text:
Entropy for Beginners

In textbooks of thermodynamics the function of state ‘ENTROPY’ can be approached from first principles, making the study of thermodynamics well accessible.

Considerations
In this discussion we will take a closer look at the definition of entropy and the Second Law of Thermodynamics. In classical thermodynamics the entropy is introduced as follows: For any physical system a function of state, S, exists, called “entropy”. For homogeneous closed systems it increases, after a small heat supply δQ at a system temperature T, according to

 * $$\mathrm{d}S=\frac{\delta Q}{T}$$...............................(1)

noting that δQ is an inexact differential. The entropy is a state function and dS is an exact differential. For non-homogenous systems the entropy is the sum of the entropies of the various subsystems.

Here we will follow an approach along the lines of the statistical thermodynamics. It involves wave mechanics and is known as Boltzmann’s statistical approach. In the next paragraphs we will introduce entropy, almost without mathematics. It will be shown that this definition is in accordance with the classical one, given above, and a link to the following chapters of thermodynamics is made.

This introduction begins with the discussion of ‘quantum states’.

The Existence Of Quantum States
Functions such as temperature, pressure, volume, the content of matter and so on, characterise the ‘state’ of a physical system. For all common experiments the value of these ‘functions of state’ is remaining constant in equilibrium, although on an atomic scale the situation is changing perpetually. For instance in a gas, after each collision of atoms, a new situation is originated without any change of temperature, pressure or volume, giving rise to a long sequence of different ‘states’. For further discussion we will call these states envisaging atomic motion: ‘microstates’, applying the term ‘macrostates’ to the mentioned state, being defined with its temperature, volume, pressure and so on. Taking the line of classical mechanics, the number of microstates in a gas is not well-defined: say, any atom in a box, moving along the x-coordinate from: x0 to xE, can have velocity v. This v can have an unlimited number of values, likewise at a definite moment the atoms location can be anywhere between: x0 and xE. Consequently in classical mechanics the moving atom could be in an undefined number of possible ‘microstates’. However, in the early twentieth century, with the rise of quantum physics this view on mechanics appeared to be too simple. The conclusion has been that the number of microstates in any physical system is well-defined, this number may be large, very large, but not infinite. In this new theory, the discrete microstates are called ‘quantum states’.

Quantum mechanics
The word quantum originates from a conclusion Max Planck has drawn about the character of light. In the nineteenth century, the wave-theory of light was generally accepted since it could encompass "all" experimental facts. Nevertheless, in 1900, Planck arrived at experimental facts not compatible with the wave-theory when he was studying radiation as emitted by "black bodies" and the frequency distribution of this radiation. He was forced to the conclusion that the radiation-energy of black bodies exists in discrete quantities, "wave-parcels" ("quanta"). Not only the black body radiation, but all light and other electromagnetic radiation appeared to consist of such wave-parcels, being both particle and wave. This view has set in motion a train of considerations; in the years from 1900 up to 1930 a complete new physics has been developed. The classical concept of atoms as miniature billiard-balls appeared to be untenable; atoms turned out to have in many respects the character of wave-parcels analogous to light quanta. In the old physics, as based on classical (Newtonian) mechanics, any object can be taken at hand to observe its dimension, weight, and other properties. Its motion is a notion quite apart from these properties. Waves, on the contrary, do not exist without their motion; in quantum mechanics the existence and the motion of a particle are connected aspects of the same thing. Obviously, after centuries of successful application of classical mechanics, the conclusion that it is considered to be obsolete and must be replaced by a fairly "absurd" type of mechanics has met with doubts in the scientific community. Fortunately, the results of quantum mechanics and classical mechanics appear to be corresponding mutual in many cases. Especially in systems of common proportions at normal temperatures, the results of both theories agree. This conclusion, leaving preceding results of classical mechanics fully intact, is called the correspondence principle’’.

Freely moving atoms
In those cases where the results of classical and wave mechanics are corresponding closely, one can freely choose to apply one of both theories on the same object, but in such cases where  both theories give different results, the line of quantum mechanics is to be preferred. As an illustration one can consider the most simple case, atoms moving in one dimension between two walls. In figure 1 can be seen that in this case the difference between both points of view is very large. From the point of view of classical mechanics an atom, moving up and down between the two walls, can be at any level x and have any velocity v and consequently the number of different ’states’ would be undefined. On the other hand in quantum mechanics, dealing with standing waves only, the number of possible states is well-defined, states in between being impossible. Figure 1. Atoms moving freely in one dimension, as considered classically and wave-mechanically. Both pictures represent a vision on atoms, moving in one dimension between two walls. In classical mechanics the atoms are represented by miniature billiard balls, while in wave mechanics the same atoms are represented by standing waves. In the second case the number of ‘states’ is well-defined, in the first case it is not.

Consequently for the study of microstates we have to resort to quantum mechanics. In the present case the mentioned standing waves are characterised with a wave number n, being a nonzero, whole number. Each of the wave patterns is coupled to its characteristic energy, being proportional to: n2. (In classical mechanics the energy would be proportional to v2) The pattern of standing waves of one particle in one dimension may be very simple, a particle in three dimensions has already a more complicated wave pattern, characterised by three quantum numbers, for instance the numbers: nx, ny, and nz in x-y-z space. When the particle is moving in a cubic vessel this three-dimensional wave pattern is coupled to an energy level, proportional to: $$(n_x^2+n_y^2+ n_z^2)$$. Obviously, a system with more than one particle, moving independently in a three dimensional volume exhibits still more complicated wave patterns and when the atoms are not free, but touching each other in liquids or in crystals, a still more complicated pattern of concerted waves exists, always well-defined.

The Number Of Quantum States And Entropy
Mathematically the quantum number n has no upper limit, but since in real systems energy has always its upper limit, the magnitude of the quantum numbers has its upper limit likewise. When for instance we suppose the upper limit of the quantum number to be: n = 10, the number of possible wave patterns with one-dimensional motion would be ten likewise. For one particle with three dimensional motion the number of wave patterns would become one thousand and for two particles in the same volume, it is a million. In this line of reasoning, for a common system with N particles in three dimensions, the number of possible wave patterns would become: $$10^{3N}$$, which is very large and always well defined. For real systems, as worked with in laboratory and in technical contexts, this calculation is not simple: the upper limit of the quantum numbers is always much greater than 10 and moreover, the number of particles (atoms) is generally large, more than $$10^{20}$$. Nevertheless the calculation is possible: already in 1916 Sackur and Tetrode developed a sophisticated formula to calculate the number of quantum states available in an ideal gas, supposing all atoms to be moving independently from each other in a well defined volume (see Sackur-Tetrode equation), an important expression of wave mechanics. The formula implies relevant corrections, the most important being a strict discrimination between identical and different atoms, present in the system. When two different atoms are interchanged, a new quantum state is brought about, but this is not the case when two identical atoms are interchanged. (This strict discrimination brings about the phenomenon of ‘mixing entropy’, eliminating a contradiction, existing in classical thermodynamics, called: the ‘Gibbs’ paradox’.)

The result of calculations with the Sackur-Tetrode formula is remarkable: e.g. in 1 mole of argon, at a temperature of 300 K and a pressure of 1 bar (approaching closely the ‘ideal gas’), the number of ‘available’ quantum states turns out to be:              $$g=10^{4,870000,000000,000000,000000}$$. Very much indeed, but not infinite. Numbers of this size quite surpass our understanding, and are difficult to manage for any calculation. For calculations it would be sufficient to take to the exponent: $$4.87\cdot 10^{24}$$, being the ‘logarithm’ of g (in formula: log(g)) and to multiply it with a suitable small factor. In thermodynamics this is common practice, while for convenience the ‘natural logarithm’ (ln(g)) is chosen, which is about 2.3 times as large as the mentioned log(g). The number, ‘tamed’ in this way is called ‘entropy’, indicated with the symbol S, in formula: $$S=k\cdot\ln g$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (2) The mentioned ‘suitable’ factor k is always the ‘Boltzmann constant’, sizing: $$k=1.38\cdot 10^{-23}$$ J/K.

In words: entropy is a representation of the number of quantum states. With the formula (2), the entropy of the mentioned 1 mole of argon at 300 K and 1 bar can now be calculated to be: Sargon = 155 J/(molK)

The Second Law
The number of quantum states plays an important role in the settlement of physical equilibrium, for instance the cooling down of a cup of tea, the fading out of a flywheel’s rotation etc. These numbers of quantum states being very large in physical systems, brings about that any difference between two macrostates of the same system is generally coupled with a correspondingly large disparity of those numbers. An example is a system with two parts at different temperatures moving spontaneously towards equal temperatures. Think of an isolated system with two copper blocks of one mole each, beginning at the temperatures 299 K and 301 K respectively, moving to the state with both blocks at 300 K. The molar heat capacity of copper is 24.44 J/(molK). A relatively simple calculation shows that in the process the entropy increased with 0.00027 J/K, seeming a small increase, nevertheless being important, since it corresponds with a large disparity of the number of quantum states: the effect of the process comes out to be an increase with the factor:  $$10^{8,500000,000000,000000}.$$ Energy being constant, all those quantum states have the same probability and the system will wander blindly over the enormous quantity of quantum states of both types ending up (almost) certainly in one of the quantum states of the macrostate with equal temperatures, merely driven by the large disparity of numbers. (Compare with the ‘pixel hopper’ in figure 2.) Figure 2. The colour-blind pixel-hopper. This picture has been built up as a coloured area with 100 000 blue pixels and 100 red pixels. When looking sharply the reader may find in the red area one black pixel. Supposing this to be a ‘pixel hopper’, sitting on a red pixel, we can imagine it to wander about by hopping from one (coloured) pixel to the other. All pixels having equal probability, it is obvious that, after some time, it is 1000 times more probable to find the hopper on a blue pixel than to find it on a red one. This move from red to blue can not be ascribed to a mysterious preference driving the colour-blind hopper to blue, the move is merely caused by the disparity of numbers.

For all practical purposes any change to a macrostate with higher entropy can take place and its reverse is so improbable that we cannot expect to observe it, not even in a billion billion years. In thermodynamics we simplify the latter statement to: ‘it is impossible’. And: The entropy of an isolated system cannot decrease. This statement is the ‘second law of thermodynamics’. One consequence of this law is that a perpetual motion machine, converting heat into work with only one heat reservoir, is impossible since, withdrawing heat, would decrease the system’s entropy while the work produced, brings about no change of entropy. Another consequence is that a reversible change cannot change entropy since decrease is impossible and an increase of entropy would be transposed into a decrease after reversal.

Entropy And Energy Balancing
It seems rather bold to take the word entropy from the well-established classical thermodynamics, ostensibly using it for a quite different notion. This cannot be done without a justification. Such a justification can be found in the comparison of isolated systems which have been considered up to now with non-isolated systems as considered in classical thermodynamics. The energy of an isolated system lies between narrow limits, from: $$U-\frac{1}{2}dE $$ up to $$ U+\frac{1}{2}dE$$, taking into account that in thermodynamics dE does not approach zero as in mathematics, since the number of quantum states would approach zero likewise. In thermodynamics it is common practice to speak already of an ‘isolated system’ when dE is small enough to make that all quantum states within the partition have (next to) the same probability. Although being non-zero, the magnitude of such a dE is small, too small to be detected calorimetrically. A non-isolated system being in contact with a heat bath exists a quite different situation: The system’s energy is fluctuating permanently. The bell-shaped curve of the probability P (see figure 3) can be thought to consist of many equivalent partitions with a width of dE joule, while in the isolated state only one partition exists. Consequently the number of available quantum states increases considerably. In a system with $$10^{24}$$ atoms the numbers will increase with a factor of more than $$10^{12}$$, leading to a small contribution to entropy being absolutely negligible. It looks like a miracle: after multiplication with a million or a billion or even a trillion the logarithm of such large numbers does not change for all practical purposes. This miracle means that one can freely speak of ‘the’ entropy S, whether or not the system is isolated.

In figure 3 one can see that the system’s probability P is characterised by a bell-shaped curve, being the result of two opposing effects: the increase of the number and the decrease of their probability with increasing energy. It can easily be calculated (see VERIFICATION below) that the level E=U at which the numbers are balancing the probabilities, is just the energy level at which the statistical approach and the classical approach agree, with the consequence that in equilibrium both approaches lead to the same result. So it is correct to adopt the classical name ‘entropy’ for the statistical notion as we did above.

Figure 3. Isolated system and a system in contact with a heat bath compared. In both figures the vertical coordinate is the probability of a system to be at energy level E. The left hand picture displays the situation in an ‘isolated’ system, P being unity: the system is always at the energy level U. The right hand picture gives the situation in the same system, being in equilibrium with a heat bath. Due to thermal motion its energy is fluctuating about the mean value U. The fluctuations are so small that they can not be detected calorimetrically, but on an atomic scale they are important. Two opposing trends, viz. the increase of the number of quantum states and the decrease of their probability with energy make the curve to begin increasing, while it declines at energy above U.

An interesting aspect of the fluctuating energy is the reversibility of changes within the bell-shaped probability curve. When e.g. the system did move spontaneously from level E1 to level E2 in figure 3, one can be sure to find after some time the system to be returned spontaneously to E1. Reversible processes, playing an important role in thermodynamics are chains of such reversible changes.

Verification
In this chapter we will justify an important statement we made above, viz. the claim that the statistical and the classical approach lead to the same entropy. As mentioned above one difference between classical and statistical entropy is that the latter has been defined for isolated systems, whereas classically the definition is based on its change after heat supply to a non-isolated system in contact with a heat bath. Consequently we are obliged to compare the non-isolated system with the isolated one to trace eventual agreement between the two definitions. In contact with a heat bath the system’s energy is fluctuating permanently, due to impulses to and from atoms of the heat bath, see figure 3 above. In the figure the probability to find the system at energy level E is called P, or to be more precise: P·dE is the probability to find the system at an energy level in the interval between E and E+dE. This interval dE can be chosen to be of the same width as the interval we called above a ‘partition’, dividing up the whole function into ‘partitions’. As mentioned above two opposing effects are determining the probability P and cause its going up and down, as mentioned above. On one hand the number of quantum states is increasing with the energy level, while on the other hand the probability of these quantum states decreases with their energy, according to the so-called Boltzmann factor: $$B=exp(-\frac{E-U}{kT})$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (3) The two effects balance each other exactly at the top, where the P-E curve is passing horizontally: $$\frac{dP}{dE}=0$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (4) This formula is the key in comparing the statistical with the classical definition of entropy, viz. from the formula of function P, the quotient (4) can be evaluated by differentiation, leading to the classical formula (1): dS = dQ/T. This evaluation can be performed along the following line. As a starting point can be taken the formula of the probability of the partition between E and E+dE: $$P \cdot dE=g\cdot \frac{B}{Z} \cdot dE$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (5) The function g being defined in the way that g·dE approaches closely the number of quantum states, as present between E and E+dE. B is the Boltzmann factor and Z is the ’partition function’, which is the normalisation factor, being necessary to achieve that the sum of all probabilities to be unity: $$\int_0^\infty P\cdot dE=1$$. Differentiation of (5) leads to: $$\frac{dP}{dE}=(\frac{dg}{dE}-\frac{g}{kT})\cdot \frac{B}{Z}$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (6) which expression becomes zero when the factor: $$(\frac{dg}{dE}-\frac{g}{kT})$$ is zero. And since: $$S=k\cdot \ln g$$, this implies: $$\frac{dS}{dE}=\frac{1}{T}$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (7)

One consequence of this relation (7) is that the dimension of the ‘entropy unit’ must be: joule per Kelvin, J/K.

Furthermore can be paid attention to its implication when heat is supplied reversibly to the system.

Heat supply
When δQ joules of heat is supplied reversibly to the system, δQ being more than one partition wide, the mean energy U will increase with:      dU = δQ. Supposing dS/dE to be constant during the process of heat supply, we come from (7) to: $$dS=\frac{dS}{dE}\cdot dU=\frac{dU}{T}$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (8) and subsequently, since dU = δQ, to: $$dS=\frac{\delta Q}{T}$$ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (9) which is identical with the classical formula (1), with the consequence:

Statistical entropy is identical with classical entropy.

Total Differential
After having defined entropy, formal thermodynamics and its applications can be performed as usual, considering the mathematical concept of total differentials, implying functions of more than one variable. When for instance z = f(x,y) is a single-valued function of two independent variables x and y, the function can be plotted in a rectangular coordinate system, the result being a surface. The functions as considered in thermodynamics are so that this surface is always continuous and often slightly curved. Observing the motion of some point x,y on the surface, a small move can be one step dx, parallel to the YZ-coordinate plane, increasing the function z with dz, being the step in x-direction multiplied with the corresponding gradient: $$dz=(\frac{\partial z}{\partial x})_y \cdot dx$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (10) This is called a ‘partial differential’ of the function z. When subsequently a step is made into y-direction, the corresponding increase is added, leading to: $$dz=(\frac{\partial z}{\partial x})_y \cdot dx+(\frac{\partial z}{\partial y})_x \cdot dy$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (11) This combined formula is the ‘total differential’ of the function z.

When dQ joules of heat and dW joules of work are supplied to a physical system, the energy is increased with: dU = dQ + dW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (12) Since Q and W are not functions of state, (12) can not be compared with the total differential: (11), but it is possible to substitute both terms to obtain a relation with the functions of state V and S as independent variables, approaching (11) more close. When thinking of a system consisting of a gas with volume V and pressure P, we can calculate the work to be: dW=-PdV, while formula (9) implies: dQ=TdS and substitute both in (12), with the result: dU = TdS – PdV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (13)

When two conditions are satisfied, this relation (13) would be really a total differential of the function U(S,V), firstly the volume should be kept constant during the heat supply and secondly the entropy of the gas must remain constant during the supply of work. The first condition can be satisfied easily, while the second condition can be fulfilled likewise, viz. when for instance the concerning work comes reversibly to or from a rotating flywheel, the entropy of gas plus flywheel will be constant during this change, since gas plus flywheel together can be considered to be an isolated system. Consequently the entropy of the gas will be constant during the change of state, and the conditions to be a total differential are satisfied. So (13) can also be written as: $$dU=(\frac{\partial U}{\partial S})_V \cdot dS+(\frac{\partial U}{\partial V})_S \cdot dV$$. . . . . . . . . . . . . . . . . . . . . . . . . . (14) From this can be concluded: $$(\frac{\partial U}{\partial S})_V=T$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (15) and: $$(\frac{\partial U}{\partial V})_S=-P$$. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (16)

At this point it must be stated that the above statement of ‘work involving no entropy’ is not qualitative but is quantitative. Quantum mechanics demands that any rotating mass, molecule or wheel, brings about its quantum states, resulting in a contribution to entropy. This contribution can be calculated with the result that for rotating macroscopic objects it appears to be absolutely negligible.

Starting with the relations (14), (15) and (16) the properties of total differentials can be used to discuss the Carnot cycle, the heat pump, chemical equilibrium and all other relevant topics of thermodynamics, exactly as is done in all textbooks. In this way the intention of this text has been attained.

title: Entropy for Beginners


text:
Vietnamese/Family

Family Members

 * Family members [that are not first degree relatives] will typically have titles based on to which parent they are related.

 * Grandfather
 * Ông (generic)*
 * Ông nội (paternal grandfather)
 * Ông ngoại (maternal grandfather)
 * Ông cụ (great grandfather)
 * Ông cụ nội (paternal great grandfather)
 * Ông cụ ngoại (maternal great grandfather)

 * Grandmother
 * Bà (generic)*
 * Bà nội (paternal grandmother)
 * Bà ngoại (maternal grandmother)
 * Bà cụ (great grandmother)
 * Bà cụ nội (paternal great grandmother)
 * Bà cụ ngoại (maternal great grandmother)

 * Dad, Father
 * Cha
 * Bố (Northern dialect)
 * Ba (Southern and Central dialect)

 * Mom, Mother
 * Má (Southern dialect)
 * Mẹ (Northern dialect)

 * Children
 * Con cái

 * Daughter
 * Con gái

 * Son
 * Con trai

 * Brother
 * Anh (your elder brother)
 * Em trai (your younger brother)
 * Em út (your youngest sibling)

 * Sister
 * Chị (your elder sister)
 * Em gái (your younger sister)
 * Em út (your youngest sibling)

 * Uncle
 * Ông (your great-uncle)*
 * Chú (your father's younger brother)
 * Bác (your father's or mother's older brother)
 * Cậu (your mother's brother)
 * Dượng (your dì's husband)

 * Aunt
 * Cô (your dad's sister)
 * Bác (your father's) however for your mother's older sister or brother only Northern Vietnamese in recent 100 years)
 * Bà (your great-aunt)*
 * Dì (your mother's younger sister)
 * Thím (your chú's wife)
 * Mợ (your cậu's wife)

 * *Ông and Bà are generic terms for an older man or woman, respectively, typically with a two-generation gap from yourself. Using your grandparents as a baseline, any person that falls within the same generation are typically referred to as Ông and Bà (e.g., your grandparents' siblings and first cousins). For great-uncles and great-aunts, the Ông and Bà are followed by the title of what your parents call them (Example: Ông Cậu would be your mom or dad's Cậu (mom or dad's mother's blood-related brother, or your grandmother's brother for simplicity).
 * If the title has more than one word, the last word is a description of the base noun.

 * Trai = boy
 * Gái = girl
 * Nội = paternal side
 * Ngoại = maternal side

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

title: Vietnamese/Family


text:
Talk:Hebrew/Aleph-Bet3

The symbols for shin and sin are the same character (the dot is in the same place on both). I have no idea how to fix this though. Jacobroche 18:51, 13 March 2007 (UTC)
 * Hmmm.... they appear differently in my browser. The shin has the dot on the upper right, and the sin on the upper left.  I'll see what I get in other browsers.  Thanks for the "heads-up"!  --CocoaZen 15:29, 18 March 2007 (UTC)
 * That is weird. I'm not sure what information about my browser/font settings would be helpful in figuring out the problem.  I'm using firefox 2.0.0.2 (with a whole mess of add-ons), but I'm not sure what font settings would be useful to you.  Let me know and I'll try to help. Jacobroche 01:45, 20 March 2007 (UTC)

title: Talk:Hebrew/Aleph-Bet3


text:
User:Fabartus/Sandbox

 * 1) M:User:Fabartus/Sandbox
 * 2) b:User:Fabartus/Sandbox <=== Abbrev does not work on own Site! Wbk time!
 * 3) q:User:Fabartus/Sandbox
 * 4) mw:User:Fabartus/Sandbox
 * 5) wikt:User:Fabartus/Sandbox
 * 6) n:User:Fabartus/Sandbox
 * 7) wikispecies:User:Fabartus/Sandbox
 * 8) V:User:Fabartus/Sandbox
 * 9) s:User:Fabartus/Sandbox
 * 10) w:User:Fabartus/Sandbox
 * 1) w:User:Fabartus/Sandbox

Purpose

 * Test/locate principle root categories used for templates.:This is a mess, but need to handle interwiki for M:MP:TSP.

.

title: User:Fabartus/Sandbox


text:
User:Freiberg

This is not my main account. To see my main account, see Meta.

Pages I've created:
 * L'Hôpital's rule
 * Gravitational Potential Energy

title: User:Freiberg


text:
Talk:Bengali/Sounds

Bengali/Bangla
This is the English version of Wikibooks, so shouldn't the language referred to be the English name for it (ie Bengali) rather than the transliteration of the native native name (ie Bangla)? Rayizmi 20:38, 13 March 2007 (UTC)

Yes, probably, but a new learner should probably begin to learn the native name. Of course, since other such books are named in English, this should probably be called Bengali. --Henry Dalton (discuss • contribs) 10:02, 8 March 2012 (UTC)

title: Talk:Bengali/Sounds


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Talk:Super NES Programming

=Future Work= I'm gonna keep adding a few things on here as I go along. I'll also work to draw attention to this wikibook. anyways, a few things that might be good to add:

 * Completion of the SuperFX Tutorial
 * Tutorials for other expansion chips like the Super Accelerator or DSP
 * A full sample ROM that might just be a little 'walk anywhere' project that uses most of the tutorials together, though perhaps not the tutorials for expansion chips. I'd be more than willing to provide the code for this.
 * (Please add in anything I missed here)

-- Sukasa 21:01, 13 March 2007 (UTC)

 * I can think of a few things:

 * Collection of code snippets?
 * There's been a bunch of work on SPC tools lately. (see .) Maybe a tutorial for this spc engine...
 * I'd kinda like to know more about this 65xx text editor you wrote.
 * Needs more of an introduction. (This was sorta high on my todo list.)
 * Mode 7-- including the scaling and rotating of smallish graphics(think clown-coptor).
 * --Snarius 02:56, 14 April 2007 (UTC)

 * BTW, nobody really knows how to program the superfx anymore. There might be some info in the manual, if you can find a copy, but what you'll probably have to do is look at the source code of zsnes and snes9x. Of course, the same goes for the SA-1, DSP, Cx4, etc. --Snarius 15:44, 14 April 2007 (UTC)

=Cleanup= Would like to ask if anyone is willing to work or allow a cleanup of the article, checking links for activity and availability, and if possible sourcing information to this page, so that we do not gradually lose information as time goes by, but gain it- with proper citations, references, and within the guidelines of course. If one of the linked sites with reference material were to go down, entire areas of data pertaining to SNES specifics could be lost. Collecting and sorting information, making sure things are in order. I also noticed that there were a few dead links- perhaps we could use methods such as waybackmachine to see if we are able to recapture old data that is now lost. Perhaps we can expand a bit on firmware & hardware, maybe post an example pcb layout for producing a cartridge, some specs to get someone started for actual hardware as well. I'm sure someone out there has some really great ideas and wonderful knowledge of these subjects...it IS the SHVC, lots of possibilities! -- Aetern142 (discuss • contribs) 08:14, 15 January 2012 (UTC)
 * I know what you mean. This place is a ghost town.  For the longest time I wanted to improve the SNES homebrew dev scene.  There is so just so much more to learn about the SNES, and people are just going "nah, we know everything there is to know."  I strongly believe homebrewing should be about pushing the system beyond people's expectations of the system.  It's about time for a revival in the the SNES homebrew scene.

=Still Alive?= Is there anyone still interested on working on this? --PhaZ-90771 (discuss • contribs) 23:34, 29 November 2013 (UTC)

title: Talk:Super NES Programming


text:
Social and Cultural Foundations of American Education/Hot Topics/Teaching Styles

Style in teaching is more than a superficial collection of interesting mannerisms used to create an impression; it is best viewed as a persuasive quality that plays an important role in several aspects of teaching. Personal qualities can direct and guide the selection of instructional processes. Just as each student has their own individual learning styles, teachers have certain teaching styles that work best for them. It is important to be aware of your personal preferences when creating and delivering lesson plans. However, one must not limit themselves to one particular style of teaching because not every student learns the same way. It is a number one priority to keep the students in mind when thinking of ideas for your classroom.(Michigan State University Board of Trustees 2007)

Background Information
There is a symbiotic relationship among our personal qualities, the instructional processes we employ to convey the content and the styles our students display as learners. It is proven by research that most teachers teach the way they were taught. It is a good idea to first put yourself in the student’s position, so you are aware of the students’ capability of understanding the material at hand. Typically these teachers are field independent, meaning they are more content oriented and prefer to use more formal teaching methods favoring less student involvement and more structured activities in the classroom. Research also supports the view that if students learning preference matches the teachers teaching style the student will be more motivated to achieve their learning goals (Miller 2001).

Formal Authority
Many of the different teaching styles include formal authority, demonstrator or personal model, facilitator and delegator. Teachers who use the formal authority teaching style focus mainly on content. Formal authority is teacher centered where the teacher is responsible for controlling and providing the amount of content and how the student is expected to receive and interpret the content. This form of teaching style is not concerned with building relationships with their students nor is it important that their students form relationships with other students. One negative aspect of this form of teaching style is that it does not require much student participation in class; this can cause the student to loose interest in the course material, thus leading to sleeping in class or not attending the class at all. However, this teaching style may work better with students who become frustrated when facing new challenges that aren’t explained, or with students who like to compete with peers for classroom rewards.(Jennifer Stein, Linda Steeves, and Christine Simth-Mitsuhashi 2001)

Demonstrator
Teachers who like their classroom to be more interactive would choose the demonstrator or personal model teaching style, which tends to be teacher-centered with emphasis on demonstration and modeling. This type of teacher is perceived as a role model by demonstrating skills, thus, helping students develop and apply these skills and knowledge. It is important that students can independently solve similar problems by using and adapting demonstrated methods. Teachers that use this style of teaching are interested in encouraging student participation and adapting their presentation to include various learning styles. Students should take some responsibility for learning course material as well as asking for help when they don’t understand the content. This style works best with students who enjoy working with their peers as well as others who may become easily frustrated.

Facilitator
Teachers who use the facilitator style of teaching focus on activities conducted in the classroom. This style of teaching emphasizes student-centered learning placing more responsibility on the student for meeting the demands of various learning tasks. The facilitative style of teaching is best for students who are independent learners and who are willing to actively participate and collaborate with their peers in or outside of the classroom. Facilitative teaching is also designed for group activities which are used to necessitate active learning, problem solving, and student to student interaction. This method was designed to provide activities which require student processing and application of course content in an original and creative manner. However, it may become difficult for students who have an aggressive behavior to succeed when being taught with this teaching method.

Delegator
Teacher who use delegator teaching style place control and responsibility for learning on individual or groups of students. A delegative teacher is one who always gives the students' a choice to implement their own complex learning projects. These particular students will often have to work independently or in groups and it is necessary for them to maintain motivation and focus. The goal of delegative teaching style is to teach students more than just course material such as making them be effective in group effort and be able to manage interpersonal relationships. Students who are taught by the delegative teaching method will be able to retain more information and use the critical thinking process to manage daily tasks or projects.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Which teaching style do you prefer and why?


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Islamic Studies Grade 1/Introduction

Islamic Education Approach & Method

We live in the United States of America. American society is socially mixed and culturally diverse. This is a fact which could mean different things to different people. From religious and educational point of view, this has both its advantages and disadvantages. The advantages include the exposure of our children to different cultures and value-systems, communication with people of diverse beliefs and inclinations, relatively high standards of education, availability of educational facilities and fairly well opportunities to enhance and develop creativity.

But these advantages are not risk free. Muslim students have to deal inevitably with rather constant contradictions between the principles they believe in and values they cherish by witnessing manifestations of disbelief and counter-values in the society. While we teach our students how to dress, what to eat and not to eat, where to go and where not to go, what kind of friends to choose, what manners to learn, and what understanding of religion to grasp, we have to deal with the fact that they live in a society where they see women improperly dressed; people eat and drink religiously forbidden things; the young go wherever their desires take them to; individuals choose friends regardless of religious and moral limits; they get ego-centric and self-serving habits; and many perceive religion as an old-fashion set of rules which has little to do with the realities of their lives.

Exposure to different and sometimes contradictory lifestyles stemming from diverse value-systems is inevitable. The question is how to establish a sense of identity for our young children so that it would firmly associate them with Islamic ideas and ideals and prevent their absorption into the prevailing alien cultures and life-styles.

In order to effectively deal with this question, a new approach has to be adopted. The approach adopted in the present collection is to show the relevance of Islamic teachings to the daily life of the students. To introduce Islam in a meaningful sense to the students of the elementary, middle and high schools in the United States is a formidable task. This requires relevance and consistency: relevance to the actual life, and consistency in planning, modeling and training.

It is recognized that a comprehensive program in Islamic teachings has to include information on the principles of faith, history of Muslims, practical laws and rituals and last but not least, ethical and moral values. This collection contains readings and materials and programs on all these four categories. Selected topics from each category are thoroughly scaled and sorted in a gradual and developmental fashion. In this manner, certain key concepts and topics are recurrently dealt with, in different grades commensurate to their level of understanding.

Apart from the substance and the structure of the curriculum, however, the delicacy of the issue lies in the challenge to get the fine message of Islam through the students’ minds and hearts while making it pleasant and attractive for them. My recent experience in Razi School, along with my background in Islamic educational programs for children and the youth over the years, have convinced me that this challenge would not be met unless due attention is paid to three core values: cleanliness, dignity and vision. To use Islamic vocabulary these should be translated as: al-Taharah, al-Izzah and al-Basirah. These concepts need a brief elaboration.

Firstly, the religion curriculum begins with a discussion about cleanliness in body, dress and spirit. We teach students that as a Muslim they should observe and practice cleanliness not only in their appearance but also in their words and deeds. Through this window we teach them the requirements of religious cleanliness for prayer and otherwise. The objective is to clarify, relate and emphasize the principle of cleanliness and the value of spiritual purity in their progressive and comprehensive meanings as an ultimate goal in the Islamic lifestyle.

Secondly, the emphasis has been on the importance of having thoughtful and respectful characters. The ultimate goal in any Islamic school should be building up Muslim characters: respective and respected boys and girls who care for their inner beliefs and outer conducts. A respectful personality is unlikely to surrender to the humiliation of disgrace or to the temptation of a sin.

Thirdly, assistance should be provided for students to increase their awareness and vigilance with respect to the society they live in. In particular, higher-grade students should be guided to observe, think, compare, interact and criticize their environment. We want to equip them with an Islamic vision so that they would realize that they belong to the Islamic Ummah and Islamic civilization. They should be raised knowing that their parents and teachers await fulfillment of certain expectations by them. Such a vision, would secure them from the dangers on their ways ahead.

To strive toward materializing these core values in their deep and multi-layer meanings is the key in constructing a fruitful and effective Islamic school.

Instead of stressing a rigid face of Islamic laws and rituals, the method adopted here underscores the appealing message of Islamic moral code and ethical conduct. We see this as the main entrance to understanding Islam. Through numerous stories, movies, essays, homework and classroom discussions, students are urged and encouraged to put their faith in action. Indeed, one of the major themes in this curriculum, especially for the higher graders, is to increase their awareness towards the Islamic environment of their school and beyond. Many issues such as cleanliness at school, criteria for a healthy and Islamic friendship, how to correct each other’s mistakes, etc. are discussed and pointed out. A number of these subjects could constitute topics for students’ projects and extra-curricular activities.

A model Islamic school should be characterized by a cordial environment in which students would learn how to care about their Islamic manners and behavior. Muslims from different countries of origin have many things in common. Our children should understand and respect each other. They should care more about commonalities among Muslims than their differences. This attitude should find a vivid reflection in close and cordial relationship amongst students and teachers. Let us work hard to further strengthen in our students this sense of unity. Let us make sure that we do not divert their attention from the larger picture to the minute and divisive differences which have divided us for centuries.

The present collection is but a humble endeavor towards developing a curriculum for Islamic education based on the above approach and method. Through my close examination of numerous books, articles, booklets, audio-videos and other materials available in English for Islamic education, I have selected the best and the most appropriate to serve the goals and objectives outlined above. I understand that this is just the beginning of a long journey and I do appreciate works of others in the field.

Nevertheless, I am convinced that this curriculum is outstanding and unparalleled in many respects due to its approach, method, as well as its contents. While most of the materials collected in this curriculum are selected from valuable works of others, some ideas and training instruments, such as those on cleanliness, eating and asking manners, have originally been developed for this curriculum and are thus unique and unprecedented. In some instances certain changes and modifications have been made in the selected materials for the sake of consistency, coherence and relevance to Islamic education.

I would like to conclude by pointing out that I deeply adhere to the belief that all Muslims are in this together. Let us work together and help each other. Let us open our hearts to the guidance of the Holy Qur'an where it enjoins: hold fast all together by the rope of Allah and be not divided among yourselves.

title: Islamic Studies Grade 1/Introduction


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User talk:213.191.130.24

Xania talk 22:53, 13 March 2007 (UTC)

title: User talk:213.191.130.24


text: Field Guide/Birds/Cyanocitta cristata

title: Field Guide/Birds/Cyanocitta cristata


text:
Field Guide/Birds/Mimus polyglottos

/Birds

title: Field Guide/Birds/Mimus polyglottos


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Wikimedia/The History of Wikibooks

 * passing references to the history of Wikibooks. These are going to eventually be added into this history, but represent original source material.
 * /Growing Wikibooks/ contains at least some of the early attempts to try and figure out what Wikibooks was all about.

Wikipedia and Textbooks
On June 6th 2003, the Wikipedia page "Organic Textbook" was added to the votes for deletion page on Wikipedia.

title: Wikimedia/The History of Wikibooks


text:
Field Guide/Birds/Turdus migratorius

/Birds

title: Field Guide/Birds/Turdus migratorius


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User talk:76.101.10.39

Xania talk 00:24, 14 March 2007 (UTC)

title: User talk:76.101.10.39


text:
Template talk:Geometry/TOC

Why aren't some of the other chapters listed as anything more than "00% done"? While I have no idea how much you want for this, I think that some of them are very close, if not completely, finished. --Freiberg 00:31, 14 March 2007 (UTC)
 * I'd fix this, but I'm new. FlashingYoshi (discuss • contribs)

title: Template talk:Geometry/TOC


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Field Guide/Birds/Poecile

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title: Field Guide/Birds/Poecile


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Field Guide/Birds/Sitta carolinensis

/Transcluded Modules

title: Field Guide/Birds/Sitta carolinensis


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Field Guide/Birds/Sialia

/Transcluded Modules

title: Field Guide/Birds/Sialia


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Radiation Oncology/NSCLC/PCI

Prophylactic cranial irradiation (PCI)

 * Currently not considered standard of care due to neurotoxicity of WBRT
 * RTOG 02-14 opened (Stage IIIA/B, PCI vs. observation)

Randomized
 * Netherlands NVALT-11/DLCRG-02 (2009 - 2015)
 * Randomized. 175 patients, Stage III NSCLC after concurrent/sequential chemoRT with/without surgery, negative brain imaging. Chemo was platinum combo 79%, platinum singlet 16%. Arm 1) observation vs Arm 2) PCI (36/18 or 30/12 or 30/10). Primary outcome symptomatic brain mets
 * Primary Result; 2018 PMID 29787357 -- "Prophylactic Cranial Irradiation Versus Observation in Radically Treated Stage III Non-Small-Cell Lung Cancer: A Randomized Phase III NVALT-11/DLCRG-02 Study." (De Ruysscher, J Clin Oncol. 2018 Aug 10;36(23):2366-2377. doi: 10.1200/JCO.2017.77.5817. Epub 2018 May 22.) Median F/U 48 months
 * Outcome: Symptomatic brain metastases 27% PCI vs 7% OBS (SS). PCI also increased time to symptomatic mets (HR 0.2, SS). Median OS 22 months vs 24 month (NS)
 * Toxicity: At 3 months, PCI worse (SS), with memory impairment (8% vs 30%) and cognitive disturbance (3% vs 19%). But at 6, 12, and 18 months no difference (NS).
 * Conclusion: PCI significantly decreased symptomatic brain mets rate, with increase in low-grade toxicity

 * RTOG 02-14
 * Stage III randomized after treatment (RT or surgery +/- chemo) without disease progression. PCI 30 Gy in 15 fractions vs observation.
 * Closed early due to slow accrual. 356 pts (340 eligible) enrolled out of targeted 1058.
 * 2011 PMID 21135270 -- "Phase III Comparison of Prophylactic Cranial Irradiation Versus Observation in Patients With Locally Advanced Non–Small-Cell Lung Cancer: Primary Analysis of Radiation Therapy Oncology Group Study RTOG 0214" (Gore EM, J Clin Oncol. 2011 Jan 20;29(3):272-8.)
 * 1 yr OS 75.6% vs 76.9% (NS), DFS 56.4% vs 51.2% (NS). Decrease brain metastases 7.7% at 1 yr vs 18.0% (OR 2.52).
 * Conclusion: PCI decreased the rate of brain metastases but did not improve OS or DFS.
 * 2011; Neurocognitive/QOL PMID 21135267 -- "Phase III Trial of Prophylactic Cranial Irradiation Compared With Observation in Patients With Locally Advanced Non–Small-Cell Lung Cancer: Neurocognitive and Quality-of-Life Analysis" (Sun A, J Clin Oncol. 2011 Jan 20;29(3):279-86.)
 * No statistically significant differences at 1 yr between the 2 arms for any component of the QOL, MMSE, or ADLS. Trend for greater decline (for PCI) in pt reported cognitive function. In the HVLT, greater decline in immediate and delayed recall.
 * Conclusion: Significant decline in memory (HVLT) at 1 yr but no significant differences in global cognitive function (MMSE) or QOL after PCI.

 * German Multicenter (1994-2001)
 * Terminated early due to slow accrual after benefit of adjuvant chemo shown.  Randomized. 112 patients with operable Stage IIIA NSCLC based on mediastinoscopy staging. Arm 1) primary resection + adjuvant RT 50-60 Gy vs. Arm 2) preoperative chemo (cisplatin/etoposide x3 cycles) + concurrent chemo-RT (cisplatin/etoposide RT 45 Gy in 1.5 Gy BID) + definitive surgery + PCI 30/15
 * 2007 PMID 17971598 -- "Prophylactic cranial irradiation in operable stage IIIA non small-cell lung cancer treated with neoadjuvant chemoradiotherapy: results from a German multicenter randomized trial." (Pottgen C, J Clin Oncol. 2007 Nov 1;25(31):4987-92.)
 * 5-year outcome: brain first failure PCI 8% vs no PCI 35% (SS); any brain failure 9% vs. 27% (SS)
 * Toxicity: no difference; slightly decreased neurocognition in both groups compared to age-matched controls
 * Conclusion: PCI effective in preventing brain mets after trimodality therapy

 * RTOG 84-03 (1984-?)
 * 187 pts. Adeno or large cell. Confined to the chest. Randomized to thoracic RT alone vs thoracic RT + concurrent PCI.
 * PMID 1651304, 1991 — "Prophylactic cranial irradiation for lung cancer patients at high risk for development of cerebral metastasis: results of a prospective randomized trial conducted by the Radiation Therapy Oncology Group." Russell AH et al. Int J Radiat Oncol Biol Phys. 1991 Aug;21(3):637-43.
 * PCI did not decrease the incidence of brain mets (9% vs 19%, p=0.10) but did delay their development. No difference in OS.

Non-randomized
 * Essen, 1999 (Germany) PMID 10561344 -- "Prophylactic cranial irradiation in locally advanced non-small-cell lung cancer after multimodality treatment: long-term follow-up and investigations of late neuropsychologic effects." (Stuschke M, J Clin Oncol. 1999 Sep;17(9):2700-9.)
 * Phase II, nonrandomized. Trimodality for IIIA/IIIB NSCLC, PCI offered. RT 30/15 starting 1 day after last chemo
 * PCI reduced brain mets as first site at 4 years: 30% to 8% (SS), brain mets overall 54% to 13% (SS)
 * Effect seen especially in CR/PR group: 23% to 0% (SS) at 4 years
 * Toxicity: Late toxicity in both +PCI and -PCI patients. MRI more white matter abnormalities with +PCI
 * Conclusion: PCI reasonable in intense protocols for locally advanced NSCLC, especially in favorable prognosis

title: Radiation Oncology/NSCLC/PCI


text:
Foundations and Current Issues of Early Childhood Education/Chapter 7/7.2

''Imagine, for a moment, that you have been sent to Italy to student teach. You arrive at the early childhood center that you have been assigned and observe the following. Inside the building there are floor to ceiling windows and plants that blur the boundaries between outside and in (Tarr, 2001). Lights and shadows fluctuate across the floor. The school is designed around a piazza that reflects the central piazzas of the Italian city. You discover that this space (the piazza) serves as a gathering place for children from all classes and a comfortable meeting place for teachers and parents. This piazza also offers a store, with access to real vegetables. Nearby you see an area filled with fancy dress up clothes that invite investigation and a kaleidoscope large enough to hold many children (Tarr, 2001). As you continue your walk through the building, you observe beautiful vases of fresh flowers, and linen tablecloths on tables with real dishes. In some classrooms there are dried flowers hanging from the ceiling. You notice displays of both living and dried plants all over the building. Attractive jars of beans, shells, pebbles, and seeds are displayed on shelves in the dinning area of the infant toddler center. Manufactured as well as natural materials available for art projects are displayed carefully in transparent containers (Tarr, 2001). Many objects are set on or in front of mirrors to provide multiple views from the children’s’ perspective. Mini art studios are placed adjacent to every classroom. On the walls of every classroom are clearly visible words and photographs of children working on past projects along with previews of current ones. The artwork that you observe is detailed, complex, and beyond that usually expected of 4 and 5 year-old children. The children’s work is not just on display, but it is everywhere and it is an integral part of the environment, greeting you as you enter, dividing the environmental space, covering windows, and enhancing the outside yard (Finegan, 2001). This vision is a Reggio Emilia school. It is one out of approximately 33 Reggio Emilia preschools and infant-toddler centers located in the surrounding cities. ''

Background
Loris Malaguzzi was the founder of the Reggio Emilia approach. He lived from 1920 to 1994. He was a teacher in Italy who was trained in education and psychology. In a little town called Villa Cella in the northern region of Italy known as Regio Ramana, Malaguzzi found inspiration. In 1946, he witnessed villagers, including children and parents collecting stone, sand and timber to build a school. This was during a time of political and economic chaos that followed the fall of Fascism and the German retreat from Italy (Scholastic, 2001). He was so impressed by what he saw that day, that he stayed there and worked a side those dedicated parents in developing what would become one of the first Reggio Emilia schools. Loris Malaguzzi was an educator, who enveloped a unique vision of early childhood education for his time, founded the Reggio Emilia school and remained the director until 1985. The Reggio schools are not private schools, but city run centers initiated by parents after World War II (Schiller, 1995). As of 1990, there were 33 preschools and infant-toddler centers in the surrounding cities of Italy. The structure of the infant-toddler center includes: the Asilo nido “nest” for children ages birth to three years, and two classroom teachers. The preschool is called scuola materna “maternal school” and is set up for a maximum of 25 children, ages 3–6, with two teachers in each classroom.

Reggio Philosophy
The philosophy that drives the Reggio Emilia schools reflects a theoretical kinship with Bruner, Dewey, Piaget, and Vygotsky (Finegan, 2001). Much of what occurs in Reggio Emilia classrooms resembles a constructivist approach to early childhood education. The image that Reggio Emilia educators have of the child guides much of their philosophy. This image of the child includes seeing him as strong, competent, capable of constructing his own thoughts, and having great potential to offer the world (Hendrick, 2001). Reggio educators believe that learning is spiral not linear, and the physical environment creates beauty and supports open-ended teaching and learning (Schiller, 1995). Also, there is a great concern for what the environment is teaching. The environment itself becomes the “third” teacher in addition to the two classroom teachers. Reggian educators belief that children have a right to environments that support the development of their many languages (Tarr, 2001). Further embedded in the Reggio Emilia philosophy is the notion that children’s interactions and relationships with other children and adults are a vital component of learning (Schiller, 1995).

Reggio Curriculum
Together, parents, teachers, community members, and a pedagogist design the curriculum, which continues to emerge as the children learn and grow. Teachers facilitate the exploration of themes, inspired by the children’s curiosity, through the use of a project approach, which may last from a day to a week to a year (Finegan, 2001). Despite the broad curriculum goal that the teacher may have in mind, the curriculum also follows the lead and interests of the children. A large part of the exploring, learning, and understanding of ideas is done through artwork. The Reggio approach does not teach art as a subject, but as a language for children to express understanding of their environment (Schiller, 1995). It is the art studio (called atelier) that becomes a place of research into what children know and understand. There is a visual art specialist, (called an artierlista) employed full-time at each Reggio center to guide children into appropriate media choices to complete their ideas and projects. Media choices available to students may include paint, clay, cardboard structures, bent wire adorned with tissue paper or dramatization such as shadow plays, to express what they understand. It is through this wide variety of artwork that students communicate the language of what they know.

“What children learn does not follow as automatic result from what is taught. Rather, it is in large part due to the children’s own doing as a consequence of their activities and our resources”. --Loris Malaguzzi

A major focus of the Reggio program is observation and documentation. Documentation is done through tape recordings, written notes or video. Teachers routinely take notes and photographs and make tape recordings of group discussions and children’s play (Scholastic, 1982). The teachers meet each week to focus on their observations. Teachers and directors review the documentation and strive to hear the strongest currents of interest within the children’s flow of ideas (Scholastic, 1992). Then the teachers use what they learn to plan activities that are truly based on children’s interests and to gain insights into the individual personalities of the child. Teachers select an aspect of the children’s interests to develop further, one that presents a problem for them to consider and solve (or, as Reggian teacher’s put it, “provokes” the child into thought), (Hendricks, 2001). Photos are taken to document the learning process as the project evolves. Teachers develop panels, which include the pictures and words of children engaged in their area of discovery. These panels, set around the space of the school, help children remember prior learning and show parents the learning which children are experiencing. Throughout the process teachers and children interact by listening and talking to each other to explore subjects by exchanging ideas and trying out those ideas. The results of these joint investigations are then converted by the children into visible products that communicate what they have found out to other people.

Role of Teachers & Parents
The teacher is the facilitator of the child’s learning. The children and teachers are equally involved in the progress of the work and the ideas being explored (Schiller, 1995). As a facilitator the teacher helps the child reach the next level of understanding. The teacher is not the dispenser of knowledge, but rather helps the child to discover his or her own learning.

The Reggio Emilia approach recognizes parents as valuable partners in the learning experience of the young. Parents are involved to help teachers learn about their child. Parent input includes participation in curriculum development, in program planning, evaluations of both child and school, and in the broader arena of advocacy and policy decisions (New, 2003). Parents are perceived as competent and rightful contributors to the school program in which a child spends his or her time (New, 2003).

The Significance of Reggio
The Italian culture demonstrates a profound respect for children—and for childhood—and the way in which it is put into educational practice in the preschools of Reggio Emilia has captured the minds of American educators (Linn, 2001). For all children, both the process and the products of their learning are taken seriously, giving a dignity to children’s work that is often lacking in American preschools (Linn, 2001). The Reggio Emilia schools of Italy raise awareness about to connections between culture and educational practices that are different than our own. Many educators and researchers have visited Italy to observe this approach firsthand and have conducted research and written about what U.S. educators can learn from this approach (Finegan, 2001). Preschools in the United States already embrace many ideas basic to the Reggian philosophy: parent involvement, fostering creativity, child-centered, hands-on, and cooperative learning (Hendericks, 2001). The term “Reggio inspired” is often used in education to depict U.S. programs that have embraced specific aspects of the Reggio Emilia philosophy.

Multiple Choice Questions
1. Which terms describe the Reggio Emilia curriculum?

A) linear & closed-minded

B) teacher driven & standardized

C) emergent & child centered

D) isolated & never changing

2. In which country did the schools of Reggio Emilia begin?

A) Germany

B) Turkey

C) Italy

D) United States

3. How do students in a Reggio Emilia school communicate what they know to others?

A) through artwork B) through standardized tests C) through journal writing

D) through oral assessment

4. Which of the following are standard classroom practices for the teachers in a Reggio Emilia school? A) observing students B) taking pictures

C) recording conversations

D) all of the above

5. In a Reggio Emilia school, what is the focus of dialogue between teacher and child?

A) daily routines B) ideas and work in progress C) classroom rules D) student conduct

Answers: 1. C 2. C  3. A   4. D 5. B

Essay Question
'''What are some differences between preschools in the United States and the Reggio schools of Italy? Will these differences alter your own educational practices?'''

Essay Answer: There are many differences between U.S. preschools and those discussed in Italy. In the U.S. preschools are decorated in bright primary colors with cartoonish simplified decorations. But Reggio schools utilize real objects that are both beautiful and complex. Where Reggio schools are open to a piazza, early childhood centers here are closed in with walls. We are accustomed to artwork made at preschool that can typically stick to a refrigerator door, but artwork in a Reggio school is often three-dimensional. Teachers in the U.S. consider themselves dispensers of knowledge and children vessels who need to be filled. However, Reggio teachers view themselves more as facilitators who believe that children are empowered with their own knowledge that simply needs discovering. Currently, the U.S. educational system is a test driven system, with standardized tests being the tool use to measure success and knowledge. But the Italian educational system is not test driven, and teachers in Reggio schools and probably other schools as well, assess children in different ways (including long term projects). The differences between our culture and that of Italy are very complex and affect every inch of society, not just schools. One very important difference, that is more of a societal issue, has to do with the relationship between teachers and parents. In many U.S. schools, parents are not largely committed to consistent daily collaboration with teachers that alters the design of the curriculum. There is not always a strong connect between community, parents and schools. While we try to improve this relationship, our culture as a whole does not value the relationship in the unique way, that we see practiced in Italy. So it may be difficult to implement the philosophy fully. There are some practices that I do see continuing in my own classroom that may have their origins in Reggio Emilia. The importance of listening to what others say and observing how children learn best can be used for teacher reflection and adaption of lesson plans. In addition, the use of project oriented learning, constructing knowledge and inquiry based/discovery lessons are important methods of teaching to me.


text:
The Computer Revolution/MIS/DSS

DSS Decision Support System
A computer based information system that provides a flexible tool for an analysis and helps managers focus on the future. It takes all kinds of data from all different places and gathers it in a way that humans can understand it.

Features Inputs or Outputs- input includes internal data, ie- prossed transaction data. Output are demand reports on which a top manager can make a dicision about problems.

Tactical Managers- used to assist tactical level manager in making tactical decisions.

Produces Analytic models- this is a key attribut to the DSS as it uses models.

Uses

Dss are developed to support the types of decision faces by managers in specific indistries, ie- airline and real estate. American Airlines produced a DSS that helps to decide how much to over book and how to set prices for each seat so that a plane is filled and profits are maximized.

DSS Applications Development
About 1980, people started the activities that related to expanding DSS applications. Those actions expanded the decision support systems which beyond the management and business application domain. These diverse systems called Decision Support Systems(DSS). During those days, people recognized that DSS could be used to support decision-makers at any level and in an organization. As well, it could support operations decision making, strategic decision-making and financial management.

title: The Computer Revolution/MIS/DSS


text:
The Computer Revolution/MIS/TPS

What is TPS
TPS stands for transaction processing systems. TPS is defined as "a computer - based information system that keeps track of the transactions needed to conduct business" (Using Information & Technology p436).

Features of a TPS
Rapid Response

Fast performance with a rapid response time is critical. Businesses cannot afford to have customers waiting for a TPS to respond, the turnaround time from the input of the transaction to the production for the output must be a few seconds or less.

Reliability

Many organisations rely heavily on their TPS; a breakdown will disrupt operations or even stop the business. For a TPS to be effective its failure rate must be very low. If a TPS does fail, then quick and accurate recovery must be possible. This makes well–designed backup and recovery procedures essential. Inflexibility

A TPS wants every transaction to be processed in the same way regardless of the user, the customer or the time for day. If a TPS were flexible, there would be too many opportunities for non-standard operations, for example, a commercial airline needs to consistently accept airline reservations from a range of travel agents, accepting different transactions data from different travel agents would be a problem. Controlled processing

The processing in a TPS must support an organisation's operations. For example if an organisation allocates roles and responsibilities to particular employees, then the TPS should enforce and maintain this requirement.

Input and output
The inputs of a system are transaction data: bills, orders,inventory levels, and the like. The output consists of processed transactions: bills, paychecks. Data can be numeric or general.

For Operational Managers

 * The TPS deals with day-to-day matters, it is principally of use to operational-level or supervisory managers, although it can also be helpful to tactical-level managers.

Basis for MIS and DSS
MIS: management information systems, a database designed to aid in management decisions and overall directions of the businesses.

DSS: decision support system, also a data base created for business decisions. --> The purpose for having two of such systems is to be redundant and hopefully build upon each others responses to a grand question.

Order Entry Systems
This type of system records and manages order processing. This doesn't necessarily need to be on a computer, it can be in person, through the mail or even on the phone which means there are plenty of types of these systems. The more familiar types are e-commerce systems and point-of-sale systems (POS). More and more stores have been using a new form of POS called a MPOS or mobile-point-of-sale. You may have noticed that when you enter an Apple Store you can't find a cashier station. This is because they are using a MPOS and have been. The trend has been spreading to some retail stores as well. Urban Outfitters has recently introduced this in their stores just before the winter holidays hit in 2011. This trend has been growing not to eliminate the registers but to provide relief for long lines during peak times when there are only a limited amount of registers available. The only downfall this system has is that it is not possible to handle cash due to security.

title: The Computer Revolution/MIS/TPS


text:
The Computer Revolution/MIS/MIS

definition
The managment information system was designed to provide timely and effective information to support planning and control of managment. The MIS system is used to make decisions, solve problems, supervise activities, and track progress. Information requirements are predefined for structured decisions. This system generates three different types of information:  1. Detailed information Confirms transaction processing activities 2. Summary information Consolidates data into a format that an individual can review quickly and easily  3. Exception information Filters data to report information that is outside of a normal condition

Benefits of MIS

 * easy record keeping
 * rapid report generation
 * simple integration
 * information management
 * Sophisticated Security
 * expanded E-commerce
 * Maximize consistent information retrieval and reporting
 * Increase workforce productivity
 * Improve system response times and availability
 * Enhance system maintainability
 * help managers make better decisions
 * improve project management, risk management, estimation, requirements management, supplier agreement management, measurement and analysis, quality assurance, configuration management, process definition, peer reviews and testing.

These benefits above are achievable with the right tools and personnel that has in-depth knowledge of human and organizational issues surrounding computer use such as:

 * Designing computer systems for maximum usability and human productivity
 * Interpersonal communication using computers
 * Conducting and tracking business transactions with computers
 * Supporting teamwork via computers
 * Using computers to improve decisions
 * Managing organizational knowledge

Background
Management information systems do not have to be computerized, but with today's large, multinational corporations, computerization is a must for a business to be successful. However, management information systems began with simple manual systems such as customer databases on index cards. As early as 1642, the French mathematician and philosopher Blaise Pascal invented the first mechanical adding machine so that figures could be added to provide information. Almost two hundred years later, Charles Babbage, a professor of mathematics at Cambridge University in England, wanted to make a machine that would compute mathematical tables. He attempted to build a computing machine during the 1880s. He failed because his ideas were beyond his technical capabilities, not because the idea was flawed. Babbage is often called the father of the computer. With the advent of the computer, management information systems became automated.

In the late 1890s, because of the efforts of Herman Hollerith, who created a punch-card system to tabulate the data for the 1890 census, it was possible to begin to provide data-processing equipment. The punch card developed by Hollerith was later used to form a company to provide data-processing equipment. This company evolved into International Business Machines (IBM). Mainframe computers were used for management information systems from the 1940s, 50s, 60s, and up until the 1970s. In the 1970s, personal computers were first built by hobbyists. Then Apple computer developed one of the first practical personal computers. In the early 1980s, IBM developed its PC, and since then, the personal computer industry has mush roomed. Almost every management information system revolves around some kind of computer hardware and software.

Management information systems are be coming more important, and MIS personnel are more visible than in the 1960s and 1970s, when they were hidden away from the rest of the company and performed tasks behind closed doors. So remote were some MIS personnel from the operations of the business that they did not even know what products their companies made. This has changed because the need for an effective management information system is of primary concern to the business organization. Managers use MIS operations for all phases of management, including planning, organizing, directing, and controlling.

retrieved from http://www.answers.com/topic/management-information-system on March 13, 2007

Type of MIS System
One type of MIS System to help track transactions and detailed reports is Sage 300 Trade Specialty. This system provides accounting, service management, procurement, estimating, and detailed reporting of all departments to analyze entire business activity. A company can monitor their financial status based on Sage’s ability to track with a purchase order system that integrates with the accounting function to bill and pay invoices. This system even allows an estimating module that can allow the company to monitor their profitability of a given project, again which integrates with the accounting function of the software to provide detailed summaries of a company’s profitability and revenue. http://na.sage.com/sage-300-trade-specialty

title: The Computer Revolution/MIS/MIS


text:
The Computer Revolution/MIS/OIS

Office Information Systems
Office Information Systems (OIS) are used in virtually every area of business for a variety of purposes. Microsoft Office and OpenOffice.org are OIS that are widely used in business from the small entrepreneur to the large bureaucratic organizations.

Microsoft Word
Microsoft word is a component of the Microsoft Office system; however, it is also sold as a standalone product or included in Microsoft Works Suite. Beginning with the 2003 version, the branding was revised to emphasize Word's identity as a component within the Office suite: Microsoft began calling it Microsoft Office Word instead of merely Microsoft Word.

Microsoft Office Word helps create and share their professional-looking content by combining a comprehensive set of writing tools with an easy to use interface.

The following link provides a detailed overview of Microsoft Office, http://office.microsoft.com/en-us/word/HA101656411033.aspx

Microsoft Excel
Microsoft Excel allows the user to analyze, share and manage information to make informed decisions and can be purchased online at the following website: http://office.microsoft.com/en-us/excel/default.aspx. Regular updates are available as well as a user friendly HELP database. Following is the most current updates for editing cells found in Microsoft Excel.

A free alternative to Microsoft Excel is OpenOffice.org's Calc.

title: The Computer Revolution/MIS/OIS


text:
The Computer Revolution/MIS/ESS

ESS
It is a specialized DSS that includes all the hardware, software, data, procedures, and people used to assist senior levels, executives within the organization.

Executive Support System (ESS) is a reporting tool (software) that allows you to turn your organization's data into useful summarized reports. These reports are generally used by executive level managers for quick access to reports coming from all company levels and departments such as billing, cost accounting, staffing, scheduling, and more.

In addition to providing quick access to organized data from departments, some Executive Support System tools also provide analysis tools that predicts a series of performance outcomes over time using the input data. This type of ESS is useful to executives as it provides possible outcomes and quick reference to statistics and numbers needed for decision-making.

The exact reporting tools and outcome of an Executive Support System completely depends on the ESS developer and it's intended industry use. For example, Cambridge Systematics has ESS to support the investment planning process for the Ministry of Transportation. The features and functions of this Executive Support System are entirely different from the Executive Support System developed by Meditech, which is useful to health care organizations.

Several companies offer pre-designed Executive Support System packages (usually suited to one particular industry), while others offer packages which can be customized your organization's needs.

There are only a few different types of software systems that support the ESS:

 * Cambridge Systematics Executive Support System
 * MEDITECH Executive Support System

Source : retrieved from http://www.webopedia.com/TERM/E/Executive_Support_System.html on March 13, 2007

Geographic Information Systems (GISs)

A geographic Information system (GIS) is an information system that combines geographic information such as maps and terrain data with other types of data such as information about customers, sales, population, income, in order to provide a better understanding of the relationships between the data. GISs are commonly used to make a variety of decisions that involve locations, such as finding the best location for a new store, analyzing the flood or tornado risk for a particular home or a neighborhood developing regional marketing plans, or detecting crime patterns for specific geographic locations. Visualizing a new store on a map, along with the data representing other factors such as traffic, population, weather, housing prices, household income, crime statistics, and also environmental concerns like wetlands or protected species that might hamper construction can help a manager select the optimal location.

GISs are also an essential component of emergency response and disaster relief systems. In 2005, first two weeks after Hurricane Katrina hit the Gulf coast, 60 volunteer GIS experts used GISs to assist in the rescue and disaster relief efforts. They used GISs to build search maps for rescue workers to translate street addresses of survivors requiring helicopter rescues into map coordinates for the helicopter pilots, and to create maps for various issues like electrical power had not been restored in those areas. GIS helps you answer questions and solve problems by looking at your data in a way that is quickly understood and easily shared. GIS technology can be integrated into any enterprise information system framework.

title: The Computer Revolution/MIS/ESS


text:
Foundations and Current Issues of Early Childhood Education/Chapter 4/4.2

Am I Ready?
A Glance into What Kindergarten Readiness Really Means

Introduction
Getting ready to start school can be a stressful experience for any student, but it can be even more stressful for kindergarteners going for the first time! Likewise, parents and educators are burdened with the responsibility of deciding if the student is ready for kindergarten or not. The issue of kindergarten readiness has always been an issue; now, it is receiving more focus than ever. Some of the issues surrounding kindergarten readiness include: what determines if a student is ready (should it be age or other skills), what qualities must a student already possess before entering kindergarten, and who should get to make the discussion of whether or not a student is ready to attend—parents or educators? These and other issues surrounding kindergarten readiness will be expressed in the following article.

Background
Kindergarten is not the same as it was a few years ago. It used to be used as a way to transition children into the regular routine of school to acquire the necessary social skills for the future. Now it is full of academics. If a student is lacking certain knowledge at the beginning of kindergarten, he or she is already behind. Who knew a student could already be behind at the beginning of kindergarten? With academics overriding social skills, kindergarten can seem very foreign to many parents (Plevyak & Morris, 2002, pp. 23–26). The shift is enormous. Moreover, kindergarten has become an “integral part of the elementary school’s curriculum,” which is mainly cognitive or academic in approach (Nurss, 1987). All the fun and excitement about going to kindergarten seems to be being overrun by pressures for success. Students are going to have at least twelve more years to deal with hardcore academic pressures; kindergarten is not where it should start. Furthermore, parents are their children’s first teacher and need to be aware of the presence of academics in their child’s kindergarten class to help them be better prepared (Hodges, 2000). Educators need to provide parents with the knowledge of what is expected as the students enter and what will be expected as the students continue throughout kindergarten. Working together is key!

Determining Kindergarten Readiness: Age or Skills
Now, lets address several key factors that affect kindergarten readiness. Today, most schools use age as the ultimate factor of whether or not a child can go to kindergarten (Saluja, Scott-Little, & Clifford, 2000). For the most part, children have to be five years old by a certain date. The dates for this cut-off vary widely, but can range from summer to December. Researchers and teachers feel that a child’s chronological age should not be the only factor, and that previous experience in a school setting is a better readiness predictor (Nurss, 1987 and Hodges, 2000). Since every child is different, age alone does not seem that it can absolutely define a child’s readiness. Children need to be looked at as a whole. Everything about the child needs to be ready for school, since this will be their first experience with school. Likewise, there is so much variety of development that can be achieved for children between the ages of four and seven, that age seems to be very irrelevant (Dixon, 2007). The school systems need to do away with age as the sole entrance requirement. Schools need to acknowledge that kindergarten is more than just being old enough. Students are immersed into very academic and unfamiliar environments. Students need to be ready “physically, socially, and cognitively” and this takes time (www.parentcenter.babycenter.com, 2007). Rushing children into situations they are not developmentally ready for will lead to failures and unnecessary stress for both parents and children. Waiting for children to grasp certain social skills, for example, will better help them get along with other classmates and feel more successful.

Determining Kindergarten Readiness: What qualities must a student have to be ready?
Another factor that goes into deciding if a child is ready for kindergarten is what skills or qualities the child already has? Is the child able to communicate his or her needs and wants? Can the child follow simple directions? These are some simple, but important skills that a child should possess prior to entrance into kindergarten. Parents and educators seem to disagree on what the most important qualities a child should have acquired. Parents focus on “pre-academic skills” while educators focus on “the child’s enthusiasm, effective communication, and appropriate behaviors” as most important (Protheroe, 2006, pp. 32–36). If parents and educators cannot agree, how is a child going to be ready? Parents and educators should work together to come up with objectives or standards of qualities that children should have before kindergarten. This would help parents give their children a boost. Some of the other qualities that most agree are critical to kindergarten readiness include: the child’s physical development, whether or not they can work cooperatively, as well as independently, and if they have an attention span of at least 15 to 20 minutes (Dixon, 2007 and Nurss, 1987). These are just a few of the qualities that most teachers are looking for on the first day of kindergarten, but most of all they want children who are ready to learn.

Determining Kindergarten Readiness: Parents or Educators
Lastly, who should get to make the decision of whether or not a child is ready for kindergarten, their parent or educators? This is a tough question to answer. Educators have the experience and knowledge about children, but parents know their child better than anyone (www.parentcenter.babycenter.com, 2007). The decision should be made with as much collaboration between the two groups as possible. Parents need to be aware of what the expectations are of the school their child will be attending and this could alleviate some of the mystery (Hodges, 2000). Awareness is critical to helping a child be ready. Schools need to do more to get their expectations across to parents in order to best serve future students. Working together in this tough decision seems to be the best solution.

What needs to be done to help ensure all children are ready for kindergarten?
Ensuring that all children are ready for kindergarten needs to be the responsibility of society. This may seem like a burden to those without children, but research shows that those students who do better and have more fulfilling experiences in early preschool and elementary grades are not as costly on society in the future (Lynch, 2004/2005, pp. 26–35). In turn, this benefits everyone. Some suggestions on how to make kindergarten readiness obtainable for all children is to make preschool available for all children. Even if children’s families can not afford preschool, the states need to have funds available to provide them with quality preschools. Secondly, parents need to be made aware of what expectations their children will have in the kindergarten they will be attending. Parents need to be invited into the class a year or so before their child will attend, in order to see what is going on. Likewise, parents would be able to meet with teachers who can give them valuable information on activities they could do with their child (Protheroe, 2006, pp. 32–36). This could also help to make parents feel more comfortable with the transition to kindergarten for their child and possibly make them more active in their child’s school career. Lastly, preschool and kindergarten teachers need to come together and focus on solutions that they can do to ensure kindergarten readiness for all children (Fratt, 2005, pp. 31–33). Kindergarten teachers can explain to preschool teachers skills that are expected and these can be incorporated into the preschool curriculum. By working together, the students will definitely benefit.

Conclusion
Making sure children are ready for kindergarten is a task that should not be taken lightly. If a child is not meeting the expectations in the beginning of their school experience, they are going to be behind for the remainder of their school years. All of this leads to problems that possibly could have been avoided had a plan been in place. Whether age or skills are chosen as the sign of kindergarten readiness or parents or educators decide if it is the child’s right time, one thing is the same—all children deserve to be equipped with the proper tools so they will be able to learn whenever the time is right.

Multiple Choice Questions
1. In schools today, what is the main criterion for entrance into kindergarten?

A. The achievement of certain skills.

B. The child is age 5 by the cut-off date.

C. The child is able to read.

2. Who focuses more on “pre-academic skills” when deciding what qualities a child should have before entering kindergarten?

A. Parents

B. Educators

C. Both parent and educators

3. Kindergarten’s main focus today is on

A. Learning social skills

B. Learning how to behave

C. Learning academic skills

4. What is NOT a solution on how to ensure all children are ready for kindergarten?

A. Preschool and Kindergarten teachers need to work together to collaborate on curriculums.

B. Parents need to be invited into kindergarten classrooms to get to understand expectations and to receive guidance to help their children.

C. Preschool should remain voluntary.

5. What is the main theme of kindergarten readiness expressed in this article?

A. Parents and educators working together is best to ensure kindergarten readiness for all children.

B. Parents know their children best so they have all the say.

C. Educators have the educational background to make the decision without other’s input

Essay Question
Does a student’s readiness for kindergarten really affect his or her overall school experience or can the skills be made up with extra focus during school? Explain your position with examples.

Multiple Choice Answers
1. B

2. A

3. C

4. C

5. A

Essay Question Sample Answer
A student’s readiness for kindergarten really does affect his or her overall school experience. The degree of readiness that the child has achieved can be beneficial, as well as detrimental. If a child is ready in physical, cognitive, and academic areas he or she will do great. Having a positive first school experience will lead to a promising future during their school career. But, if the child is lagging in his or her social skills, for example, this will be a disadvantage for the child which will lead to a less exciting first school experience. This seems like a situation which could have been avoided with a little preparation. Moreover, if a student comes to kindergarten without the expectations that teachers have, the student will already be behind before even really beginning school. This could lead to feelings of failure and stress for the student. The teacher and student would have to play catch-up which research has shown will only really amount to an achievement gap between the students who are adequately prepared for kindergarten and those who are not. Likewise, the student never really is able to get to the levels that the other students who were ready are at. Lastly, when students have achieved kindergarten readiness, the teacher does not have to spend time helping them with remedial work and can then engage students in more in-depth activities, more hands-on activities, and cover more topics of interest of the students. The students will have more time to explore which can keep them from becoming bored which leads to behavior problems and less excitement about school. Parents, educators, and society need to come together to focus on the far-reaching effects that children who have obtained the necessary attributes to be considered ready for kindergarten can have. These qualities can lead to either positive or negative experiences for the students. Everyone will agree positive experiences are the goal!


text:
Cookbook talk:Potato Salad

When is the onion used?
Onion is mentioned in ingredients list, but not in the recipe. I presume it should be added towards the end of the recipe? —Preceding unsigned comment added by 24.95.48.112 (discuss • contribs) March 13, 2007, 18:00 UTC

 * I added it into the appropriate place in the procedure. QuicksilverT @ 00:51, 19 February 2010 (UTC)

title: Cookbook talk:Potato Salad


text:
Using Wikibooks

Using Wikibooks The Comprehensive Open-Source Handbook for Learning Wikibooks The purpose of this book is to guide you through your Wikibooks journey. From becoming a reader to becoming a writer and beyond, each chapter explores what you should know to make the most of your journey.

Part 1 Introduction /About The Book/ /What Is Wikibooks/ /Setting Up A User Account/ /Discussion and Consensus/ /Policy and Guidelines/

Part 2 The Wikibooks Editor /How To Edit A Wikibook/ /Wiki-Markup/ /Cleanup and Maintenance/ /Advanced Techniques/ Adding Images to Pages

Part 3 Quick Start Guides /Wikipedian Primer/ /Class Project Guidelines/ /Starting a New Book/

Part 4 The Wikibooks Writer /Contributing To An Existing Wikibook/ /Starting A New Wikibook/ /Donating a Book to Wikibooks/ /How To Structure A Wikibook/ /Shelves, Categories, and Classifications/ /Attracting Readers/ /Print versions and PDFs/

Part 5 The Wikibooks Reader /Finding A Wikibook/ /Printing A Wikibook/ /Using A Wikibook In A Classroom/ /Correcting Errors/ /Reviewing Pages/

Part 6 The Wikibooks Administrator /The Roles Of The Wikibooks Administrator/ /Deleting, Undeleting, and Importing/ /Vandalism/ /Advanced Administration/ /Scripting and the MediaWiki API/

Wikilivres Usare Wikibooks Vikikitap'ı kullanma fa:ویکی‌کتاب:خودآموز

title: Using Wikibooks


text: The World of Peer-to-Peer (P2P)/Print version


text:
User talk:Tamer ih~enwikibooks

hello every body
I really admire with Wiki so I hope to be a good contributer in wiki information to getting wealthy.

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 Tamer ih. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tamer ih~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 23:45, 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) 05:35, 19 April 2015 (UTC)

title: User talk:Tamer ih~enwikibooks


text:
User talk:Arpgme~enwikibooks

Naming Policy
Hello Arpgme!

Welcome to Wikibooks. We are very pleased to have you here! Before you do too much more on your Wikibook Jigo, it would be a good idea for you to read the Naming Policy. I can help you move and rename the chapters in your book if you like, but it's not that hard, and it would be a good experience for you to try it yourself. -- Jim Thomas 03:17, 14 March 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 Arpgme. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Arpgme~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 22:59, 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) 04:34, 19 April 2015 (UTC)

title: User talk:Arpgme~enwikibooks


text:
Talk:The World of Peer-to-Peer (P2P)/Conventions

 * See also: Talk:The World of Peer-to-Peer (P2P)/Content


text:
Talk:The World of Peer-to-Peer (P2P)/Archives

=Archived Discussions= empty

last changed --Panic 03:47, 14 March 2007 (UTC)