F.3d 1068 (9th Cir. 2000) [1], in which the court ruled that the whole vodka bottle in that case was driven by function, was not subject to copyright, and could not be protected by copyright law for that reason. While the label might have been protected by copyright, it was ruled to be incidental to the use and not significant.

Re: Note on Rob's Page
I figure I will get back to you about your note, because Rob has not been as active lately, and I would like you to get a timely response to your question.

If a book isn't on a bookshelf, I would hardly call that "nefarious", but typically new users who are not familiar enough with wikibooks to know about the bookshelves probably do not know enough to create a "good" book. Also, most new books that are created are done so simply because the user did not find one of the existing books on the subject. In general, I would say that users who don't know enough about wikibooks probably shouldn't be starting a new book, because many books created in these ways are doomed to stagnate and eventually be deleted. Of course, there is no policy saying that people can't create a new book any time they see fit, but it generally isn't recommended.

If a book is a stub, or if it contains stubs, typically we are very tolerant of that. However, there is a difference between a stub that "is likely to attract future contributors", and a stub that is "not likely to ever attract new contributors". The second group of books are typically deleted after a certain period of time, while the former type of books typically are not. Some of the things that would make a book unlikely to attract new contributors are: The key to making a good book that is going to flourish, and not get deleted, is to excercise a good amount of forethought before you create any pages, or write any content. I've written an essay on the topic of creating a new book, and if you are seriously thinking about creating one, I would suggest you read it (or at least part of it): User:Whiteknight/New Book Guide. Let me know if you have any other questions. --Whiteknight (talk) (projects) 17:07, 14 December 2006 (UTC)
 * The book is hard to find because it has a bad, incorrect, verbose, or esoteric title.
 * The book structure is difficult to expand or completely non-existant.
 * The current content of the book is so poor that fixing it would take as much work, if not more, then creating a new "better" book.
 * The current content of the book is either comprised or arranged in such a way as to be following an arbitrary or external outline, that new contributors may not understand or agree with (for instance, books created as companions to a particular university class).

Thanks for the info
I read your page above and that is what brought me to Rob's page.

Wikibooks Newsletter, Volume 1
(Wikibooks gazette home | Discuss | Bulletin board | Subscription list)

This is a short newsletter that is being distributed to all active wikibookians. You are getting this message because you are recognized as an established contributor to the project. This newsletter will be distributed on a regular basis to help share news, information, and tips. It comes from a bot account, User:The Staff. User:The Staff is currently operated by a team of wikibooks admins, the complete list of which is available on the user page of the bot. If you would like to not receive this newletter anymore, please remove your name from the list at Active wikibookians.

The work you do at Wikibooks is greatly appreciated. However there are plenty of other opportunities for you to get involved and help us to create a thriving Wikibooks community. We are sure that there are things we can do to help you and your understanding of Wikibooks and similarly there are certainly things you could do to help Wikibooks become a better place.

We would like to ask all wikibookians to add the Bulletin Board to your watchlists. The Bulletin Board is a fast and easy way for wikibookians to communicate important news and events to the entire community. If you have important news to share with the community, you can feel free to add your own entry to that page.

If you have general questions or comments about Wikibooks, you are welcome to post a message on The Staff Lounge, a free discussion area. Your input would also be welcomed in the Votes for Deletion and Requests for Adminship discussion pages. These pages are all active discussion areas that help to shape the Wikibooks community as a whole.

Sometimes it is easy to forget that the Wikibooks community is much larger and more diverse then the people who work in a single book, or on a single bookshelf. Hopefully, together we can all make Wikibooks a better place, and a more valuable educational resource.

The Staff 04:16, 19 December 2006 (UTC)

Your question about monobook/common.css on the staff lounge
Harriska, while I browsing through the staff longe, I noticed your question, Then how might I be able to get my style added so that others can see it? Administrators are able to edit modules within the MediaWiki namespace. You would be interested in MediaWiki:Common.css. I am unsure if an administrator would add a change like that, since any Wikibooks user (or reader) with an account could apply it to their own style sheet or any reader with Firefox could download an extension to apply the css style. But it's worth a shot; you may consider asking an administrator at the administrators' noticeboard or contacting one individually. Cheers, Iamunknown 00:56, 22 January 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Harriska2. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Harriska2~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:16, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:01, 19 April 2015 (UTC)

title: User talk:Harriska2~enwikibooks


text:
Free Direct Instruction Curriculum and Training

Curriculum in Development

 * /Science K/ [[Image:25%.svg]]
 * /Science 1/ [[Image:25%.svg]]
 * /Science 2/ [[Image:25%.svg]]
 * /Reading K/ [[File:00%.svg]]
 * /Reading 1/ [[File:00%.svg]]
 * /Math K/ [[File:00%.svg]]
 * /Math 1/ [[File:00%.svg]]
 * /Math Facts/ [[Image:25%.svg]]

What is Free Direct Instruction Curriculum and Training (Free DICT) [[File:100%.svg]]
Free Direct Instruction Curriculum and Training is an electronic form of curriculum for parents and teachers in Science, Reading, and Math based on the teaching principles of Direct Instruction (DI). It is a scripted curriculum that ensures an efficient teaching of skills and knowledge to mastery. Don't let the scripted nature of the curriculum give you a sense of simplicity. There is much research and history in the principles of DI.

Currently there are no finished curriculum products. Hopefully Science K (Kindergarten Science) will be finished by the end of 2007. If there is help from the DI community then it could be finished much sooner.

Math will likely be next because there is a great need for quality math instruction at low cost (what better than free!). It will likely take 2–4 years and has not yet begun. Again, with help from the DI community, it could be done quicker.

To truly understand and participate in this community, it would be best to review the following sites:
 * Definition of curriculum
 * Definition of Direct Instruction or DI
 * Definition of Free Curriculum - read and extrapolate from Free Software Foundation (FSF). I realize that FSF is for software but you can use your imagination to extrapolate.
 * Definition of GNU Free Documentation Licence (GFDL)
 * How do I know what makes a DI program really based on DI? The DI Approach and Specifications

Direct Instruction Documentation

 * Instructional Design and Criteria
 * Direct Instruction Approach Specifications

Benefits of wikibooks [[File:100%.svg]]
By placing curriculum into an electronic media you gain the following benefits:
 * Adaptable - if a set of instructions is weak, a teacher using the curriculum or a field testing teacher might login and either add to the discussion for the module (see tabs) or make a change in the module for the section. Furthermore, a teacher can make their own copy and customize it for his or her own use.
 * Portable - curriculum and scripted teacher instruction can be placed on a laptop and/or printed out. No more lugging books around.  Student booklets can be easily printed in black and white or color and easily replaced.
 * Reduced costs - Student books can currently cost $50–$80 each. Workbooks can currently cost $10 to $20 each.  Printed teacher editions can cost $80 on up.
 * Durable - electronic media can often be put into various types of formats such as a database, web page, or even printed in sections. Currently, teacher editions are spiral bound which can compress and become difficult to turn pages.
 * Expandable - the use of hyperlinks to get more information on an idea or item can assist teachers in learning the curriculum more completely and quickly.
 * Format/media - using electronic media allows curriculum to be developed in a way that is quicker for the teacher to learn to efficacy, thereby, allowing the teacher more time to work on student errors or more time to "punch up" the curriculum to make more fun. The use of small icons as cues can assist teachers in learning the curriculum more quickly.
 * Multimedia - the ability for a teacher to use pictures and short videos to make a point. Also allows the multimedia to include current events thus making the lessons more timely and linked to the students point of view.
 * Helpful for parents - parents of students with disabilities can help pre-teach or firm areas for students with disabilities that need extra practice. A teacher can print the information/workbooks or direct the parent to the wikibook website.
 * Transformable - can translate the curriculum to different languages and even communication style (i.e. from written to sign language).

Who Should Contribute [[File:100%.svg]]
Anyone interested in Direct Instruction curriculum development and the idea of GNU Free Documentation License

The idea of providing schools with free, effective, field tested curriculum will save money and give us a more educated, competitive populace.

How to Prepare in order to Contribute [[File:100%.svg]]
Please ensure you have read up on Direct Instruction and the wikibook model.

DI links [[File:100%.svg]]

 * Direct Instruction Rubric - large PDF file
 * Zig Site
 * Association for Direct Instruction
 * National Institute for Direct Instruction
 * Jeff Lindsay's DI Site
 * Martin Kozloff's DI Site
 * SRA Direct Instruction website

DI books [[File:100%.svg]]

 * Introduction to Direct Instruction
 * Direct Instruction Reading, Fourth Edition
 * Teaching Struggling and At-Risk Readers: A Direct Instruction Approach
 * Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Ed)

Wikibook links [[File:100%.svg]]

 * Newcomers
 * Contributing FAQ

Copyright links [[File:100%.svg]]

 * Copyright Basics
 * US Copyright
 * US Internet Law/Copyright
 * What is Not Protected by Copyright
 * Merger doctrine
 * Idea-expression divide
 * Limitations and exceptions to copyright

How to Contribute [[File:100%.svg]]

 * If you wish to contribute you should read Contributing and join us at the Contributors lounge.

OR

 * Contribute to the discussion of this page by clicking on the discussion tab at the top or click Talk:Free Direct Instruction Curriculum and Training

A copyright attorney is needed. Any takers?

 * DO NOT SUBMIT COPYRIGHTED WORK even with permission! We can most certainly reinvent this wheel with enough time and energy.  Might as well get started now - the sooner we get started the sooner schools can use this curriculum.

Authors and contributors [[File:100%.svg]]
This Wikibook has been written by (please add your name here if you want to contribute):

 * Harriska2 (Contributions)

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


text:
Nomenclatural Citations

This work is a collection that tries to offer all the original citings provided by taxonomists. It should only contain the original citing given by the author who gave an organism its current binomial name.

Example: Chrysosplenium alternifolium L. Species Plantarum 1: 398. 1753
 * Chrysosplenium alternifolium is the binomial name given to a plant. This name is in Latin, and is used by biologists and botanists from all over the world, so there can be no confusion as to what someone is talking about when people from different cultures meet. This binomial name was first given by Carolus Linnaeus. (L. in this case stands for Linnaeus) This name was given in the year 1753. The description of the plant and the binomial name were published for the first time in the book Species Plantarum, which was indeed written by Carolus Linneaus.

This book tries to collect how Carolus Linnaeus described 'his' Chrysosplenium alternifolium.

Why is this important?
Just giving a name to something doesn't mean people know what was meant. In 1753 Linnaeus didn't have the possibility to make photographs of his plants, so he could not show that in his books. The only thing he had were descriptions. Trying to describe what he sees, and then giving that a name. This is still done today. Pictures alone of a new species is not enough to distinguish an organism from another. Some organisms look so much alike, that two pictures might almost seem identical, while taxonomists see the two as different species. So the description is important.

The problem is, that over the last 250 years, many species were described by hundreds of biologists, botanists, zoologists, etc. Sometimes two people were describing a certain species at almost the same time, giving a species two names. And specialists published their descriptions in magazines, from all over the world. To keep up with all these publications one would need to subscribe to hundreds of magazines to keep up with all new developments. So sometimes people were just unaware of the fact that something was already described before.

Today there's still not one repository, for all these descriptions. And that's where this wiki comes in.

Contents

 * Overview of descriptions
 * Overview of authors
 * Overview of publications
 * /Manual of style/

title: Nomenclatural Citations


text:
Nomenclatural Citations/Taxons

Overview of current descriptions
This page gives an overview of the present content.

A

 * Agaricus adirondackensis
 * Agaricus albo-flavidus
 * Agaricus americanus
 * Agaricus carnosior
 * Albugo chardiniae
 * Allium scorodoprasum
 * Apiothyrium
 * Apiothyrium arcticum
 * Ascochyta vindobonensis
 * Ascochytella astragalina
 * Asteromella inulae
 * Asteromella pistaciarum
 * Asteromella velata
 * Astyanax endy

B

 * Bacillus bataviensis
 * Bacillus drentensis
 * Bacillus novalis
 * Bacillus odysseyi
 * Bacillus soli
 * Bacillus vireti
 * Bordetella ansorpii
 * Briardia hydrophila

C

 * Caeoma saxifragae-aquaticae
 * Camarosporium smilacicolum
 * Cenangium strasseri
 * Chaetopiospora
 * Collostroma
 * Collostroma gelatinosum
 * Coniothyrium asperulum
 * Coniothyrium iranicum
 * Cyclotella desikacharyi
 * Cyclura lewisi
 * Cymbothyrium
 * Cymbothyrium sudans

D

 * Deightonia
 * Deightonia rhombispora
 * Didymella syriaca
 * Diplodiella anatolica
 * Diplodina pannonica
 * Dolosicoccus
 * Dolosicoccus paucivorans
 * Dothiorella sileris

E

 * Erioderma confusum
 * Erioderma coriaceum
 * Erioderma pellitum
 * Erioderma reticulatum
 * Eriosporopsis
 * Eriosporopsis albida
 * Erysipelothrix inopinata
 * Erysipelotrichaceae

G

 * Gloniopsis buxi
 * Grateloupia huertana

H

 * Hemisphaeropsis
 * Hemisphaeropsis magnoliae
 * Hendersonia dactylonis

I

 * Impatiens psittacina

L

 * Lactobacillus paracollinoides
 * Lecidea circinarioides
 * Leptopeltina
 * Leptopeltopsis
 * Leptopeltopsis nebulosa

M

 * Methanocalculus chunghsingensis
 * Microcetus
 * Microcetus lappus
 * Moeszopeltis
 * Moeszopeltis gragaria
 * Mycosphaerella clematidina
 * Mycosphaerella dictamni
 * Mycosphaerella insulana
 * Mycosphaerella taeniographoides
 * Mycrothyrium pyrenaicum
 * Myoictis leucura

N

 * Nannfeldtia
 * Nannfeldtia atra
 * Neobroomella
 * Neobroomella ciliata
 * Neogibbera
 * Neogibbera sinensis
 * Neosphaeropsis iranica
 * Nocardia asiatica
 * Nocardioides aquiterrae

O

 * Ocellariella

P

 * Paenibacillus favisporus
 * Parasphaeropsideae
 * Phaeochorella zonata
 * Phomachorella
 * Phomachorella parinarii
 * Phyllosticta diedickei
 * Placostromella
 * Placostromella macrospora
 * Plenodomus haematites
 * Plenodomus syriacus
 * Pseudonocardia chloroethenivorans
 * Puccinia achilleicola
 * Puccinia ankarensis
 * Puccinia cardui-carlinoidis
 * Puccinia garhadioli
 * Pycnodermella
 * Pyrenopeziza capsulicola

R

 * Rhodosticta coluteae

S

 * Selenophoma proximella
 * Septoria acericola
 * Septoria karelii
 * Septoria sileris
 * Septoria sleumeri
 * Septoria vindobonensis
 * Siphulella
 * Sirodomus
 * Stegophorella
 * Stegophorella lagerheimii
 * Stephanothecaceae
 * Streptomyces yeochonensis

T

 * Thryptospora
 * Thryptospora singularis
 * Tsukamurella strandjordae
 * Tuberculina hyalospora

U

 * Ustilago sleumeri

W

 * Williamsia maris

X

 * Xenodimerium
 * Xenodimerium mycophilum
 * Xenomeris alpina

title: Nomenclatural Citations/Taxons


text:
User:Harriska2~enwikibooks

My Books on Direct Instruction Curriculum:

 * Free Direct Instruction Curriculum and Training
 * Direct Instruction Approach Specifications
 * Free Direct Instruction Reading 1
 * Free Direct Instruction Science 1
 * Free ABA Student Skills Assessment
 * Free ABA Basics

Wikibook/Wikimedia mottos:

 * Because knowledge should be free
 * Think free. Learn free.
 * Imagine a world in which every person has free access to the sum of all human knowledge. That's what we're doing.
 * The open-content textbooks collection
 * Welcome to Wikibooks, a collection of free content textbooks that you can edit.
 * Where teachers learn, and learners teach [problem: sounds like Wikiversity is embracing the worst criticisms of Wikipedia, where history is determined by who can stick at an edit war the longest]

Wikibook tools & Links

 * User:Derbeth/Print_Version_Creator
 * Become an Administrator
 * Report Vandalism
 * Votes for Deletion
 * Votes for Undeletion
 * Policies and Guidelines
 * Wikibooks statistics
 * Kate's Tool
 * My Stats
 * meta:Help:Magic words
 * Whiteknight's Guide for Creating New Wikibooks
 * Whitenight's Wikibooks Philosophies

About Curriculum
Good curriculum based on scientific evidence is hard to come by. Most schools don't use it. Instead they tend to do more of the same. That's like the old saying: if you take a gallon of shit and a teaspoon of wine everyone knows it's shit. But if you take a gallon of wine and a teaspoon of shit it's still shit. They still use the same old crappy curriculum and actually hope to get better testing results given more time and money. It's like saying "Why, if teaching this crappy curriculum 4 days a week isn't getting good results, maybe we should teach it 5 days a week!"

We also need a good free student skill assessment tool - especially for developmentally disabled: This tools assists parents and educators in tracking skill levels in reading, math, science, language (broken down via Skinner's Verbal Behaviors).
 * Free ABA Student Skills Assessment - Free ABA SSA?

While we're on it, some basic Information on Applied Behavior Analysis (ABA): Mike's starting point for topics:
 * Free ABA Basics
 * 1) Discrete trial teaching, of repetition
 * 2) Modeling
 * 3) Narration
 * 4) Errorless teaching
 * 5) Hand-over-hand shaping, prompting and fading... to Mastery
 * 6) Teaching from simple to complex (incorporates cognitive aspects)
 * 7) Teaching to the interests (of feelings, of senses) of the child
 * 8) Turn-taking (of modelling, and social reward, to play)
 * 9) Visualization and emotional expression, to social interaction
 * 10) Fading primary reinforcement as the child masters and understands (Mastery.) what he/she has to do (Somewhat like #5.)

= Kathy's template for templating :) =

LINKS
http://en.wikibooks.org/wiki/Free_Direct_Instruction_Curriculum_and_Training

http://en.wikibooks.org/wiki/Free_Direct_Instruction_Reading_1

http://en.wikibooks.org/wiki/Free_Direct_Instruction_Math_1

FIRST PAGE
Created: 2006 09 29 | Percent completed:

What is Free Direct Instruction Reading 1 (Free DIR 1) [[Image:25%.png]]
Free DIR 1 is the teacher's guide for teaching reading at the first level. This can be started anywhere between ages 3 and 6 depending on ability of learner.

Each section is numbered and can be taught in one day. Each section also contains scripted instructions for the teacher. Most sections contain workbook pages and stories.

TEMPLATE
Free Direct Instruction | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 |

Text Style Sheet
The font and background colors are set at: Monobook CSS

title: User:Harriska2~enwikibooks


text:
User:Pavlo Shevelo

w:User:Pavlo Shevelo

title: User:Pavlo Shevelo


text:
Template:Question-answer

This template helps editors create exercises for readers. The definition is: If the renderer supports it, the answer text will be flipped in print.

Here is an example:

This results in:

title: Template:Question-answer


text:
Talk:Free Direct Instruction Curriculum and Training

= Other Possible Discussions =

 * Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributing
 * Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributing/Discussion
 * Talk:Free_Direct_Instruction_Curriculum_and_Training/Contributors lounge

= Current Discussions =

Naming Convention

 * 1) Naming convention for products to be developed. Suggestions:
 * Free DI Reading K, Free DI Reading 1, Free DI Reading 2
 * Free DI Learning 1, Free DI Learning 2 (prepare to learn, pre-k, kinder)
 * Free DI Prepare K, Free DI Prepare 1, Free DI Prepare 2 (prepare to learn, pre-k, kinder)
 * Free DI Math K, Free DI Math 1, Free DI Math 2
 * Free DI Writing 1, Free DI Writing 2
 * Free DI Spelling 1, Free DI Spelling 2
 * other possible subject names: vocabulary, expression, communication

Prioritize!

 * 1) Decide which module to start with:
 * Reading curriculum because greating need - will probably take much longer due to need in creation of stories and workbooks
 * How to do Direct Instruction - make DI rubric-like wikibook

Curriculum Development
Some interesting thoughts are from SA_NC_Doing_Investigations

Mathematics and science curriculum development has three domains: the cognitive, the so-called conative and the affective. Cognitive development is concerned with knowledge and understanding. In mathematics and science this means key concepts and factual knowledge and these are identified and described in the Revise National Curriculum Statements as Learning Outcomes. Conative development is concerned with the practical and procedural knowledge found in science process skills and mathematical problem solving abilities, also described in the RNCS. Affective development is concerned with emotional, social, cultural and moral development. This is an important, although often forgotten, aspect of learning - and hence teaching. Its importance is recognized by the learning outcomes in various Department of Education policy documents and, importantly, the critical and developmental outcomes that underpin our whole education effort.

What, in the new curriculum, should be taught and learnt in school mathematics and science? Here are some answers to the question, in one possible direction. The kind of mathematics and science that needs to be taught in schools must give learners a confident grasp of content knowledge and understanding the procedural skills to know how mathematicians and scientists work and appropriate attitudes to mathematics and science and their value and use in society and economy. This resource book illustrates the curricular relevance of independent investigation in achieving these teaching and learning goals.

Simplify and redesign DI Rubric
Why? Because currently it is copyrighted and we need to copyleft it. Also, it is full of jargon and very long. As a historical document, the rubric is great but I think it can be improved upon with better examples (let's use science!), and de-jargoned a little. Also, cut out historical and immediately non-pertinent parts - make them links or refer to the actual rubric.

This version will have a different name because it will be different:
 * 1) DI Approach
 * 2) DI Conventions
 * 3) DI Designs
 * 4) DI Formula
 * 5) DI Methods
 * 6) DI Principles
 * 7) DI Rules
 * 8) DI Schema
 * 9) DI Specifications
 * 10) DI System

Here are the various definitions of each word:
 * approach - method used or steps taken in setting about a task, problem - method used in dealing with or accomplishing
 * conventions - A practice or procedure widely observed in a group -A widely used and accepted device or technique
 * designs - To formulate a plan for; devise - To plan out in systematic, usually graphic form - To create or contrive for a particular purpose or effect - To have as a goal or purpose; intend - To create or execute in an artistic or highly skilled manner
 * forumla - a set form of words, as for stating or declaring something definitely or authoritatively, for indicating procedure to be followed
 * methods - A means or manner of procedure, especially a regular and systematic way of accomplishing something - Orderly arrangement of parts or steps to accomplish an end - The procedures and techniques characteristic of a particular discipline or field of knowledge
 * principles - A basic or essential qualities or elements determining intrinsic nature or characteristic behavior: the principle of self-preservation - rules or laws concerning the functioning of natural phenomena or mechanical processes: the principle of jet propulsion.
 * rules - A usual, customary, or generalized course of action or behavior
 * schema - a diagram, plan, or scheme - an underlying organizational pattern or structure; conceptual framework
 * specifications - a detailed description or assessment of requirements, dimensions, materials, etc., as of a proposed building, machine, bridge, etc.
 * system - an assemblage or combination of things or parts forming a complex or unitary whole - an ordered and comprehensive assemblage of facts, principles, doctrines, or the like in a particular field of knowledge or thought - due method or orderly manner of arrangement or procedure

Here are opinions on each:
 * Approach - I like this one. It is a little vague but all encompassing
 * Conventions - DI isn't necessarily widely accepted but the parts and pieces that make up DI is pretty widely accepted within the DI community
 * Designs - more for various ways to implement, not a general overview of what makes a DI program a DI program
 * Formula - kind of neat because it sounds "sciencey" - but I'm not an authority so I don't want to represent all of DI with my words
 * Methods - systematic, orderly, procedures and technics - I like this
 * Principles - essential qualities of a natural phenomena - hmmm, learning to read is not done "naturally." If anything, it needs to be taught systematically, discretely.
 * Rules - hmm, a general way to do things - just doesn't sound good
 * Schema - don't really have a diagram overall but there are many parts and peices that are diagramed - such as error correction procedures
 * Specifications - description of requirements - usually used for buildings and machines but hey, we're building thinking people, right?
 * System - combination of things that make a comprehensive thing. Hmmm.

Here my top 3:
 * 1) Approach
 * 2) Methods
 * 3) Specifications

Compare to the definitions:
 * approach - method used or steps taken in setting about a task, problem - method used in dealing with or accomplishing
 * methods - A means or manner of procedure, especially a regular and systematic way of accomplishing something - Orderly arrangement of parts or steps to accomplish an end - The procedures and techniques characteristic of a particular discipline or field of knowledge
 * specifications - a detailed description or assessment of requirements, dimensions, materials, etc., as of a proposed building, machine, bridge, etc.


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Free Direct Instruction Curriculum and Training/Reading 1

Created: 2006 09 29 | Percent completed:

What is Free Direct Instruction Reading 1 (Free DIR 1) Image:25%.svg
Free DIR 1 is the teacher's guide for teaching reading at the first level. This can be started anywhere between ages 3 1/2 and 6 depending on ability of learner.

Each section is numbered and can be taught in one day. Each section also contains scripted instructions for the teacher. Most sections contain workbook pages and stories.

This program is probably not for children that have been taught to read but make many mistakes. It is difficult to "unlearn" some reading methods in order to learn phonics. Such conflicting methods include guessing at words or guessing the sentence or words from a picture. It could be that guessing at words takes less effort than actually trying to sound them out so it is difficult to replace the habit. Try Corrective Reading by SRA at that point.

How do I know the program is working?
If your student(s) are progressing and mistakes are low (less than 10%), then you are doing well. If there are more than 10% mistakes there is a problem with either your presentation or with the verbage in the actual lesson. If the student has a learning disability, then some areas may need more firming or practice. Some fast learner can get a new concept in about 3 trials. Some slower learners can take up to 1000. Then there are many kids in between.

If typical students are making too many mistakes and progressing slowly and you know your presentation is good, try the discussion group to see if there are suggestions for improvement in specific areas. The talk tab at the top can get you there. There is a talk tab for each lesson. If you found a great solution that adheres to the Direct Instruction Rubric then either suggest it at the talk tab and/or make a modification to the actual lesson.

What order do I teach in?
You will definitely want to teach this curriculum in order. Each lesson builds on the last.


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Engineering Analysis/Vector Spaces

Vectors and Scalars
A scalar is a single number value, such as 3, 5, or 10. A vector is an ordered set of scalars.

A vector is typically described as a matrix with a row or column size of 1. A vector with a column size of 1 is a row vector, and a vector with a row size of 1 is a column vector.

 * $$\begin{bmatrix}a \\ b\\ c\\ \vdots\end{bmatrix}$$

 * $$\begin{bmatrix}a & b & c &\cdots\end{bmatrix}$$

A "common vector" is another name for a column vector, and this book will simply use the word "vector" to refer to a common vector.

Vector Spaces
A vector space is a set of vectors and two operations (addition and multiplication, typically) that follow a number of specific rules. We will typically denote vector spaces with a capital-italic letter: V, for instance. A space V is a vector space if all the following requirements are met. We will be using x and y as being arbitrary vectors in V. We will also use c and d as arbitrary scalar values. There are 10 requirements in all:

Given: $$x, y \in V$$
 * 1) There is an operation called "Addition" (signified with a "+" sign) between two vectors, x + y, such that if both the operands are in V, then the result is also in V.
 * 2) The addition operation is commutative for all elements in V.
 * 3) The addition operation is associative for all elements in V.
 * 4) There is a unique neutral element, φ, in V, such that x + φ = x. This is also called a zero element.
 * 5) For every x in V, then there is a negative element -x in V such that -x + x = φ.
 * 6) $$cx \in V$$
 * 7) $$c(x + y) = cx + cy$$
 * 8) $$(c + d)x = cx + dx$$
 * 9) $$c(dx) = cdx$$
 * 10) 1 × x = x

Some of these rules may seem obvious, but that's only because they have been generally accepted, and have been taught to people since they were children.

title: Engineering Analysis/Vector Spaces


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Engineering Analysis/Vector Basics

Scalar Product
A scalar product is a special type of operation that acts on two vectors, and returns a scalar result. Scalar products are denoted as an ordered pair between angle-brackets: . A scalar product between vectors must satisfy the following four rules:

 * 1) $$\langle x, x\rangle \ge 0, \quad \forall x \in V$$
 * 2) $$\langle x, x\rangle = 0$$, only if x = 0
 * 3) $$\langle x, y\rangle = \langle y, x\rangle$$
 * 4) $$\langle x, cy_1 + dy_2\rangle = c\langle x, y_1\rangle + d\langle x, y_2\rangle$$

If an operation satisfies all these requirements, then it is a scalar product.

Examples
One of the most common scalar products is the dot product, that is discussed commonly in Linear Algebra

Norm
The norm is an important scalar quantity that indicates the magnitude of the vector. Norms of a vector are typically denoted as $$\|x\|$$. To be a norm, an operation must satisfy the following four conditions:

 * $$\|x\| \ge 0$$
 * $$\|x\| = 0$$ only if x = 0.
 * $$\|cx\| = |c|\|x\|$$
 * $$\|x + y\| \le \|x\| + \|y\|$$

A vector is called normal if it's norm is 1. A normal vector is sometimes also referred to as a unit vector. Both notations will be used in this book. To make a vector normal, but keep it pointing in the same direction, we can divide the vector by its norm:

 * $$\bar{x} = \frac{x}{\|x\|}$$

Examples
One of the most common norms is the cartesian norm, that is defined as the square-root of the sum of the squares:

 * $$\|x\| = \sqrt{x_1^2 + x_2^2 + \cdots + x_n^2}$$

Unit Vector
A vector is said to be a unit vector if the norm of that vector is 1.

Orthogonality
Two vectors x and y are said to be orthogonal if the scalar product of the two is equal to zero:

 * $$\langle x,y\rangle = 0$$

Two vectors are said to be orthonormal if their scalar product is zero, and both vectors are unit vectors.

Cauchy-Schwarz Inequality
The Cauchy-Schwarz inequality is an important result, and relates the norm of a vector to the scalar product:

 * $$|\langle x,y\rangle | \leq \|x\|\|y\|$$

Metric (Distance)
The distance between two vectors in the vector space V, called the metric of the two vectors, is denoted by d(x, y). A metric operation must satisfy the following four conditions:

 * 1) $$d(x,y) \ge 0$$
 * 2) $$d(x,y) = 0$$ only if x = y
 * 3) $$d(x,y) = d(y, x)$$
 * 4) $$d(x,y) \le d(x,z) + d(z, y)$$

Examples
A common form of metric is the distance between points a and b in the cartesian plane:

 * $$d(a, b)_ = \sqrt{(x_a - x_b)^2 + (y_a - y_b)^2}$$

title: Engineering Analysis/Vector Basics


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Engineering Analysis/Linear Independence and Basis

Linear Independence
A set of vectors $$V = {v_1, v_2, \cdots, v_n}$$ are said to be linearly dependent on one another if any vector v from the set can be constructed from a linear combination of the other vectors in the set. Given the following linear equation:

 * $$a_1v_1 + a_2v_2 + \cdots + a_nv_n = 0$$

The set of vectors V is linearly independent only if all the a coefficients are zero. If we combine the v vectors together into a single row vector:

 * $$\hat{V} = [v_1 v_2 \cdots v_n]$$

And we combine all the a coefficients into a single column vector:

 * $$\hat{a} = [a_1 a_2 \cdots a_n]^T$$

We have the following linear equation:

 * $$\hat{V}\hat{a} = 0$$

We can show that this equation can only be satisifed for $$\hat{a} = 0$$, the matrix $$\hat{V}$$ must be invertable:

 * $$\hat{V}^{-1}\hat{V}\hat{a} = \hat{V}^{-1}0$$

 * $$\hat{a} = 0$$

Remember that for the matrix to be invertable, the determinate must be non-zero.

Non-Square Matrix V
If the matrix $$\hat{V}$$ is not square, then the determinate can not be taken, and therefore the matrix is not invertable. To solve this problem, we can premultiply by the transpose matrix:

 * $$\hat{V}^T\hat{V}\hat{a} = 0$$

And then the square matrix $$\hat{V}^T\hat{V}$$ must be invertable:

 * $$(\hat{V}^T\hat{V})^{-1}\hat{V}^T\hat{V}\hat{a} = 0$$

 * $$\hat{a} = 0$$

Rank
The rank of a matrix is the largest number of linearly independent rows or columns in the matrix.

To determine the Rank, typically the matrix is reduced to row-echelon form. From the reduced form, the number of non-zero rows, or the number of non-zero columns (whichever is smaller) is the rank of the matrix.

If we multiply two matrices A and B, and the result is C:

 * $$AB = C$$

Then the rank of C is the minimum value between the ranks A and B:

 * $$\operatorname{Rank}(C) = \operatorname{min}[\operatorname{Rank}(A), \operatorname{Rank}(B)]$$

Span
A Span of a set of vectors V is the set of all vectors that can be created by a linear combination of the vectors.

Basis
A basis is a set of linearly-independent vectors that span the entire vector space.

Basis Expansion
If we have a vector $$y \in V$$, and V has basis vectors $${v_1 v_2 \cdots v_n}$$, by definition, we can write y in terms of a linear combination of the basis vectors:

 * $$a_1v_1 + a_2v_2 + \cdots + a_nv_n = y$$

or

 * $$\hat{V}\hat{a} = y$$

If $$\hat{V}$$ is invertable, the answer is apparent, but if $$\hat{V}$$ is not invertable, then we can perform the following technique:

 * $$\hat{V}^T\hat{V}\hat{a} = \hat{V}^Ty$$

 * $$\hat{a} = (\hat{V}^T\hat{V})^{-1}\hat{V}^Ty$$

And we call the quantity $$(\hat{V}^T\hat{V})^{-1}\hat{V}^T$$ the left-pseudoinverse of $$\hat{V}$$.

Change of Basis
Frequently, it is useful to change the basis vectors to a different set of vectors that span the set, but have different properties. If we have a space V, with basis vectors $$\hat{V}$$ and a vector in V called x, we can use the new basis vectors $$\hat{W}$$ to represent x:

 * $$x = \sum_{i = 0}^na_iv_i = \sum_{j = 1}^n b_jw_j$$

or,

 * $$x = \hat{V}\hat{a} = \hat{W}\hat{b}$$

If V is invertable, then the solution to this problem is simple.

Grahm-Schmidt Orthogonalization
If we have a set of basis vectors that are not orthogonal, we can use a process known as orthogonalization to produce a new set of basis vectors for the same space that are orthogonal:

 * Given: $$\hat{V} = {x_1 v_2 \cdots v_n}$$
 * Find the new basis $$\hat{W} = {w_1 w_2 \cdots w_n}$$
 * Such that $$\langle w_i, w_j\rangle = 0\quad\forall i, j$$

We can define the vectors as follows:

 * 1) $$w_1 = v_1$$
 * 2) $$w_m = v_m - \sum_{i = 1}^{m-1}\frac{\langle v_m, u_i\rangle }{\langle u_i, u_i\rangle }u_i$$

Notice that the vectors produced by this technique are orthogonal to each other, but they are not necessarily orthonormal. To make the w vectors orthonormal, you must divide each one by its norm:

 * $$\bar{w} = \frac{w}{\|w\|}$$

Reciprocal Basis
A Reciprocal basis is a special type of basis that is related to the original basis. The reciprocal basis $$\hat{W}$$ can be defined as:

 * $$\hat{W} = [\hat{V}^T]^{-1}$$


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Engineering Analysis/Linear Transformations

Linear Transformations
A linear transformation is a matrix M that operates on a vector in space V, and results in a vector in a different space W. We can define a transformation as such:

 * $$T:V\to W$$

In the above equation, we say that V is the domain space of the transformation, and W is the range space of the transformation. Also, we can use a "function notation" for the transformation, and write it as:

 * $$M(x) = Mx = y$$

Where x is a vector in V, and y is a vector in W. To be a linear transformation, the principle of superposition must hold for the transformation:

 * $$M(av_1 + bv_2) = aM(v_1) + bM(v_2)$$

Where a and b are arbitrary scalars.

Null Space
The Nullspace of an equation is the set of all vectors x for which the following relationship holds:

 * $$Mx = 0$$

Where M is a linear transformation matrix. Depending on the size and rank of M, there may be zero or more vectors in the nullspace. Here are a few rules to remember:

 * 1) If the matrix M is invertable, then there is no nullspace.
 * 2) The number of vectors in the nullspace (N) is the difference between the rank(R) of the matrix and the number of columns(C) of the matrix:
 * $$N = R - C$$

If the matrix is in row-eschelon form, the number of vectors in the nullspace is given by the number of rows without a leading 1 on the diagonal. For every column where there is not a leading one on the diagonal, the nullspace vectors can be obtained by placing a negative one in the leading position for that column vector.

We denote the nullspace of a matrix A as:

 * $$\mathcal{N}\{A\}$$

Linear Equations
If we have a set of linear equations in terms of variables x, scalar coefficients a, and a scalar result b, we can write the system in matrix notation as such:

 * $$Ax = b$$

Where x is a m × 1 vector, b is an n × 1 vector, and A is an n × m matrix. Therefore, this is a system of n equations with m unknown variables. There are 3 possibilities:

 * 1) If Rank(A) is not equal to Rank([A b]), there is no solution
 * 2) If Rank(A) = Rank([A b]) = n, there is exactly one solution
 * 3) If Rank(A) = Rank([A b]) < n, there are infinitely many solutions.

Complete Solution
The complete solution of a linear equation is given by the sum of the homogeneous solution, and the particular solution. The homogeneous solution is the nullspace of the transformation, and the particular solution is the values for x that satisfy the equation:

 * $$A(x) = b$$
 * $$A(x_h + x_p) = b$$

Where

 * $$x_h$$ is the homogeneous solution, and is the nullspace of A that satisfies the equation $$A(x_h) = 0$$
 * $$x_p$$ is the particular solution that satisfies the equation $$A(x_p) = b$$

Minimum Norm Solution
If Rank(A) = Rank([A b]) < n, then there are infinitely many solutions to the linear equation. In this situation, the solution called the minimum norm solution must be found. This solution represents the "best" solution to the problem. To find the minimum norm solution, we must minimize the norm of x subject to the constraint of:

 * $$Ax - b = 0$$

There are a number of methods to minimize a value according to a given constraint, and we will talk about them later.

Least-Squares Curve Fit
If Rank(A) doesnt equal Rank([A b]), then the linear equation has no solution. However, we can find the solution which is the closest. This "best fit" solution is known as the Least-Squares curve fit.

We define an error quantity E, such that:

 * $$E = Ax - b \ne 0$$

Our job then is to find the minimum value for the norm of E:

 * $$\|E\|^2 = \|Ax - b\|^2 = $$

We do this by differentiating with respect to x, and setting the result to zero:

 * $$\frac{\partial \|E\|^2}{\partial x} = 2A'(Ax - b) = 0$$

Solving, we get our result:

 * $$x = (A^TA)^{-1}A^Tb$$


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Engineering Analysis/Minimization

Khun-Tucker Theorem
The Khun-Tucker Theorem is a method for minimizing a function f(x) under the constraint g(x). We can define the theorem as follows:

 * $$L(x) = f(x) + \langle \Lambda, g(x)\rangle$$

Where Λ is the lagrangian vector, and <, > denotes the scalar product operation. We will discuss scalar products more later. If we differentiate this equation with respect to x first, and then with respect to Λ, we get the following two equations:

 * $$\frac{\partial L(x)}{\partial x} = x + A\Lambda$$

 * $$\frac{\partial L(x)}{\partial \Lambda} = Ax - b$$

We have the final result:

 * $$x = A^T[AA^T]^{-1}b$$

title: Engineering Analysis/Minimization


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Template:Free Direct Instruction Curriculum and Training

Edit template Direct Instruction Approach Specifications | Science K | Science 1 | Science 2 | Reading K | Reading 1 | Math K | Math 1 | Math Facts


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Engineering Analysis/Projections

Projection
The projection of a vector $$v \in V$$ onto the vector space $$W \in V$$ is the minimum distance between v and the space W. In other words, we need to minimize the distance between vector v, and an arbitrary vector $$w \in W$$:

 * $$\|w - v\|^2 = \|\hat{W}\hat{a} - v\|^2$$

 * $$\frac{\partial \|\hat{W} \hat{a} - v\|^2}{\partial \hat{a}} = \frac{\partial \langle \hat{W}\hat{a} - v, \hat{W}\hat{a} - v\rangle }{\partial \hat{a}} = 0$$

 * $$\hat{a} = (\hat{W}^T\hat{W})^{-1}\hat{W}^Tv$$

For every vector $$v \in V$$ there exists a vector $$w \in W$$ called the projection of v onto W such that  = 0, where p is an arbitrary element of W.

Orthogonal Complement

 * $$w^\perp = {x \in V: \langle x, y \rangle = 0, \forall y \in W}$$

Distance between v and W
The distance between $$v \in V$$ and the space W is given as the minimum distance between v and an arbitrary $$w \in W$$:

 * $$\frac{\partial d(v, w)}{\partial \hat{a}} = \frac{\partial\|v - \hat{W}\hat{a}\|}{\partial \hat{a}} = 0$$

Intersections
Given two vector spaces V and W, what is the overlapping area between the two? We define an arbitrary vector z that is a component of both V, and W:

 * $$z = \hat{V} \hat{a} = \hat{W} \hat{b}$$

 * $$\hat{V} \hat{a} - \hat{W} \hat{b} = 0$$

 * $$\begin{bmatrix}\hat{a} \\ \hat{b}\end{bmatrix}= \mathcal{N}([\hat{v} - \hat{W}])$$

Where N is the nullspace.

title: Engineering Analysis/Projections


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Engineering Analysis/Linear Spaces

Linear Spaces
Linear Spaces are like Vector Spaces, but are more general. We will define Linear Spaces, and then use that definition later to define Function Spaces.

If we have a space X, elements in that space f and g, and scalars a and b, the following rules must hold for X to be a linear space:

 * 1) $$f + g \in X$$
 * 2) $$f + g = g + f$$
 * 3) There is a null element φ such that φ + f = f. $$ \phi \in X$$
 * 4) $$f \in X, -f \in X$$
 * 5) f + (-f) = φ

title: Engineering Analysis/Linear Spaces


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Engineering Analysis/Function Spaces

Function Space
A function space is a linear space where all the elements of the space are functions. A function space that has a norm operation is known as a normed function space. The spaces we consider will all be normed.

Continuity
f(x) is continuous at x0 if, for every ε > 0 there exists a δ(ε) > 0 such that |f(x) - f(x0)| < ε when |x - x0| < δ(ε).

Common Function Spaces
Here is a listing of some common function spaces. This is not an exhaustive list.

C Space
The C function space is the set of all functions that are continuous.

The metric for C space is defined as:

 * $$\rho(x, y)_{L_2} = \max|f(x) - g(x)|$$

Consider the metric of sin(x) and cos(x):

 * $$\rho(sin(x), cos(x))_{L_2} = \sqrt{2}, x = \frac{3\pi}{4}$$

Cp Space
The Cp is the set of all continuous functions for which the first p derivatives are also continuous. If $$ p = \infty$$ the function is called "infinitely continuous. The set $$C^\infty$$ is the set of all such functions. Some examples of functions that are infinitely continuous are exponentials, sinusoids, and polynomials.

L Space
The L space is the set of all functions that are finitely integrable over a given interval [a, b].

f(x) is in L(a, b) if:

 * $$\int_a^b |f(x)|dx < \infty$$

L p Space
The Lp space is the set of all functions that are finitely integrable over a given interval [a, b] when raised to the power p:

 * $$\int_a^b |f(x)|^pdx < \infty$$

Most importantly for engineering is the L2 space, or the set of functions that are "square integrable".

title: Engineering Analysis/Function Spaces


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Template:Free Direct Instruction Curriculum and Training/Reading 1

Edit template 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21


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Adventist Youth Honors Answer Book/Nature/Trees - Advanced

3. Separately collect, press, mount, and label specimens that demonstrate the following terms

 * a. Serrate: The margins of the leaf have forward-pointing teeth. (cherry)
 * b. Doubly serrate: Each serration on the margin of the leaf has smaller serrations of its own. (elm)
 * c. Entire: The entire margin of the leaf is smooth. (sassafras, pawpaw, osage orange)
 * d. Crenate: The margins of the leaf have rounded teeth. (beech)
 * e. Dentate: The margins of the leaf have symmetrical teeth. (chestnut)
 * f. Lobe: The margins of the leaf have large, smooth indentations that do not go all the way to the centerline. (oaks)
 * g. Incise: The margins of the leaf are deeply and sharply cut. (Maples)
 * h. Whorled: Three or more leaves are attached to a single node on a branch or stem.
 * i. Opposite: Leaves are paired on a node on opposite sides of the stem. (sumacs, hickorys, walnut)
 * j. Alternate: Only a single leaf grows from a node.
 * k. Pinnately compound: A leaf consisting of multiple leaflets. (sumac, locust)
 * l. Triple compound (if possible): Like pinnately compound leaves except the leaflets have leaflets of their own. (devil's walking stick, mimosa).

4a. Describe the advantages in using the Latin or scientific names.
Latins names (such as Quercus alba which is white oak) are useful because they are absolutely unique for each species. Thus, the Latin name can be used in international settings without ambiguity. Sometimes a given species will go by one name on one region, and by another name in another region.

For example, the Osage-orange (Maclura pomifera) is also known as mock orange, hedge-apple, horse-apple, hedge ball, bois d'arc, bodark (in Texas), and bow wood. A common slang term for it is also monkey brain or monkey ball due to its brainlike appearance.

Bows are made from many types of wood, including yew and red elm, so "bow wood" could mean any of these. However, Maclura pomifera means only one thing.

4b. Of what use are the two parts of a scientific name?
The first part of the scientific name is the genus, and the second part is the species. We have already discussed Quercus alba - the white oak, so let's expand on that. There are many, many different species of oak, and they are all in the genus Quercus. All these trees produce acorns, and they are closely related to one another. Grouping them into a common genus recognizes their similarities, while separating them by species recognizes their differences.

Angiosperms

 * Beech Family: Beeches, Chestnuts, Chinkapins, and Oaks
 * Birch Family: Alders, Birches, Hornbeams, and Hazelnuts
 * Cashew Family: Smoketree and Sumacs
 * Custard-Apple Family: Pawpaw and Pond apple
 * Elm Family: Elms and Hackberries
 * Horsechestnut Family: Buckeyes and Horsechestnuts
 * Laurel Family: Laurels, Redbay, and Sassafras
 * Legume Family: Acacias, Redbuds, and Locusts
 * Magnolia Family: Magnolias, and Yellow (Tulip) Poplar
 * Maple Family: Maples
 * Mulberry Family: Figs, Mulberries, and Osage Oranges
 * Palm Family: Coconuts, Dates, Palms, and Palmettos
 * Rose Family: Apples, Peaches, Pears, and Plums
 * Sycamore Family: Sycamores
 * Walnut Family: Hickories, and Walnuts
 * Willow Family: Aspens, Poplars, and Willows

Gymnosperms

 * Cedar or Cypress Family: Cedars, Cypresses, Junipers
 * Pine Family: Firs, Hemlocks, Pines, and Spruces
 * Redwood Family: Redwood, Giant Sequoia, Baldcypress
 * Yew Family: Yews, Torreyas

6. Know and describe the function of leaves in the life of a tree.
A leaf is the part of a plant specialized for photosynthesis. For this purpose, a leaf is typically flat and thin, to expose the cells containing chloroplast to light over a broad area, and to allow light to penetrate fully into the tissues. Leaves can store food and water.

7. Name the families of shrubs and trees in your area which have opposite leaves.
This is a partial list of trees with opposite leaves. There may be more in your area.

Maples, most Dogwoods, Ashes, Buckeyes, Buckthorn, Redwood, Paulownia, Lilac, Viburnum, Juniper, Black Mangrove, Olive, Piratebush, Boxwood, Southern Catalpa, Eucalyptus (gum), Pomegranate, and Elderberry.

8. Define the following terms

 * a. Stipule: Outgrowths on either side of the petiole.
 * b. Petiole: A leaf's stem.
 * c. Blade: The flat portion of a leaf, the blade may be simple or be divided into leaflets (compound).
 * d. Pitch: Pitch is the name for any of a number of highly viscous liquids which appear solid. Pitch can be made from petroleum products or plants. Pitch produced from plants is also known as resin.
 * e. Heartwood: Examination of the cross-section of a log will reveal dark wood near the center, and light-colored wood near the bark.  The dark wood near the center is heartwood.  As a tree increases in age and diameter an inner portion of the sapwood becomes inactive and finally ceases to function, as the cells die. This inert or dead portion is called heartwood.
 * f. Sapwood: Sapwood is comparatively new wood, comprising living cells in the growing tree. All wood in a tree is first formed as sapwood. Its principal functions are to conduct water from the roots to the leaves and to store up and give back according to the season the food prepared in the leaves.
 * g. Springwood: The inner portion of a growth ring is formed early in the growing season, when growth is comparatively rapid (hence the wood is less dense) and is known as "early wood" or "spring wood"
 * h. Summerwood: The outer portion of the growth ring is the "late wood" (and has sometimes been termed "summerwood", often being produced in the summer, though sometimes in the autumn) and is more dense.
 * i. Annual ring: Annual rings can be seen in a horizontal cross section cut through the trunk of a tree. Visible rings result from the change in growth speed through the seasons of the year, thus one ring usually marks the passage of one year in the life of the tree. The rings are more visible in temperate zones, where the seasons differ more markedly.
 * j. Cambium: A layer of cells just under the bark of a tree. This layer is only one cell deep, and it produces all the new wood in a tree.
 * k. Xylem: A vein in a tree that brings water from the roots into the leaf.
 * l. Phloem: A vein in a tree that moves sap out, the latter containing the glucose (a form of sugar) produced by photosynthesis in the leaf.

9. What families of trees have

 * a. Thorns: Hawthorn, locust
 * b. Catkins: Oak, birch, willow, alder, poplar
 * c. Winged seeds: Maple, ash, elm
 * d. Acorns: Oak
 * e. Pods: Locust (and other legumes), mimosa
 * f. Capsules: Sourwood, paulownia, eucalyptus
 * h. Berries: Yew, mulberry, elderberry, nannyberry
 * g. Nuts: Hickory, beech, birch, walnut

By bark
The bark of many trees is easily recognizable, and in some cases, using the bark to identify the tree is easier than using the leaves.

 * Sycamore: The bark of a sycamore tree could best be described as "patchy." Large scales of the outer brown, gray, and white bark flake off to reveal a green bark beneath.  Sycamores are most often found near streams, rivers, ponds, or other sources of water.

 * Paper Birch: The bark of the paper birch is white, commonly brightly so, flaking in fine horizontal strips, and often with small black marks and scars. It is papery, with thin wisps peeling off. The tears in the bark run laterally, and there are characteristic "dotted lines" running in the same direction.

 * Beech: Beech trees are similar to birch trees, but the bark does not peel off in paper-thin wisps. Also, the color is a bit more grey, and it lacks the horizontal "dotted lines" found on the birch.

 * Dogwood: The bark of a mature dogwood breaks up into small scales.

 * Hackberry: The bark of the hackberry tree is warty. These warts are typically .25 inches (6 mm) in diameter, and arranged in groups on the tree's trunk.

 * Hornbeam: The bark of the hornbeam (also known as ironwood) looks distinctively muscular. It is smooth and looks very much like the limb of a muscular human.  Indeed it sometimes goes by the name "musclewood" for this very reason.

 * Shagbark Hickory: Mature Shagbarks are easy to recognize because, as their name implies, they have shaggy bark. This character is however only found on mature trees; young specimens have smooth bark.

By buds and twigs
Virginia Tech has a website at http://www.cnr.vt.edu/DENDRO/DENDROLOGY/syllabus/twigkey/location.htm which will aid you in identifying trees by their twigs. The arrangement and structure of buds on a twig are unique to many species, and therefore useful as an identification tool. In some cases, identification by twigs is more accurate than by leaves. The following trees are among the easiest to identify by their twigs:

 * Alder:
 * Maple:
 * Apple:
 * Hawthorn:
 * Black Locust:
 * Honey Locust:

By Characteristic Form
Some trees have a unique shape. If you learn to recognize trees by their shape, it is possible to identify them even from a great distance.

 * Elm: American Elm trees are generally vase shaped
 * Willow: Note the dense, thin branches in the top of the tree.
 * Lombardy Poplar: Lombardy Poplars are slender, columnar tree with branches pointed sharply upward.

By Growth Habits
Some trees have preferred habitats. The American Sycamore, for example, tends to grow near plentiful water sources. Because of its distinctive bark, it is usually easier to find creeks by finding the sycamore than it is to find the sycamore by finding a creek.


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Engineering Analysis/L2 Space

The L2 space is very important to engineers, because functions in this space do not need to be continuous. Many discontinuous engineering functions, such as the delta (impulse) function, the unit step function, and other discontinuous functions are part of this space.

L2 Functions
A large number of functions qualify as L2 functions, including uncommon, discontinuous, piece-wise, and other functions. A function which, over a finite range, has a finite number of discontinuities is an L2 function. For example, a unit step and an impulse function are both L2 functions. Also, other functions useful in signal analysis, such as square waves, triangle waves, wavelets, and other functions are L2 functions.

In practice, most physical systems have a finite amount of noise associated with them. Noisy signals and random signals, if finite, are also L2 functions: this makes analysis of those functions using the techniques listed below easy.

Null Function
The null functions of L2 are the set of all functions φ in L2 that satisfy the equation:

 * $$\int_a^b |\phi(x)|^2dx = 0$$

for all a and b.

Norm
The L2 norm is defined as follows:

 * $$\|f(x)\|_{L_2} = \sqrt{\int_a^b |f(x)|^2dx}$$

If the norm of the function is 1, the function is normal.

We can show that the derivative of the norm squared is:

 * $$\frac{\partial \|x\|^2}{\partial x} = 2x$$

Scalar Product
The scalar product in L2 space is defined as follows:

 * $$\langle f(x), g(x)\rangle_{L_2} = \int_a^bf(x)g(x)dx$$

If the scalar product of two functions is zero, the functions are orthogonal.

We can show that given coefficient matrices A and B, and variable x, the derivative of the scalar product can be given as:

 * $$\frac{\partial}{\partial x}\langle Ax, Bx\rangle = A^TBx + B^TAx$$

We can recognize this as the product rule of differentiation. Generalizing, we can say that:

 * $$\frac{\partial}{\partial x}\langle f(x), g(x)\rangle = f'(x)g(x) + f(x)g'(x)$$

We can also say that the derivative of a matrix A times a vector x is:

 * $$\frac{d}{dx}Ax = A^T$$

Metric
The metric of two functions (we will not call it the "distance" here, because that word has no meaning in a function space) will be denoted with ρ(x,y). We can define the metric of an L2 function as follows:

 * $$\rho(x, y)_{L_2} = \sqrt{\int_a^b|f(x) - g(x)|^2dx}$$

Cauchy-Schwarz Inequality
The Cauchy-Schwarz Inequality still holds for L2 functions, and is restated here:

 * $$|\langle f(x), g(x)\rangle| \le \|f\|\|g\|$$

Linear Independence
A set of functions in L2 are linearly independent if:

 * $$a_1f_1(x) + a_2f_2(x) + \cdots + a_nf_n(x) = 0$$

If and only if all the a coefficients are 0.

Grahm-Schmidt Orthogonalization
The Grahm-Schmidt technique that we discussed earlier still works with functions, and we can use it to form a set of linearly independent, orthogonal functions in L2.

For a set of functions φ, we can make a set of orthogonal functions ψ that space the same space but are orthogonal to one another:

 * $$\psi_1 = \phi_1$$
 * $$\psi_i = \phi_i - \sum_{n=1}^{i-1}\frac{\langle \psi_n, \phi_{i}\rangle}{\langle \psi_n, \psi_n\rangle}\psi_n$$

Basis
The L2 is an infinite-basis set, which means that any basis for the L2 set will require an infinite number of basis functions. To prove that an infinite set of orthogonal functions is a basis for the L2 space, we need to show that the null function is the only function in L2 that is orthogonal to all the basis functions. If the null function is the only function that satisfies this relationship, then the set is a basis set for L2.

By definition, we can express any function in L2 as a linear sum of the basis elements. If we have basis elements φ, we can define any other function ψ as a linear sum:

 * $$\psi(x) = \sum_{n = 1}^\infty a_n\phi_n(x)$$

We will explore this important result in the section on ../Fourier Series/.

title: Engineering Analysis/L2 Space


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User:Yggdrasil~enwikibooks

Nice work on those reaction diagrams for the Biochemistry/Glycolysis book. How did you make them?

title: User:Yggdrasil~enwikibooks


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Adventist Youth Honors Answer Book/Leaf collection

Unless you are already very familiar with the trees in your area, you will need to get a field guide on trees for this activity. Illustrating all the tree species you may encounter is well beyond the scope of a single chapter in an answer book!

It is best to collect the leaves in the spring or early summer before insects and weather have had a chance to damage them, but if you prefer, you can try to collect them in the fall when the colors change.

When you go out collecting, take the field guide with you. It is important to identify the leaves as you collect them, as you can look at more than just the leaves for identification. The bark, environment, buds, and shape of the tree are all important clues to the tree's species. This is especially important if you wish to differentiate trees of the same genus (such as black cherry, pin cherry, choke cherry, etc.). Indeed, proper identification may not be possible from just the leaf.

Collect leaves that are typical for the tree, but remember - smaller leaves are going to be easier to fit onto an 8.5x11 inch sheet of paper.

Press the leaves by placing them on some sort of absorbant paper - newspaper, paper towels, tissues, etc. Then place these under a stack of books or in a leaf press. After two weeks, the leaves should be flattened, dried, and well-preserved. Evergreens such as spruce and fir are difficult to preserve this way as the needles will fall off. The more ambitious may wish to encase the leaves in epoxy, as this preserves the color and eliminates the need for pressing (meaning the leaves also retain their three dimensional features).

Once the leaves have been pressed, you can glue, tape, or laminate them onto notebook paper. Use looseleaf if you wish to rearrange them later. You may also place the pressed leaves between two sheets of wax paper, cover with a towel, and iron.

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User talk:67.183.167.216

Welcome to Wikibooks. We invite everyone to contribute constructively. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the work of others. Thank you. --Az1568 01:32, 30 September 2006 (UTC)

title: User talk:67.183.167.216


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User talk:Kempm

Nomenclatural citations template
I noticed the book, Nomenclatural citations, which you started. Just in case you hadn't thought of it, I figured I'd mention that using a template such as the infoboxes on Wikipedia, might be useful for standardising the information in the book's sub-pages. See w:Wikipedia:Infoboxes and mw:Help:templates. --Swift 02:50, 30 September 2006 (UTC)

 * Hi, yes thanks for the information. I need to look into this kind of things. I started this yesterday, and my first priority was to get some data in. I'm not really good in all this fancy webstuff, but I understand there need to be templates to keep everything in one look, and to color up some things. Ofc, feel free to help ;) --Kempm 07:14, 30 September 2006 (UTC)

 * I've changed Template:Nomenclatural citations infobox a bit. Please review these and let me know how this fits with what you are looking for (personally, I find this just more visually appealing).
 * Also, does any page use the "image" variable? It will have to be formatted properly, but without having an example picture, I didn't bother experimenting. Cheers, --Swift 19:28, 6 October 2006 (UTC)

 * Hi Swift, thanks for your modifications, if the changes are good for you, then they are good for me, I only look at the data hehe. As for the pictures... at the moment I'm only adding fungi (my personal field of interest), and there's not many pictures on commons I can use for that. I'll try add a few mammals and add a picture as well in the next few days. Thx for taking care ;) --Kempm 21:13, 6 October 2006 (UTC)
 * I used a picture on Nomenclatural_citations/Allium/scorodoprasum. --Kempm 22:36, 6 October 2006 (UTC)

A book that might interest you...
Dichotomous Key appears to be an abandoned stub, and I was wondering if you'd be interested in working on it, or perhaps know some people at wikispecies who'd enjoy this kind of project?

It's currently using an old naming convention, which I'll work on a bit, but it could be quite interesting if it's more developed. -- SB_Johnny | talk 22:07, 12 October 2006 (UTC)

 * Hi, yes I think the Dichotomous Key is an interesting project. It is known on Wikispecies and they're linking articles to the book, when a taxon is available. Personally I wouldn't mind trying to contribute, my main interest (coming from a professional point of view) is Fungi. Do you think there is any need for that? My specialism is the so-called Ascomycetes. I doubt 'normal people' have a great interest in that field :), but if I can contribute with this I'd be happy to do so. It would actually help me also. --Kempm 07:38, 13 October 2006 (UTC)

Vandalism
Thank you for your help with today's vandalism! --Whiteknight (talk) (projects) 16:10, 25 October 2006 (UTC)

 * Patrolling credits should goto User:Herbythyme. Good idea to make the image protected. Hope this attention-seeking dude is solved for ever now. --Kempm 16:28, 25 October 2006 (UTC)

 * I don't think that protecting the page will prevent the image from being uploaded again in the future though. But, it's a good symbolic statement. --Whiteknight (talk) (projects) 19:39, 25 October 2006 (UTC)

title: User talk:Kempm


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William Shakespeare's Works/Comedies/All's Well That Ends Well/Plot Summary

Plot Summary
Introductory Note: This play is unlike Shakespeare's other romance comedies in that it focuses on a female character aggressively pursuing a male character rather than a male pursuing a female. The female character, an appealing young woman named Helena, traps the male character, Bertram, into marriage. He is an immature young man who despises her because of her inferior social standing. After he abandons her on their wedding night, she continues to pursue him and eventually wins him back in a scheme of deception.

The Countess of Rousillon [Shakespeare spells Roussillon with one "s" but the modern spelling has two] has taken in an appealing young woman named Helena after the death of her father, Gerad de Narbon, a highly respected physician. While in the household, Helena falls in love with the countess's son, Bertram, but keeps her feelings to herself. Bertram pays her no heed and does not hesitate to go off to serve in the court of the King of France, a friend of Bertram's late father. Accompanying Bertram is his friend, Parolles, a braggart who is a corrupting influence on Bertram throughout the play. The king suffers from what is believed to be an incurable fistula. When he greets Bertram and his friends, he says,

I would I had that corporal soundness now,

As when thy father and myself in friendship

First tried our soldiership! (Act I, Scene II, Lines 30-32)

The king says he would submit himself to treatment under Gerad de Narbon, who also attended Bertram's father, if the great physician were still alive. All other physicians have done him no good, and the king thinks death is near. While Bertram is in Paris, Helena pines for him even though he may be out of reach because of his high social station. Under prodding from the countess, Helena admits the cause of her melancholy: her separation from Bertram. Then Helena reveals a plan to go to Paris to heal the king with a potion left behind by her father. While in Paris, she will have an opportunity to be with Bertram. The countess, pleased that Helena loves her son, encourages her in her plan. After Helena arrives in Paris, an old lord of the court, Lafeu--who had accompanied Bertram and Parolles to Paris--tells the king of her wondrous healing powers:

.......I have seen a medicine

That's able to breathe life into a stone,

Quicken a rock, and make you dance canary

With spritely fire and motion; whose simple touch,

Is powerful to araise King Pepin, nay,

To give great Charlemain a pen in's hand,

And write to her a love-line. (Act II, Scene 1, Lines 75-81)

But the king at first refuses to let her treat him because he has had his fill of failed cures. She then stakes her life on the efficacy of her medicine, but stipulates a condition: If her treatment works, the king wil allow her to select a husband from among the eligible bachelors at court. The king agrees. Within days, his illness disappears, and the king presents five worthy gentlemen for her to chose from. Helena rejects all of them and selects Bertram as her husband-to-be. However, Bertram complains that she is the daughter of a mere physician and, thus, unworthy of him. He vows and that he cannot and will not love her. Helena, heartbroken, is willing to let the matter end there. The king is not. After elevating Helena to a higher social rank, he commands Bertram to marry her, telling him,

My honour's at the stake; which to defeat,

I must produce my power. Here, take her hand,

Proud scornful boy, unworthy this good gift. (Act II, Scene III, Lines 156-158)

Bertram yields, and the wedding ceremony takes place that evening. Meantime, Lafeu and Parolles discuss the events of the evening. When Lafeu criticizes Bertram for his ungentlemanly conduct, Parolles threatens the old man but backs down, revealing himself as a coward, after Lafeu threatens him in return. After the wedding, headstrong Bertram refuses to stay with Helena even for a single night, preferring instead to hie off to join other young French lords in a military campaign in Florence, Italy. Parolles praises his decision, saying it is better to seek glory in war than wallow in the hellhole of France. As Bertram prepares for his military venture, Lafeu warns him that Parolles is cowardly and untrustworthy, but Bertram is heedless. Before leaving, Bertram orders Helena to return home to Rousillon with a letter for his mother. In the letter, Bertram infuriates his mother by writing, "I have sent you a daughter in-law: she hath recovered the king and undone me. I have wedded her, not bedded her; and sworn to make the NOT eternal." Helena then receives a letter of her own from Bertram. It says,

When thou canst get the ring upon my finger which

never shall come off, and show me a child begotten

of thy body that I am father to, then call me

husband: but in such a 'then' I write a 'never.'

This is a dreadful sentence. (Act III, Scene II, Lines 59-63)

Deeply hurt, Helena leaves Roussillon and goes on a pilgrimage to Saint Jaques monastery in Spain. However, her feet do not cooperate, and, instead, lead her to Florence, where Bertram is encamped with troops. Helena stays at a lodging house for pilgrims run by an elderly widow. The widow's daughter, Diana, tells Helena that a certain Count Rousillon (Bertram) has distinguished himself in battle. "Know you such a one?" she asks. Helena says she has heard of him, but does not know him personally. Helena also learns that Bertram has been trying to seduce Diana. In public, Diana points out the Count Roussillon to Helena. Later Helena tells her whole sad story to the widow, revealing herself as the rejected wife of the young court. Then she enlists Diana's help in a plot to win back her husband. Diana agrees to help her. Here is the stratagem. Bertram has been attempting to seduce Diana. Diana will agree to a midnight tryst with Bertram if he will give her his ring, yielding her chastity in exchange. When Bertram agrees to all the conditions, Diana says,

And on your finger in the night I'll put

Another ring, that what in time proceeds

May token to the future our past deeds. (Act IV, Scene II, Lines 71-73)

After Diana obtains the ring, all goes well. At the appointed hour, Helena takes Diana's place in a darkened room, going unrecognised, and she and Bertram make love. During the night she places on his finger a ring given to her by the King of France. Meanwhile, Parolles has been exposed as a simpering coward by French lords who ambushed and captured him, then make him think he was in the custody of the enemy. Parolles, whose name means "words" in French, tells his "captors" everything they want to know in order to save his skin. Elsewhere, Bertram's mother, who has been led to believe that Helena has died, sends a letter to Bertram announcing Helena's death and asking her son to return home. After he arrives, he begins to realize what a good and loving woman Helena was. When the king visits Roussillon, Bertram claims that he loved Helena. The king forgives him for rejecting her. But life must go on, and the king thinks Bertram should now marry Lefeu's daughter. However, before he makes the match, the king notices the ring on Bertram's finger--the very ring he gave Helena, the ring that Helena placed on Bertram's finger in the dark room after first removing Bertram's own ring. While Bertram lamely tries to explain how he obtained the king's ring, Diana shows up, saying it was she who placed the ring on Bertram's finger while in bed with him. Then she demands that Bertram marry her. (Diana is really acting on Helena's behalf. Helena must first prove that a midnight meeting took place before she can disclose that it was she, not Diana, who met with Bertram.) Next, the widow arrives with Helena. Helena announces that not only does she have Bertram's own ring, but she also carries his child. Thus, she has met both of the conditions Bertram set forth in his letter to her. The whole truth of what happened in Florence then unravels, and Bertram accepts his wife. The king says, "All is well ended" (Act V, Scene III, Line 336).

Characters
Protagonist: Helena

Antagonist: Class System That Discriminates Against Persons Of Low Birth

Bertram: Self-centred and immature Count of Roussillon, who rejects the woman who loves him because of her inferior social status.

Countess of Roussillon: Kindly and level-headed mother of Bertram.

Helena: Gentlewoman protected by the Countess; she is in love with Bertram even though he believes she is not good enough for him. When he leaves his home in Roussillon to make his mark in Paris at the court of the King of France, she later follows him in hopes of winning his love. Bertram's mother, the countess, abets her in her plan.

King of France: He suffers from a chronic ailment which Helena, schooled in the healing arts, has the power to cure.

Duke of Florence

Parolles: Follower of Bertram. Parolles is a bad influence on the young man and is, in part, responsible for Bertram's less than gentlemanly behaviour.

Lafeu: An old lord who warns Bertram that Parolles is a coward.

Steward, Clown: Servants to the Countess of Roussillon.

Old Widow of Florence

Diana: Daughter of the Widow. Diana cooperates with Helena in a scheme to trick Bertram into pledging his love for Helena.

Violenta, Mariana: Neighbours and friends of the Widow

Minor Characters: Lords, Officers, Soldiers, Gentlemen (French and Florentine).

Settings
The action begins in Roussillon, a region in southern France, then moves to other locales, including Paris, France; Florence, Italy; and Marseilles, France. Bertram, one of the central characters in the play, is the Count of Roussillon.

Climax
The climax of a play or another narrative work, such as a short story or a novel, can be defined as (1) the turning point at which the conflict begins to resolve itself for better or worse, or as (2) the final and most exciting event in a series of events. The climax of All's Well That Ends Well occurs, according to the first definition, when Helena, through trickery, takes Bertram's ring while he is asleep. (Bertram had vowed that he would never return to Helena unless she obtained the ring on his finger--a task he thought impossible, given his determination never to willingly yield it to her.) At this point, the plot begins to resolve itself. According to the second definition, the climax occurs in the final act when Helena shows Bertram the ring and he vows to love her forever.

Themes
Theme 1: A human being should be judged on his or her inner qualities, not on social standing. Bertram rejects Helena (until the end of the play) because she is below him on the social scale. Blinded by his prejudices, he fails to see her good qualities. This theme foreshadows the themes of later English writers, such as Jane Austen, Emily Brontë and Charles Dickens.

Theme 2: Women have the intelligence and know how to compete with men. Examples: (1) Only Helena can cure the king's fistula. (2) Helena and Diana team up to trick Bertram. The motif of women struggling to prove their worth--or suffering under male domination--is a recurring theme in literature. For example, in the 5th Century B.C., Sophocles dealt with this theme in Antigone, a play in which a teenage girl challenges the authority of a king. In the 19th Century A.D., Kate Chopin dealt with this theme in several of her works, including a splendid short story entitled "The Story of an Hour," in which an oppressed women fails to assert herself in a male world but does enjoy an hour of freedom.

Theme 3: All things are not as they seem. Bertram thinks high standing brings happiness. In reality, he discovers later, only love, honesty, and other virtues can bring happiness.

Dates and Sources
Date Written: 1603-1604

First Printing: 1623 as part of the First Folio

Probable Main Source: The Decameron, by Boccaccio (1313-1375). The Decameron, written between 1349 and 1353, consists of 100 tales told by seven men and three women to pass the time after they isolate themselves in a villa to escape the plague. The subjects of the tales include romance, deceit, and the power of the human will.

Number of Words in Complete Text: 24,505

Type of Play
All's Well That Ends Well is a romance comedy. It is also classified as one of three of Shakespeare's "problem plays" (along with Measure for Measure and Troilus and Cressida) because it presents as heroes or heroines characters who are seriously flawed in some way. In All's Well, Bertram is a problem because he consistently mistreats Helena, the woman who loves him; he regards her as unworthy of him because of her inferior social status. Helena is also a problem because, though intelligent and appealing, she resorts to trickery to win Bertram. Only at the end of the play does Bertram accept Helena, but his sincerity remains a question. Consequently, because the heroes are less than heroic and because the ending of the play is abrupt and somewhat forced, many critics regard All's Well as one of Shakespeare's weaker comedies. These critics may be entirely right in their assessment. However, one may fairly speculate that Shakespeare intended the play as a satire on social conventions of the day, pointing out the problems that arise from snobbery and hauteur, as personified in Bertram. In this context, the play becomes far more palatable and the character development and plot artifices more artistically acceptable.

Epigrams
In the dialogue of All's Well That Ends Well and other Shakespeare plays, characters sometimes speak wise or witty sayings couched in memorable figurative language. Although these sayings are brief, they often express a profound universal truth or make a thought-provoking observation. Such sayings are called epigrams or aphorisms. Because many of Shakespeare's epigrams are so memorable, writers and speakers use them again and again. Many of Shakespeare's epigrams have become part of our everyday language; often we use them without realizing that it was Shakespeare who coined them. Examples of phrases Shakespeare originated in his plays include "all's well that ends well," "every dog will have its day," "give the devil his due," "green-eyed monster," "my own flesh and blood," "neither rhyme nor reason," "one fell swoop," "primrose path," "spotless reputation," and "too much of a good thing." Among the more memorable sayings in All's Well That Ends Well are the following:

Moderate lamentation is the right of the dead,

excessive grief the enemy to the living.

(Lafeu to Helena on her expressions of grief, Act I, Scene I, Lines 44-45)

Oft expectation fails, and most oft there

Where most it promises.

(Helena to the King of France on Failed Cures for His Fistula, Act I, Scene II, Lines 145-146)

A young man married is a man that's marred.

(Parolles to Bertram after Bertram's Wedding, Act II, Scene III, Line 315)

The web of our life is a mingled yarn, good and ill together.

(First Lord to Second Lord on Bertram's changing fortunes, Act IV, Scene III, Line 83).

Imagery
All's Well That Ends Well contains standard verse and soaring poetry demonstrating a maturity of style equal, in many instances, to that displayed in Shakespeare's greatest plays. Some of the most beautiful imagery in the play is expressed by Helena. In the following touching passage, she compares Bertram to a bright star too high for her to reach. The light imagery is reminiscent of that in Romeo and Juliet, written ten years before.

'Twere all one

That I should a bright particular star

And think to wed it, he is so above me:

In his bright radiance and collateral light

Must I be comforted, not in his sphere.

The ambition in my love thus plagues itself:

The hind that would be mated by the lion

Must die for love. 'Twas pretty, though plague,

To see him every hour; to sit and draw

His arched brows, his hawking eye, his curls,

In our heart's table; heart too capable

Of every line and trick of his sweet favour:

But now he's gone, and my idolatrous fancy

Must sanctify his reliques. Who comes here?

Helena also alludes to Apollo, the sun god who drives his chariot across the sky, when telling the King of France that her medicine will produce a quick cure. Note, too, the end rhyme in the passage:

The great'st grace lending grace

Ere twice the horses of the sun shall bring

Their fiery torcher his diurnal ring,

Ere twice in murk and occidental damp

Moist Hesperus hath quench'd his sleep lamb,

Or four and twenty times the pilot's glass

Hath told the thievish minutes how they pass,

What is infirm from your sound parts shall fly,

Health shall live free and sickness freely die.

Strong Women
Helena and the Countess of Rousillon are both strong women. Helena is courageous and persistent; she is also highly intelligent, the proof of which is her mastery of the medical arts. When Bertram takes no notice of her and goes off to Paris, she pines for a while, then acts decisively, traveling to Paris herself. There the king suffers from an apparently incurable fistula. When Helena claims that she can cure him, the king allows her to treat him under penalty of death if she fails. With the king's promise that if she succeeds she may choose a future husband from among the men at court, she proceeds and heals the king. She chooses Bertram, of course, and the king orders him to marry her. When Bertram abandons her after their wedding, she is broken-hearted. But thanks to a little luck and help from other women, she wins Bertram back. The Countess, well aware of Helena's excellent qualities, encourages Helena in her pursuit of her spoiled son, perhaps in the realization that Helena can help Bertram to mature. Her support of Helena underscores her strength of character. In an age when other mothers of high social standing attempted to make a match for their sons based on pedigree, the countess has the courage to endorse a woman of the lower class as a possible future daughter-in-law. It is interesting to note that the countess acts in a fatherly role in advising Bertram on the ways of the world. She gives Bertram a short farewell "lecture" reminiscent of the lecture Polonious gives to Laertes (in Hamlet: Act I, Scene III, Lines 59-81) before Laertes leaves home. Following is the advice the countess gives:

Be thou blest, Bertram, and succeed thy father

In manners, as in shape! thy blood and virtue

Contend for empire in thee, and thy goodness

Share with thy birthright! Love all, trust a few,

Do wrong to none; be able for thine enemy

Rather in power than use, and keep thy friend

Under thy own life's key; be cheque'd for silence,

But never tax'd for speech. What heaven more will,

That thee may furnish and my prayers pluck down,

Fall on thy head! Farewell, my lord;

'Tis an unseason'd courtier; good my lord,

Advise him.

Significance of the Title
The title is based on lines spoken by Helena to point out that the success or failure of an event or a course of action depends entirely on how it ends:

But with the word the time will bring on summer,

When briers shall have leaves as well as thorns,

And be as sweet as sharp. We must away;

Our wagon is prepared, and time revives us:

All's well that ends well; still the fine's the crown;

Whate'er the course, the end is the renown.

Study Questions

 * 1) In the age of Shakespeare, it was not uncommon for a young man of high social standing to reject a woman because of her low social standing--and vice versa? How important is social status to marriageable young men and women in today's society?
 * 2) If you were to write a psychological profile of Bertram, what characteristics would you focus on?
 * 3) If you were to write a psychological profile of Helena, what characteristics would you focus on?
 * 4) Bertram and Helena are reconciled at the end. Will their marriage last?


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