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Dialectical Behavioral Therapy/Core Mindfulness Skills/Participate and Flow

Marsha Linehan says, “participating is the ultimate goal.” Participating is one form of optimal or “peak” experience. Mihaly Csikszentmihalyi (Chick-sent-me-high) is a psychologist who has made it his life’s work to describe the optimal experience, flow. Csikszentmihalyi says, “Flow denotes the wholistic sensation when we act with total involvement.” Compare this to Linehan’s description of participate, “Participation is entering wholly into an activity, becoming one with an activity. It is throwing yourself into something. It is spontaneous behavior to a certain extent, although you can also do it mindfully.” I have taken Linehan’s descriptions of participate (italicized and bolded) and integrated them with Csikszentmihalyi’s descriptions of flow. Enter into your experiences.

'''Imagine entering into your experiences through a door. When you step through the door, you enter a world of participate and flow. In this world, your reality changes from fragmented and disconnected to whole and connected. Your thoughts and feelings combine to form Wise Mind. In this world, you cope with whatever comes along with confidence. You do the best you can and that is good enough. Your goals are clear, but reaching the goal is not as important as the steps you take along the way.''' Time disappears once you step through this door in this place and the only thing that matters is NOW. In this world of total involvement, you completely forget yourself, your problems, and the time. Your concentration deepens and you are completely involved with what you are doing. Although you may experience serenity, or even joy, you are not aware of these feelings at the time. Often people describe their experience of flow as satisfying, gratifying, rewarding or stimulating. Flow recharges your batteries. Let yourself get involved in the moment, let go of ruminating.

The present is what matters. The gateway to flow is focusing your attention to the NOW. Ruminating is part of that running commentary from which you are trying to free yourself. Worries, problems, preoccupations, and other nagging issues separate you from being involved in the present moment. '''Rumination, the distracting dialogue of preoccupation, splits your awareness from your actions. Distraction detracts from flow. Concentrating on the moment pushes away distractions. Use your interest, curiosity, and intuition to turn your mind back to your endeavor.''' Let your curiosity and intuitions guide you back to your undertaking. Throwing yourself into the task engages you in the moment. “Willingness” is spontaneously doing just what is needed in a situation. In your Wise Mind you have to believe what is needed is doable (it is). You can deal with any situation. The proof? You have so far. Become one with your experience, completely forgetting yourself.

Have you ever been so immersed in an activity that you have forgotten the time, where you were, past problems, and future worries? Forgot yourself? Perhaps, you were puttering around the house, working in the garden, or reading a thriller. Some forget themselves and their surroundings while playing the piano, painting, or some other hobby. These activities generate flow because the effort seems easy and playful. Concentrating on these tasks seems natural almost effortless. Doing your taxes or your first day on a job are not going to result in flow. ''An easy, playful activity has more self-forgetting potential because your attention is focused completely on the activity. The closer you get to flow, the more you concentrate and focus your attention. It is much easier to become one with your experience when the task is doable (like chores, grooming, playing games, crafts, or routine activities). By focusing all your attention on your ordinary daily activities you can practice participate (and flow).''

With observe & describe you are aware of your awareness (noticing and putting words on your experience). In flow, you are aware of your actions but not aware of your awareness. Your attention is undivided. When you become one with your experience, you are aware of your experience (actions) but not aware of your awareness (forgetting yourself). Control is no problem because the activity feels so intuitive and natural. This strong sense of control pushes out thoughts not directly related to your experience. Your focus is on your actions. Worries don’t matter. Happiness is forgetting yourself. Act intuitively from Wise Mind.

The five words of this heading just about sum up DBT. Remember, Wise Mind is the integration of what you think and what you feel. Intuition goes beyond your thoughts and feelings to what you know. Such intuitive knowing is an expression of your inner wisdom or Wise Mind. You practice expressing Wise Mind when you skillfully meet your problems and challenges. To be wise you have to practice being wise. ''Surprisingly, flow is more likely to happen during tasks that stretch your mental and physical capabilities than during relaxation, entertainment, or leisure. More people get flow from their jobs than from their free time activities. The ideal job for creating flow would have a challenge requiring skills, clear goals, a chance of completion, the opportunity to concentrate, and immediate feedback''. Even mundane activities allow you to merge your actions and awareness – driving, reading, dressing, grooming, talking or walking. When performed whole-heartedly, the mundane (and free-time activities) can become the time-stopping activities of flow. You ignore distractions by engaging your intuition and curiosity. Intuition leads you past distractions by focusing on doing the next right thing. Curiosity and flow often go together. When you are in the flow of curiosity, you have the desire to know, a lust for learning, and a thirst for knowledge. Curiosity is a powerful motivation for flow.

Do just what is needed in each situation – a skillful dancer on the dance floor, one with the music and your partner, neither willful or sitting on your hands.

The skillful dancer has centered her attention on the music and her partner. She is focused on doing just what she needs to do. Her problems and preoccupations are excluded from awareness. Past and future aren’t relevant to the moment by moment actions and adjustments needed to skillfully dance. Dancing with flow is a reward by itself. What activities have you mastered that offer you opportunities for flow? Start with your present abilities and strengths to develop your skills to participate and flow. “Willfulness” is sitting on your hands when you need action. Giving up (refusing to make needed changes) and refusing to tolerate the moment (refusing to accept the unchangeable) are examples of willfulness. The dancer accepts the music and her partner and willingly makes changes.

Actively practice your skills as you learn them, until they become part of you, and you use them without self-consciousness.

Learning skills takes practice, practice, practice. You are going to have to make an effort to study, learn, and practice them. The secret to learning skills is applying skills to appropriate challenges. Apathy, anxiety, and boredom are great challenges to practice skills.

If you are apathetic, do not care, or generally lack enthusiasm - find a challenge or engage your skills. Get active. Make it a game. Set a goal. If boredom is the problem, increase the challenge. Do something, anything to make better use of your skills. Basically, put some stress on yourself like setting a deadline. If you are anxious, decrease the challenge by taking some of the pressure off and increase your skills by engaging your curiosity, being mindful to your emotions, or practicing acceptance. Linehan’s final advice on participate is Radical Acceptance.


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SPM/Design efficiency

=Design Efficiency=

General advice about how to optimise an fMRI experiment
http://imaging.mrc-cbu.cam.ac.uk/imaging/DesignEfficiency

Tools
http://surfer.nmr.mgh.harvard.edu/optseq/ http://psych.colorado.edu/~tor/Software/genetic_algorithms.html http://www.cabi.gatech.edu/CABI/archives/resources/guide/fmrisim/ http://www.mrc-cbu.cam.ac.uk/people/rik.henson/personal/analysis/ http://surfer.nmr.mgh.harvard.edu/optseq/
 * Tool for optimising randomised designs:
 * Genetic algorithm for optimising fMRI designs:
 * Tool for simulating fMRI designs:
 * MATLAB function called fMRI_GLM_efficiency.m:
 * Optseq:

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

title: SPM/Design efficiency


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Dialectical Behavioral Therapy/Emotion Regulation Skills

Emotion Regulation

Borderline and suicidal individuals are emotionally intense and labile – frequently angry, intensely frustrated, depressed, and anxious. This suggests that borderline clients might benefit from help in learning to regulate their emotions. Dialectical behavior therapy skills for emotion regulation include:

 * Identifying and labeling emotions
 * Understanding the function of emotions
 * Identifying obstacles to changing emotions
 * Reducing vulnerability to “emotion mind”
 * Increasing positive emotional events
 * Increasing mindfulness to current emotions
 * Taking opposite action
 * Applying distress tolerance techniques


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SPM/Cogent

Cogent is a matlab based program for displaying stimuli in psychophysics and scanner experiments. It can show pictures, words, movies and play sounds, as well as use all of Matlab's math and randomisation functions. Timing is precise to the millisecond.

Downloads and more details here: Cogent page at the Laboratory of Neurobiology site

title: SPM/Cogent


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Dialectical Behavioral Therapy/Emotion Regulation Skills/Understanding the function of emotions

The Function of Emotions

Understanding the function of emotions and help you understand why you do what you do. Intense emotions communicate to others and motivate behavior. By understanding the function of emotions, you can better understand why you do what you do.

Emotions communicate to (and influence) others

Facial expressions are a “hard-wired” part of emotions, i.e. you are born with them. Both the expression of emotion and the understanding of emotion are part of our biological makeup. In primitive societies and among animals, facial expressions communicate messages without words. Research shows that in all cultures, the same facial expressions are linked to the same basic emotions. Some examples of what is communicated include smiles (happiness), frowns (sadness), scowls (anger), wide-eyed & open-mouthed (surprise), wrinkled nose (disgust), dimpled cheek & eye-roll (contempt), and wide-eyed & thin-lipped (fear). Facial expressions communicate these emotions faster than words.

Both verbal and nonverbal forms of emotional expressions have an automatic effect on others. For example, an infant reacts spontaneously to an adult’s smile or look of fright. This automatic reaction serves infants well as it helps them understand communications from their caregivers intuitively.

When physical expressions of emotion (facial expressions, movement, gesture, touch, posture, voice tone) and what a person says don’t go together, most people will trust the nonverbal expressions over the verbal ones. You are more likely to be fully understood if you make your verbal message congruent with your nonverbal message. If your nonverbal emotional expressions are not accurate indicators of what you are experiencing, then your emotions will be misread and your message will be misunderstood. The mismatch of verbal and nonverbal communications can lead to confusion and ineffectual communication.

Many people learn to inhibit or hide their expression of emotions, at least some of the time. One problem of hiding emotions is that other people do not know how upset a person is, if she doesn’t let somebody see how she feels. When it is important to communicate to others, or send them a clear message, it can be very hard to change emotions.

The communication of emotions influences others, whether a person intends it or not.
 * If Jane thinks Kathy is in the wrong and wants her to know it, Jane may try to communicate her anger nonverbally. Jane may frown, scowl, and pout or remain angry until Kathy gets the message. (The alternative here is that Jane would explain her displeasure to Kathy using verbal and nonverbal means, and then go back to normal).

 * If you meet someone who is warm and friendly and have a favorable first impression, you are more likely to do a favor for them later and feel good about doing it.
 * A supervisor expressing disappointment to an employee may cause the employee to work harder to win her approval.
 * If a person complains about a problem, people are less likely to ignore it.
 * Expressing worthlessness, hopelessness, and agonizing sadness may influence a therapist, or another person, to take away the pain. (So the hope goes).
 * Expressed anger may stop another’s behavior.

It can be extremely helpful to consciously study how people express emotions through words, facial expressions, tone of voice, and so on. Doing so leads you to see all the subtle cues people pass back and forth as they bid and respond to one another’s bids. A bid is a fundamental unit of emotional communication – a greeting, question, gesture or any expression that connects you to another person. A response to a bid is an answer to somebody’s request for emotional connection, usually positive (receptive) or negative (indifference). With awareness of how bids communicate, you can ensure that the messages you send via body language match the messages you send with your spoken language.

Research has shown that feeling and acting positive has benefits beyond just feeling pleasant. Positive emotions actually make it easier for you to have a better life. More positive emotions lead to building friendships, love, better physical health and greater achievement. When we are in a positive mood, people like us better, friendship and cooperation are easier. Falling in love and feeling love are quite positive moods. Positive feelings signal win-win encounters, as in being in love, making a friend, and the benefits of exercise. Under the effects of positive mood we are more creative. We are open to new ideas when we’re happy. We are more likely to have new experiences when we are feeling upbeat and optimistic.

Emotions organize and prepare a person to act

Behavior that is necessary for survival is often motivated by strong emotions, therefore quite efficient. Survival behavior in animals includes the fight or flight response, an automatic response which prepares them to instantly react to save yourself from danger.

Anger → Fight Fear → Flight or Freeze

When every moment counts for survival, an automatically generated emotion-based behavior will take over by controlling the animal so thinking is unnecessary. The emotional response is immediate and instinctual. The action urge connected to specific emotions is hard-wired.

 * Fear motivates the animal to run away from a dangerous or predatory situation.
 * If there was no sadness at losing people, why go out and look for lost people or try to save people who are dying? Communities would die off if there were no sadness.
 * Students’ desire to reduce test anxiety motivates intense studying.
 * Some people are afraid to reduce guilt, because they are afraid that without guilt, they will start doing harmful things.
 * Anger is a very scary emotion: many people fear losing control if they act on their anger.

Feeling angry can make you feel like you are going to explode, strike, throw something or blow up. When you feel angry, you may feel like doing something painful to others. Behaviors like shouting, clenching fists, making aggressive gestures, slamming doors when storming away, or throwing things suggest violence. Therefore, it is not surprising that you feel uncomfortable when you feel angry.

Emotions function to communicate to ourselves: Emotions can be “self-validating”

Emotions are reactions to external or internal events or interpretations of events. These emotional reactions are like a signal or alarm that something psychological is happening. So emotions are a two-part process: the psychological part and the physical part. The physical part of emotion is easier to understand because they feel a certain way, for example, anger feels hot and fear feels like running away. The problem is the psychological part of an emotion, because it is often difficult to identify what about the situation set off an emotion. Emotions happen automatically without thinking about the situation. It is not unusual, to feel something and not know what set the emotion going.

People often ignore their unclear emotional responses to a situation simply because they can’t understand their psychological triggers. Putting emotional responses into words is a way to understand them. First, you have to observe the emotional experience or feel your feelings. Next, you put your experience into words by describing the feelings and the action urge. Finally, you make sense of what's going on with you putting the physical sensations with your psychological situation.

Through experience, you learn when to trust your emotional responses as useful information about the situation. “Listen to your gut instinct” means you pay attention to your emotional reaction and use it as a guide for your behavior. Likewise, when we say a person has a “good feel for the situation,” we are referring to the ability to use emotions as signals to guide behavior.

Peer-pressure often discourages people to think about their feelings. You may have been in a situation in which you didn't feel right about doing something but others told you to disregard your feelings (or wise mind) and you were "forced" to do it anyway.

As you know, intense emotions can interfere with an effective response to a situation. For example, fear motivates you to avoid life-threatening danger, but when you fearfully avoid a difficult situation you may be creating more problems for yourself. If you are able to examine your fear and see that it is not a life-or-death situation; you can overcome your avoidance. Sometimes, just thinking, “what is the worst that could happen?” will help you overcome the fear and do what you need to do.

When emotions are treated as if they were facts, reason serves the master of emotion. People often use their emotional reactions to other people and to events as information about the situation. Emotional reactions often determine your thoughts about the situation. A type of mood dependent behavior is mood dependent thinking, i.e. thinking that is determined by your mood. If you use emotions as the only source of information for your thinking, emotions are treated as facts: “if I feel incompetent, I am.” “If I get depressed when left alone, I shouldn’t be left alone.” “If I feel right about something, it is right.”

Mood dependent behavior is behavior determined by the current mood. For example, some people who feel depressed act depressed – they lie on the couch, isolate themselves, and don’t do things that they would enjoy. Then because they are acting in a way that is determined by depressed feelings they say to themselves, “I don't want to leave the house, I am going to stay on the couch and I don't care if the phone rings. I'm depressed!”

Another possible reaction to feelings of lethargy and isolation is to say to yourself, "I have to call my friends and get out of here otherwise I'm going to get really depressed."

An illustration of self-validating feelings

]


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Dialectical Behavioral Therapy/Distress Tolerance Skills

Most approaches to mental health treatment focus on changing distressing events and circumstances. They have paid little attention to accepting, finding meaning for, and tolerating distress. This task has generally been tackled by religious and spiritual communities and leaders. Dialectical behavior therapy emphasizes learning to bear pain skillfully.

Distress tolerance skills constitute a natural development from mindfulness skills. They have to do with the ability to accept, in a non-evaluative and nonjudgmental fashion, both oneself and the current situation. Although the stance advocated here is a nonjudgmental one, this does not mean that it is one of approval: acceptance of reality is not approval of reality.

Distress tolerance behaviors are concerned with tolerating and surviving crises and with accepting life as it is in the moment.

Four sets of crisis survival strategies are taught:
 * /Distracting/
 * /Self-soothing/
 * /Improving the moment/
 * /Thinking of pros and cons/.

/Acceptance/ skills include:
 * /Radical Acceptance/
 * /Turning the mind/ toward acceptance
 * /Willingness/ versus /Willfulness/.


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Talk:Japanese/Lessons/Personal pronouns

anata-gata
I once read about anata-gata which was translated as "you (honorific)". Which one is more polite, anata-sama or anata-gata? Is anata-gata archaic? Agro1986 14:39, 31 August 2005 (UTC)

 * Hi. Anata-gata(あなた方) is plural, whereas anata-sama(あなた様) is singular. And in fact anata-gata is not exactly honorific I guess. In this page, it is labeled as "formal", and I think it's appropriate. Anata-gata is not archaic. You can use it but as described in the article, calling by name is preferred (e.g. 鈴木さんたち). I feel anata-sama is a bit archaic or stagy. Rather, just anata is used maybe... Or, in business situation, okyaku-sama(お客様) or sochira-sama(そちら様) is used. Tomos also points out "sensei". - Marsian / talk 03:56:07, 2005-09-01 (UTC)

Kimi?
This article implies this is the typical casual second-person pronoun boys (using boku) use, but this isn't exactly the idea I've gotten from my experience. (Although I am not a very reliable source, having the dubious experience of about 40 total episodes of subtitled anime and a brief friendship with an exchange student.) The main usage I've seen is as (A) affectionate, often used towards a girlfriend/wife and (B) condescending, used to basically anyone you call -kun because they are lower than you. The du-jour pronoun that boys use among other boys appears to be omae (and this is the part I can verify from that exchange student). I can imagine the humorous misunderstandings now...

ケント：君が本当馬鹿だなぁ

太郎：おい’おかまじゃないぜ

-173.66.219.87 (talk) 21:14, 13 July 2010 (UTC)

title: Talk:Japanese/Lessons/Personal pronouns


text: Template:User es

title: Template:User es


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Category:User es

ca:Categoria:Usuaris per idioma - Español da:Kategori:Brugere es de:Kategorie:User es el:Κατηγορία:Χρήστης es eo:kategorio:Uzanto es es:Categoría:Wikibooks:Babel es fr:Catégorie:Utilisateur es it:Categoria:Utenti es hu:Kategória:User es ja:カテゴリ:User es pl:Kategoria:User es pt:Categoria:Usuário es ru:Категория:User es

title: Category:User es


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Dialectical Behavioral Therapy/Core Mindfulness Skills/Effectively

EFFECTIVELY USE SKILLS

A skill is an ability acquired by training. As you learn and refine skills, you become more effective, i.e., you are able to maximize positive outcomes and minimize negative outcomes. In familiar situations, you know how to maximize benefits because you know from experience what works. But in unfamiliar or difficult situations, when you don't have the benefit of previous experience, you need skills to guide you to the best possible outcome. This paper focuses on the core mindfulness skill "Effectively," described by Marsha Linehan which will help you learn and develop the necessary skills to deal with stressful situations:

Effectively

 * Focus on what works. Do what needs to be done in each situation.  Become a skillful dancer on the dance floor, one with the music and your partner, neither willful nor sitting on your hands.
 * Stay away from “fair” and “unfair,” “right” and “wrong,” “should” and “should not.”
 * Play by the rules. Don’t “cut off your nose to spite your face.”
 * Act as skillfully as you can, meeting the needs of the situation you are in. Not the situation you wish you were in; not the one that is just; not the one that is more comfortable; not the one that…
 * Keep an eye on your objectives in the situation and do what is necessary to achieve them. Let go of vengeance, useless anger, and righteousness. They hurt you and don’t work.

'''Focus on what works. '''Skills work! The major skills - core mindfulness, emotional regulation, interpersonal effectiveness, and distress tolerance skills - will help you maximize your positive outcomes. Instead of reacting automatically without thinking and without skills to a difficult situation, you can learn to practice the smaller, focused skills (like effectively) that make up the major skills (like core mindfulness). The first step to acting skillfully is to focus on making choices, seeing opportunities, and examining options to practice skills. You can choose to work with reality as it is in the here-and-now. This approach is more effective than reacting without thinking. Today's focus is on being effective. Rather than emphasizing the end result, concentrate on conducting yourself effectively, which focuses on the most productive process, your choice to use skillful means. “What works,” in this sense, is a focus on continually developing skills and connecting to reality.

Most people do not effectively engage problems, they avoid them. You will be more effective engaging problems if you employ skills. Whether you use change skills (interpersonal effectiveness or emotion regulation) or acceptance skills (core mindfulness or distress tolerance) you will feel more competent and in control by approaching your problems skillfully. You can learn to be effective by engaging problems with your Wise Mind (drawing upon your inner wisdom). In Wise Mind, you are able to serenely accept what you cannot change and courageously change the things you can.

Do what needs to be done in each situation. Willingness is doing just what is needed in each situation whether you feel like it or not. Willingness accepts that loss, pain, and distress are part of life and cannot be entirely avoided or removed. Willingness reduces the intensity of loss, pain, and distress because you redirect your attention to the present moment and the task at hand.

Become a skillful dancer on the dance floor, one with the music and your partner, neither willful nor sitting on your hands. Imagine you are a skillful dancer. The dance floor is your life with all its opportunities and options. Your partner is the here-and-now world in which you live. The music is the feeling of flow when you participate willingly in the dance of life. Imagine, too, sitting at the edge of the dance floor like a wallflower avoiding the music and your partner. Such “sitting on your hands” is called willfulness. Willfulness is the opposite of willingness; it is being in-effective. Willfulness is NOT doing what is required of reality. Willfulness is characterized by avoidance and giving up. Willfulness is refusing to tolerate the moment and refusing to make changes that are needed

Stay away from “fair” and “unfair,” “right” and “wrong,” “should” and “should not.” Reality just is - neither fair or unfair, right or wrong, good nor bad. Reality doesn’t care what you think it should or should not be. Reality is what it is. Judgmental evaluation of reality locks you into rigid black-and-white thinking. A more effective thinking style is flexible, intuitive, and adjustable. If you believe there is only one-way to do things, you are locked into the rut of polarized thinking (all-or-nothing thinking) and you will eventually get stuck. By seeing yourself and others realistically, you develop a balanced, inclusive, and open-minded approach. A nonjudgmental approach accepts reality as complex, complicated, and requiring multiple perspectives. Such an open attitude allows you to see more solutions. Accepting mistakes is like accepting problems, most people avoid them. What works when it comes to mistakes? Learning from mistakes works. Most people get angry or disappointed with themselves for making a mistake. Instead, you will learn and grow as a person when you accept mistakes and choose to view mistakes as life's lessons.

Play by the rules. Consider these “rules” or basic assumptions of Dialectical Behavior Therapy: First, you are doing the best you can (if you knew a better way, you would do it). Second, you want to improve. Third, you need to do better, try harder and be more motivated to change. Fourth, you may not have caused all your problems, but you have to solve them anyway. Fifth, if you are suicidal, you must change your life, not end it. Sixth, you must learn new behaviors in all relevant contexts. Finally, you cannot fail in therapy.

Don’t “cut off your nose to spite your face.” In other words, don’t make the situation worse than it already is! Acts of anger or revenge will hurt you more than it hurts anyone else because acting out of anger and vengeance is not skillful.

Act as skillfully as you can, meeting the needs of the situation you are in. Not the situation you wish you were in; not the one that is just; not the one that is more comfortable; not the one that… Meeting the situation you are in may require you to dismiss your wishes, abandon your ideas of justice, and leave your comfort zone.
 * Wishing is a way to avoid. Wishes indicate that you are trying to solve your problems by magic not by using skills.
 * Thoughts of injustice provoke anger and increase stress. If the situation is not just, remember, life is not fair.
 * Comfort is temporary. Tolerating discomfort is much easier if you learn distress tolerance skills.

Keep an eye on your objectives in the situation and do what is necessary to achieve them. What sort of “eye” is this? This eye mindfully “observes” your objective. When you mindfully observe your objective other thoughts and feelings not related to your objective are ignored. Ignore "I don't feel like it" and other self-defeating thoughts. One way to “feel one way and act another” is to notice your feelings, but stay focused on your objective. Doing what is necessary to achieve your objectives requires mental flexibility. If your objective is rigidly defined, you are locked into a fixed outcome. Here is an example from interpersonal effectiveness skills: Consider the important difference between the objective to have someone do a certain thing and the objective to communicate to another person, as best you can, what you would like them to do. Your focus on skillfully communicating to another person what you want orients you to using your skills to control your behavior. You cannot control the other person. Effectiveness changes the focus from outside (other’s actions or the outcome) to inside (awareness of the choices you are making). Let go of vengeance, useless anger, and righteousness. They hurt you and don’t work. The opposite of effectively would be to make it worse than it already is. But when people are stressed the part of the brain that allows them to be mindful is turned off. Likewise, feelings of anger and vengeance cause people to react automatically not choose mindfully.

Conclusion Wisdom and skills help you effectively manage life’s difficult problems. Engage problems and look at your options and choices. Willingness is doing just what is needed in each situation connecting your Wise Mind to the task-at-hand. Instead of being judgmental, use your curiosity to develop mental flexibility. Think of the rules as the assumptions of DBT. Do not make the situation worse than it already is. Meet the situation you are in by focusing on what you can control. Practice Radical Acceptance with your mistakes, this will help you learn and grow.

References

Linehan, M.M. (1993). Cognitive Behavioral Treatment for Borderline Personality Disorder. New York : Guilford Press

Linehan, M.M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. New York: Guilford Press


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Template:Computer Programming/Mathematical Calculations/0

This computer programming article is available for pseudocode and Ada.


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User:Bisgaard

Bisgaard

I'm a user at the danish Wikibooks, and use this account to create interwiki links

Please use the talk page at Bruger diskussion:Bisgaard

title: User:Bisgaard


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Formal Logic/Sentential Logic/Properties of Sentential Connectives

= Properties of Sentential Connectives =

Here we list some of the more famous, historically important, or otherwise useful equivalences and tautologies. They can be added to the ones listed in Interdefinability of connectives. We can go on at quite some length here, but will try to keep the list somewhat restrained. Remember that for every equivalence of $$\varphi\,\!$$ and $$\psi\,\!$$, there is a related tautology $$\varphi \leftrightarrow \psi\,\!$$.

Bivalence
Every formula has exactly one of two truth values.

 * $$\vDash\ \mathrm{P} \lor \lnot \mathrm{P}\,\!$$     Law of Excluded Middle
 * $$\vDash\ \lnot (\mathrm{P} \land \lnot \mathrm{P})\,\!$$     Law of Non-Contradiction

Analogues to arithmetic laws
Some familiar laws from arithmetic have analogues in sentential logic.

Reflexivity
Conditional and biconditional (but not conjunction and disjunction) are reflexive.

 * $$\vDash\ \mathrm{P} \rightarrow \mathrm{P}\,\!$$
 * $$\vDash\ \mathrm{P} \leftrightarrow \mathrm{P}\,\!$$

Commutativity
Conjunction, disjunction, and biconditional (but not conditional) are commutative.

 * $$\mathrm{P} \land \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{Q} \land \mathrm{P}\,\!$$
 * $$\mathrm{P} \lor \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{Q} \lor \mathrm{P}\,\!$$
 * $$\mathrm{P} \leftrightarrow \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{Q} \leftrightarrow \mathrm{P}\,\!$$

Associativity
Conjunction, disjunction, and biconditional (but not conditional) are associative.

 * $$(\mathrm{P} \land \mathrm{Q}) \land \mathrm{R}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{P} \land (\mathrm{Q} \land \mathrm{R})\,\!$$
 * $$(\mathrm{P} \lor \mathrm{Q})\lor \mathrm{R}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{P} \lor (\mathrm{Q} \lor \mathrm{R})\,\!$$
 * $$(\mathrm{P} \leftrightarrow \mathrm{Q})\leftrightarrow \mathrm{R}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{P} \leftrightarrow (\mathrm{Q} \leftrightarrow \mathrm{R})\,\!$$

Distribution
We list ten distribution laws. Of these, probably the most important are that conjunction and disjunction distribute over each other and that conditional distributes over itself.

 * $$\mathrm{P} \land (\mathrm{Q} \land \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \land \mathrm{Q}) \land (\mathrm{P} \land \mathrm{R})\,\!$$

 * $$\mathrm{P} \land (\mathrm{Q} \lor \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \land \mathrm{Q}) \lor (\mathrm{P} \land \mathrm{R})\,\!$$

 * $$\mathrm{P} \lor (\mathrm{Q} \land \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \lor \mathrm{Q}) \land (\mathrm{P} \lor \mathrm{R})\,\!$$

 * $$\mathrm{P} \lor (\mathrm{Q} \lor \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \lor \mathrm{Q}) \lor (\mathrm{P} \lor \mathrm{R})\,\!$$

 * $$\mathrm{P} \lor (\mathrm{Q} \rightarrow \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \lor \mathrm{Q}) \rightarrow (\mathrm{P} \lor \mathrm{R})\,\!$$

 * $$\mathrm{P} \lor (\mathrm{Q} \leftrightarrow \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \lor \mathrm{Q}) \leftrightarrow (\mathrm{P} \lor \mathrm{R})\,\!$$

 * $$\mathrm{P} \rightarrow (\mathrm{Q} \land \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \rightarrow \mathrm{Q}) \land (\mathrm{P} \rightarrow \mathrm{R})\,\!$$

 * $$\mathrm{P} \rightarrow (\mathrm{Q} \lor \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \rightarrow \mathrm{Q}) \lor (\mathrm{P} \rightarrow \mathrm{R})\,\!$$

 * $$\mathrm{P} \rightarrow (\mathrm{Q} \rightarrow \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \rightarrow \mathrm{Q}) \rightarrow (\mathrm{P} \rightarrow \mathrm{R})\,\!$$

 * $$\mathrm{P} \rightarrow (\mathrm{Q} \leftrightarrow \mathrm{R})\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$(\mathrm{P} \rightarrow \mathrm{Q}) \leftrightarrow (\mathrm{P} \rightarrow \mathrm{R})\,\!$$

Transitivity
Conjunction, conditional, and biconditional (but not disjunction) are transitive.

 * $$\vDash\ (\mathrm{P} \land \mathrm{Q}) \land (\mathrm{Q} \land \mathrm{R}) \rightarrow \mathrm{P} \land \mathrm{R}\,\!$$
 * $$\vDash\ (\mathrm{P} \rightarrow \mathrm{Q}) \land (\mathrm{Q} \rightarrow \mathrm{R}) \rightarrow (\mathrm{P} \rightarrow \mathrm{R})\,\!$$
 * $$\vDash\ (\mathrm{P} \leftrightarrow \mathrm{Q}) \land (\mathrm{Q} \leftrightarrow \mathrm{R}) \rightarrow (\mathrm{P} \leftrightarrow \mathrm{R})\,\!$$

Conditionals
These tautologies and equivalences are mostly about conditionals.

 * $$\vDash\ \mathrm{P} \land \mathrm{Q} \rightarrow \mathrm{P} \qquad \qquad \vDash\ \mathrm{P} \land \mathrm{Q} \rightarrow \mathrm{Q}\,\!$$
 * $$\vDash\ \mathrm{P} \rightarrow \mathrm{P} \lor \mathrm{Q} \qquad \qquad \vDash\ \mathrm{Q} \rightarrow \mathrm{P} \lor \mathrm{Q}\,\!$$
 * $$\vDash\ (\mathrm{P} \rightarrow \mathrm{Q}) \lor (\mathrm{Q} \rightarrow \mathrm{R})\,\!$$
 * $$\vDash\ \lnot \mathrm{P} \rightarrow (\mathrm{P} \rightarrow \mathrm{Q})\,\!$$     Conditional addition
 * $$\vDash\ \mathrm{Q} \rightarrow (\mathrm{P} \rightarrow \mathrm{Q})\,\!$$     Conditional addition
 * $$\mathrm{P} \rightarrow \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\lnot\mathrm{Q} \rightarrow \lnot\mathrm{P}\,\!$$      Contraposition
 * $$\mathrm{P} \land \mathrm{Q} \rightarrow \mathrm{R}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\mathrm{P} \rightarrow (\mathrm{Q} \rightarrow \mathrm{R})\,\!$$      Exportation

Biconditionals
These tautologies and equivalences are mostly about biconditionals.

 * $$\vDash\ \mathrm{P} \land \mathrm{Q} \rightarrow (\mathrm{P} \leftrightarrow \mathrm{Q})\,\!$$     Biconditional addition
 * $$\vDash\ \lnot \mathrm{P} \land \lnot \mathrm{Q} \rightarrow (\mathrm{P} \leftrightarrow \mathrm{Q})\,\!$$     Biconditional addition
 * $$\vDash (\mathrm{P} \leftrightarrow \mathrm{Q}) \lor (\mathrm{P} \leftrightarrow \lnot\mathrm{Q})\,\!$$
 * $$\lnot (\mathrm{P} \leftrightarrow \mathrm{Q})\,\!$$   [[Image:EquivalenceSign.png| is equivalent to]]    $$\lnot\mathrm{P} \leftrightarrow \mathrm{Q}\,\!$$    [[Image:EquivalenceSign.png| is equivalent to]]    $$\mathrm{P} \leftrightarrow \lnot\mathrm{Q}\,\!$$

Miscellaneous
We repeat DeMorgan's Laws from the Interdefinability of connectives section of Expressibility and add two additional forms. We also list some additional tautologies and equivalences.

 * $$\vDash\ \mathrm{P} \leftrightarrow \mathrm{P} \land \mathrm{P}\,\!$$     Idempotence for conjunction
 * $$\vDash\ \mathrm{P} \leftrightarrow \mathrm{P} \lor \mathrm{P}\,\!$$     Idempotence for disjunction
 * $$\vDash\ \mathrm{P} \rightarrow \mathrm{P} \lor \mathrm{Q}\,\!$$     Disjunctive addition
 * $$\vDash\ \mathrm{Q} \rightarrow \mathrm{P} \lor \mathrm{Q}\,\!$$     Disjunctive addition
 * $$\vDash\ \mathrm{P} \land \lnot \mathrm{P} \rightarrow \mathrm{Q}\,\!$$
 * $$\mathrm{P} \land \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png]]    $$\lnot (\lnot \mathrm{P} \lor \lnot \mathrm{Q})\,\!$$      Demorgan's Laws
 * $$\mathrm{P} \lor \mathrm{Q}\,\!$$   [[Image:EquivalenceSign.png]]    $$\lnot (\lnot \mathrm{P} \land \lnot \mathrm{Q})\,\!$$      Demorgan's Laws
 * $$\lnot(\mathrm{P} \land \mathrm{Q})\,\!$$   [[Image:EquivalenceSign.png]]    $$\lnot \mathrm{P} \lor \lnot \mathrm{Q}\,\!$$      Demorgan's Laws
 * $$\lnot(\mathrm{P} \lor \mathrm{Q})\,\!$$   [[Image:EquivalenceSign.png]]    $$\lnot \mathrm{P} \land \lnot \mathrm{Q}\,\!$$      Demorgan's Laws
 * $$\mathrm{P}\,\!$$   [[Image:EquivalenceSign.png|is equivalent to]]    $$\lnot\lnot\mathrm{P}\,\!$$      Double Negation

Deduction and reduction principles
The following two principles will be used in constructing our derivation system on a later page. They can easily be proven, but—since they are neither tautologies nor equivalences—it takes more than a mere truth table to do so. We will not attempt the proof here.

Deduction principle
Let $$\varphi\,\!$$ and $$\psi\,\!$$ both be formulae, and let $$\Gamma\,\!$$ be a set of formulae.

 * $$\mathrm{If}\ \ \Gamma \cup \{\varphi\} \vDash \psi \mathrm{,\ then}\ \ \Gamma \vDash (\varphi \rightarrow \psi)\,\!$$

Reduction principle
Let $$\varphi\,\!$$ and $$\psi\,\!$$ both be formulae, and let $$\Gamma\,\!$$ be a set of formulae.

 * $$\mathrm{If}\ \ \Gamma \cup \{\varphi\} \vDash \psi\ \ \mathrm{and}\ \ \Gamma \cup \{\varphi\} \vDash \lnot\psi \mathrm{,\ then}\ \ \Gamma \vDash \lnot\varphi,\!$$
 * $$\mathrm{If}\ \ \Gamma \cup \{\lnot\varphi\} \vDash \psi\ \ \mathrm{and}\ \ \Gamma \cup \{\lnot\varphi\} \vDash \lnot\psi \mathrm{,\ then}\ \ \Gamma \vDash \varphi\,\!$$


text:
Radmind

 * radmind : A suite of Unix command-line tools and a server designed to remotely administer the file systems of multiple Unix machines. For Mac OS X, there's also a graphical interface.

Find it at: http://www.radmind.org

Find more documentation at: http://radmind.org/documentation.html

Table of Contents

 * 1) What is a Tripwire?
 * 2) ktcheck
 * 3) fsdiff
 * 4) lapply
 * 5) lcreate
 * 6) iHook
 * 7) Radmind Assistant

title: Radmind


text:
Talk:History of Islam

This outline is not the History of Islam, it's the History of Muslim Theology.

The wars and conquests are entirely excluded.

A proposed solution
As I see it, Islam is the name of a religion and its history would be the history of Islamic theology. In the special case of Islam I believe the history should be extended to include the shari'ah because it is so closely tied to the religion. (As for, example, the history of canon law belongs with the history of the pre-reformation/Catholic Christian church.)

However I observe that, for many people, Islam means the collection of national states whose rulers declare themselves Muslims. The collection is not coherent enough to be called a culture or a civilization. I propose calling it the Muslim heritage. I propose another wikibook about the the History of the Muslim heritage to cover the "wars and conquests" as well as the cultural triumphs and even a few defeats.

That said I intend to work on this outline and limit it to theology and the shari'ah. DKleinecke 20:59, 7 April 2007 (UTC)

this is not a history, it is about the beliefs of Islam
When I opened this book entitled "History of Islam" I expected to find historical references. Not beliefs and teaching, whoever said that the wars and disputes should not be included is incorrect. A person would have to include the Crusades in the history of Christianity, so why not here. I was looking to see how the religion got started. What I got when I read is that Mohamed had the Holy Koran reveled to him. Who was Mohamed and why was the Koran shown to him? I don't know, that is why I was looking at this book.

title: Talk:History of Islam


text:
Jet Propulsion/1D Analysis

Ramjet
The thrust produced by a ramjet is

$$ T = \dot{m} u_{inlet} ( \sqrt{\tau_b} - 1 ) $$

where τb is the total temperature ratio produced by the combustor. Metallurgy and the availability of cooling will limit the maximum temperature that can be sustained in the combustor. We can define τmax as the maximum total temperature ratio compared to the inlet conditions and τc as the temperature ratio relating the static and total temperatures. Then

$$ \tau_{max} = \tau_b \tau_c = \tau_b \left( 1 + \frac {\gamma-1}{2} M_0^2 \right) $$

Thus as τc increases with speed for a fixed maximum temperature τmax stays constant and τb must reduce. If the theoretical frontal area of the ramjet is constant then the mass flow through the ramjet will increase linearly with the Mach number. At the same time the heat added diminishes. The thrust then is:

$$ T = A \rho (M_0 a_0)^2  \left[ \sqrt{\frac{\tau_{max}}{1 + \frac {\gamma-1}{2} M_0^2}} - 1 \right] $$

When τmax=τc the term in brackets goes to zero and the thrust vanishes. The thrust for a given τmax is shown in the following figure (the dashed line is the peak thrust):

title: Jet Propulsion/1D Analysis


text:
User:Strongbad/Homestar Runner

This is my page about the famous Internet cartoon, Homestar Runner. Two good sites to check out are:
 * The website itself
 * A Homestar Runner wiki

Homestar Runner characters

 * 1-Up

1-Up is Stinkoman's best friend. He likes to go out and save Pan Pan.

 * 1936 Homestar Runner

1936 Homestar Runner is poor, but he is smarter than his modern counterpart.

 * 20X6 Coach Z

See "Futuristic Coach Z."

 * 20X6 Homestar Runner

See "1-Up."

 * Arrow'd Guy

Arrow'd Guy is the Teen Girl Squad's worst enemy. He has a number of different talents, including spitting arrows and being in two places at once.

 * Blue Laser Commander and Minion

Blue Laser is an evil organization whose purpose is unknown, even though it has been suspected of trying to make it snow at the beach. The commander can be distinguished from his henchmen through his uniform and high voice. Like all classic boss-villains, his henchmen are notoriously stupid.

 * Bubs

Bubs is a sneaky salesperson who runs the concession stand. He's also a good dancer.

 * Cheerleader

Cheerleader is popular, and she rules over the Teen Girl Squad. Apparently, she is the only thing keeping them from being a much friendlier TGS.

 * Coach Z

He has a thick accent, but he is a decent singer. Sometimes, he's even as strange as Homestar Runner.

 * Crackotage

Crackotage is a Cheat Commando. He knows his rhymes and gadgets, and he can fly jets.

 * Cutesy Buttons

Cutesy Buttons is a girl that Dangeresque must rescue. She is played by Marzipan.

 * Dangeresque

Dangeresque is a great fighting hero, and why not? He's played by none other than Strong Bad. He is also said to fight the law and be a celebrity pharmacist, but these claims are dubious.

 * Dangeresque, Too

Dangeresque, Too is played by Homestar Runner. He helps the regular Dangeresque, but they have their disagreements. He wears cool shades.

 * Dripping Yellow Madness

Dripping Yellow Madness is mentioned in one of the toons. Apparently, he's yellow and drippy.

 * Fat Dudley

Fat Dudley is the 1936 version of Pom Pom. Although he doesn't speak bubbles, he is only understood by the other characters.

 * Fightgar

Fightgar is a Cheat Commando who has "facial" hair and a gung-ho personality, apparently.

 * Firebert

Firebert is a Cheat Commando who wears black and is good with tools. He seems to speak The Cheat. (Ironically, the name comes from the Strong Bad Email "army," where The Cheat uses it as a commando name.)

 * Flashfight

Flashfight is a Cheat Commando who is "in charge of stuff."

 * Foxface

Foxface is the femme fatale of the Cheat Commandos, even though she hasn't made any major appearances.

 * Futuristic Coach Z

He is not a well-known character, but he is apparently the big bad guy in the game Stinkoman 20X6.

 * Goomba

You'd be hard-pressed to find out what role Goombas play in Homestar Runner. You already know, don't you? (Here's a hint: look at the Easter eggs in "Pumpkin Carve-nival.")

 * Gunhaver

Gunhaver is the fearless leader of the Cheat Commandos. He thinks very highly of himself and comes to silly conclusions.

 * Homestar Runner

Usually known as Homestar, Homestar Runner is the namesake of the show. He is athletic and a little dumb, and he absolutely loves marshmallows. He also has a serious speech impediment.

 * Homsar

What do you get if you take Homestar, make him shorter, give him a big mouth, and dumb him down even more? What you would get is something along the lines of Homsar, a cute little guy who does odd jobs and speaks jibberish.

 * Jhonka

The Jhonka is a caveman-like monster who has a lot of money.

 * Kerrek

The Kerrek is not very friendly. Although Trogdor smote him, he can still smite anyone unfortunate enough to get under his huge club.

 * Killingyouguy

Killingyouguy is one of Perducci's secret weapons. He is played by Strong Mad.

 * King of Peasantry

The King of Peasantry appears in the Peasant's Quest movie short frequently, in spite of the fact that he isn't even mentioned in the game. He does not care about the peasants' well-being.

 * Larry

Larry Palaroncini is the lead singer of Limozeen. He is also a friend of Strong Bad.

 * Li'l Brudder

Li'l Brudder is a very optimistic puppy with only one leg. He can make people cry.

 * Limozeen

Limozeen is a classic rock band. The members are actually just one of the Brothers Chaps in different outfits. (How does he do it?)

 * Lion

The lion in Teen Girl Squad is unique in a few ways. For one thing, it has an appetite for teenage girls. Another thing is that it has only three legs (apparently). In one of the Homestar Runner talks, the lion is said to have asked Cheerleader on a date, then eaten her. (Lions also make minor appearances on the site.)

 * Little Girl

Little Girl is the niece of the Brothers Chaps. She appears in some puppet shows on the site.

 * Marshie

Marshie is the unpopular mascot of Fluffy Puff Marshmallows. He is very cheerful in advertisements, and he appears to be obsessed with the consumable. He wrested the job from Homestar Runner after Homestar forgot his lines.

 * Marzipan

Marzipan is a strange woman. She likes tofu and her acoustic guitar, Carol. Her lower body is shaped like a dress skirt.

 * Mr. Bland

Mr. Bland is one of the children's book-style characters, and his role in the website hasn't been established yet.

 * Mr. Shmallow

Mr. Shmallow is a giant talking air-puffed delight. He is not as enthusiastic as Marshie, but he appears to be like him in all other regards, except for his formal attire (and he isn't partially eaten, unless he's hiding a bite under his top hat).

 * Mrs. Commanderson

Mrs. Commanderson is the Teeny Tiny Girl Squad's preschool teacher. She apparently works with the Cheat Commandos, and she looks like a pterodactyl.

 * Mrs. So and So-erson

Mrs. So and So-erson is So and So's stepmother. She looks like Arrow'd Guy in a costume and makeup.

 * Nebulon

Nebulon makes two appearances on the site. He shows up in "New Boots" and is a boss character in the game "Stinkoman 20X6."

 * Nibbles

Nibbles is a talking Fluffy Puff Nibblin that makes one appearance on the site (Strong Bad Email "bottom 10"). He acts and talks like a toddler.

 * Pan Pan

Pan Pan is a giant panda. He is like Pom Pom except that he's more like an animal. 1-Up really likes him.

 * Passerby

Passerby is caught walking by Dangeresque and Dangeresque, Too in one of the movies. He helps out Perducci. He is played by an unwilling Strong Sad.

 * Perducci

Perducci is one of Dangeresque's fierce nemeses. He is played by the King of Town.

 * Pikachu

Pikachu makes only one cameo appearance on the website (The Cheat Theme Song), but it's still a testament to his popularity.

 * Pom Pom

Pom Pom speaks a strange language. Apparently, the ladies really like him. He hasn't appeared very often in recent cartoons.

 * Rather Dashing

Rather Dashing is a peasant who swears revenge on Trogdor after his cottage is burninated. His quest involves stinking, dressing, and being on fire like a peasant.

 * Raynaldo

Raynaldo helps Dangeresque in the movies and gives him missions. He is played by Coach Z.

 * Reynold

Poor Reynold. He is like the Strong Sad of the Cheat Commandos. He doesn't get to go on any missions, and he's got a boring personality.

 * Senor Cardgage

Senor Cardgage is a strange man who speaks jibberish and has a beer belly and a goatee. He looks a lot like Strong Bad and owns a mortgage company called Senor Cardgage Mortgage. He gives Strong Sad nightmares.

 * Señor

Señor (who is also called Senor (not to be confused with Senor Cardgage) and Senor-Havin'-A-Little-Trouble) is a cute little character from "The Homestar Runner Enters the Strongest Man in the World Contest." He makes cameo appearances in old-style toons.

 * Sickly Sam

Sickly Sam is the 1936 version of Strong Sad, who is very poor and receives no compensation for his begging.

 * So and So

So and So is the most booksmart member of the Teen Girl Squad. She also has an imaginary friend.

 * Stan

Stan used to work for Bubs. He was fired after the fifth grade.

 * Stinkoman

Stinkoman is a fighter from the future who looks for challenges. He looks a lot like Strong Bad, so some people look at him as a futuristic Strong Bad, but his personality does not support this. His two best friends are 1-Up and Pan Pan.

 * Strong Bad

The middle brother of the Strongs, Strong Bad has an overinflated ego. He is the most popular character, and he has his own e-mail show.

 * Strong Mad

Strong Mad is Strong Bad's older brother, a big, muscley guy who isn't very bright. He's The Cheat's best friend.

 * Strong Man

The 1936 version of Strong Mad. He is like his present-day counterpart, but he only growls instead of talking.

 * Strong Sad

Strong Sad is Strong Bad's unfortunate younger brother. He is a nerd who likes board games, and his two brothers beat him up every hour on the hour.

 * The Announcer

The Announcer makes minor appearances on the site. He announces things, naturally.

 * The Barbershop Trio

A 1936 version of The Announcer, even though there are three of him.

 * The Blacksmith

He appears in "The King of Town DVD." He doesn't know what happened to the King's sheep.

 * The Cheat

The Cheat speaks a different language and serves Strong Bad. He is a computer nerd, but his cartoons aren't great.

 * The Grape Fairie

The King of grapes from the original book. He rides a giant bee.

 * The King of Town

The King of Town has the biggest eating problem in Free Country USA. If anyone there gets a heart attack, it will probably be him.

 * The Little Chef Guy

The King of Town's personal chef exposed him in the toon "The King of Town." He is mentioned in the toon where the KOT tries to check his e-mail.

 * The Man With the Huge Mouth

This is a classical name for "Arrow'd Guy."

 * The Poopsmith

The Poopsmith has terrible luck. He has the worst job in Free Country USA, which means that he might not talk, even if he didn't take a vow of silence.

 * The Robot

There is a robot that appears in "Everybody to the Limit" and "Senor Cardgage Mortgage." Many things about him are unfamiliar.

 * The Shareholders

The shareholders of the company that Strong Bad works at are two very serious people who give earnings high importance.

 * The Sneak

The Sneak is the 1936 version of The Cheat. He is similar to his modern counterpart, but he looks like a rat.

 * The Strong Bad

The Strong Bad is the 1936 version of Strong Bad. He is mean, just like the present-day Strong Bad.

 * The Thnikkaman

The Thnikkaman's distracting powers are legend, even though he looks like Bubs wearing the letters "th" on a card. Oh wait, I gotta go. It's the Thnikkaman!

 * The Ugly One

The Ugly One is supposedly ugly, but how ugly she is is a matter of opinion (of course). Not much is known about her other than that.

 * The Yello Dello

The Yello Dello only appears in the Yello Dello DVD toon and one of the main pages (Homestar falling). It is supposed to be majestic.

 * They Might Be Giants (TMBG)

They aren't a character in the same sense the other characters are, but they have made appearances.

 * Thy Dungeonman

Thy Dungeonman is a dungeon custodian who is the star of "Thy Dungeonman" and "Thy Dungeonman 2." He originally doesn't know what parapets are, and he would rather take his loincloth off than die.

 * Trogador

Trogador is said to have appeared at a Homestar Runner convention. He is one of Stinkoman's enemies.

 * Trogdor

Trogdor may be the most popular character from the site, and he is even known to people with little or no knowledge about the website itself. He burninates, squishes, and does much more.

 * What's Her Face

As her name suggests, she is very unpopular; however, she is the common sense of the Teen Girl Squad.

Opinion of the CD
"Strong Bad Sings" has its good qualities and shortcomings. Here, I personally rate every song.

1. Trogdor

Score:10.0/10

2. The System is Down

Score:7.0/10

3. Strong Badia National Anthem (featuring Ms. Partsmatter's first grade class)

Score:5.0/10

4. Oh Yeah Yeah

Score:8.0/10

5. Because It's Midnite

Score:9.0/10

6. Circles

Score:3.0/10

7. Let's Get Started on Doing All Those Awesome Things I Suggested

Score:5.0/10

8. Moving Very Slowly

Score:10.0/10

9. "Sweet Cuppin' Cakes" Theme Song

Score:8.0/10

10. I Think I Have a Chance With This Guy

Score:7.0/10

11. It's Like it was Meant to Be

Score:5.0/10

12. Nite Mamas

Score:10.0/10

13. Sensitive to Bees

Score:3.0/10

14. You've Got an Ugly and Stupid Butt

Score:7.0/10

15. These Peoples Try to Fade Me

Score:8.0/10

16. The Ladies in My Town All Know My Name

Score:5.0/10

17. Theme Song from Dangeresque II

Score:9.0/10

18. Somebody Told Me (Now I Believe Them)

Score:6.0/10

19. The Cheat is Not Dead

Score:7.0/10

20. Everybody to the Limit (Live)

Score:9.0/10

?? Secret Song

Score:7.0/10

Total:148.0/210=7.0/10 (rounded)

title: User:Strongbad/Homestar Runner


text:
Cookbook:Kurma (Trinidadian Fried Dough in Syrup)

| Cuisine | Caribbean cuisines | Cuisine of Trinidad and Tobago

Kurma is a sweet fried dough coated in a sugar syrup.

Kurma dough

 * 2 cloves ginger, finely grated
 * 1 tin (1 ⅔ cups) evaporated milk
 * ⅔ tin (1 ¼ cups) sweetened condensed milk
 * 2 tbsp coconut cream
 * 6 cups flour
 * 2 tsp cinnamon powder
 * 1 stick (½ cup) butter or margarine
 * 6 dashes Angostura bitters

Sugar syrup

 * 2 cups sugar
 * ½ cup water

Kurma dough

 * 1) Mix flour, ginger, cinnamon, and butter in a large bowl.
 * 2) Mix evaporated milk, coconut cream, condensed milk, and Angostura bitters in a separate bowl.
 * 3) Pour the liquid mixture into the mixture of dry ingredients a little bit at a time. Mix until a dough forms. The dough should be "tough;" that is, not stretchy.
 * 4) Divide the dough into two balls. This makes it more manageable. Roll each ball out until about 1 cm thick.
 * 5) Cut dough into strips.
 * 6) Heat ½ cup of oil in a pan over medium-high heat.
 * 7) Fry batches of the kurma dough in the oil, turning often.
 * 8) Remove when golden brown on all sides.

Sugar syrup

 * 1) Heat sugar and water over medium heat.
 * 2) Stir so that sugar is completely wet.
 * 3) When the sugar is dissolved and the mixture is clear, remove from heat.
 * 4) Pour over kurma, and stir quickly to coat evenly.

Notes, tips, and variations

 * Short, thin strips of dough work best. Fat, long pieces tend to fall apart and be soft inside.
 * If kurma is browning quickly and unevenly, turn heat down.


text:
Jet Propulsion/Bibliography

Kerrebrock J.L. Aircraft Engines and Gas Turbines, 2nd ed. MIT Press, 1992

Basic Gas dynamics

Anderson, J. D. Modern Compressible Flow with Historical Perspective. McGraw-Hill Publishers, 1990.

Liepmann, H., and A. Roshko. Elements of Gas Dynamics. John Wiley Publishers, 1957.

Schlichting, H. Boundary Layer Theory. 7th ed. McGraw-Hill Publishers, 1979.

Thompson, P. A. Compressible Fluid Dynamics. Maple Press Company, 1984.

Treager, I.E. Aircraft Gas Turbine Engine Technology. 3rd ed. McGraw-Hill Book Co. Glencoe Div., 1995.

White, F. M. Viscous Fluid Flow. 2nd ed. McGraw-Hill Publishers, 1991.

Greitzer, E.M., Tan, C.S, Graf, M.B. and J.E. Ffowcs Williams (Ed.). Internal Flow: Concepts and applications. Cambridge University Press, 2004.

title: Jet Propulsion/Bibliography


text:
Cookbook:Sweet Rice I

| Cuisine | Caribbean cuisines | Cuisine of Trinidad and Tobago

Sweet rice is a rice pudding that can be served hot or cold.

Ingredients

 * 3 cups (700 ml) water
 * 1½ cups (350 g) white rice
 * 1½ tins (about 2 ½ cups / 600 g) evaporated milk
 * 2 tins (2 ½ cups / 600 g) sweetened condensed milk
 * 2 cinnamon sticks
 * 1 tbsp (5 ml) vanilla essence
 * 4 tbsp (20 ml) raisins (optional)

Procedure

 * 1) Bring water to a boil. Add rice, and boil until very soft. Most of the water should be absorbed by the rice. Add more water if necessary.
 * 2) Add evaporated milk, condensed milk, cinnamon sticks, and vanilla essence.
 * 3) Cook over medium heat, stirring once in a while to prevent sticking, until mixture has thickened and reached a pudding-like consistency.
 * 4) Remove from heat, and stir in raisins.
 * 5) Let stand.

title: Cookbook:Sweet Rice I


text:
Introduction to Psychology/Surveys

The survey method of data collection is likely the most common of the four major methods. The benefits of this method include its low financial cost and its large sample size. The very large issue with the survey is its accuracy. More often than not, there is a large disparity between people's stated opinions and their expressed opinions. The survey is a reflection only of their stated opinions, and thus is fundamentally inaccurate. Properly interpreted, surveys may be used to understand a person's viewpoints on a matter, but this analysis is very difficult and also leaves much room for doubt. All in all, surveys have limited use in studying actual social action, but are inexpensive and are an excellent way to gain an understanding of a person's attitude toward a matter.

Advantages of surveys
The advantages of survey techniques include:
 * It is an efficient way of collecting information from a large number of respondents. Very large samples are possible. Statistical techniques can be used to determine validity, reliability, and statistical significance.
 * Surveys are flexible in the sense that a wide range of information can be collected. They can be used to study attitudes, values, beliefs, and past behaviors.
 * Because they are standardized, they are relatively free from several types of errors.
 * They are relatively easy to administer.
 * There is an economy in data collection due to the focus provided by standardized questions. Only questions of interest to the researcher are asked, recorded, codified, and analyzed. Time and money is not spent on tangential questions.
 * Since the surveys are usually anonymous, it allows the people to be more candid with their responses

Disadvantages of surveys
Disadvantages of survey techniques include:
 * They depend on subjects’ motivation, honesty, memory, and ability to respond. Subjects may not be aware of their reasons for any given action. They may have forgotten their reasons. They may not be motivated to give accurate answers, in fact, they may be motivated to give answers that present themselves in a favorable light.
 * Surveys are not appropriate for studying complex social phenomena. The individual is not the best unit of analysis in these cases. Surveys do not give a full sense of social processes and the analysis seems superficial.
 * Structured surveys, particularly those with closed ended questions, may have low validity when researching affective variables.
 * Survey samples are usually self-selected, and therefore non-probability samples from which the characteristics of the population sampled cannot be inferred.

title: Introduction to Psychology/Surveys


text:
Talk:Introduction to Psychology/History

Topics

 * Behavior
 * Behavior_genetics
 * Behavioral_psychology
 * Cognitive_psychology
 * Empiricism
 * Functionalism_%28philosophy_of_mind%29
 * Industrial_psychology
 * Innate_ideas
 * Introspection
 * Social_Psychology
 * Structuralism
 * Subjective_experience

People

 * Aristotle
 * Descartes
 * Edward_Titchener
 * Francis_Bacon
 * Ivan_Pavlov
 * John_Locke
 * John_B._Watson
 * Plato
 * William_James
 * Wundt

Jobs

 * Clinical_psychologist
 * Psychiatrist
 * Applied_Psychology

title: Talk:Introduction to Psychology/History


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Chess/Variants

Just as chess has changed over the centuries that it has been played, there are people who try to add new features or ideas to chess even now. Sometimes this is just a minor rule change to make things interesting, but sometimes there are whole new ideas that are proposed that will modify chess so substantially that it essentially is a whole new game to be played. The following are some chess variants to be considered if you want to experiment with alternative ideas for playing chess:

Many other chess variants can be found on Wikipedia.

 * /Random Opening Chess/
 * Arimaa
 * /Bug House/ and /Crazy House/
 * /Crazy House/ (see /Bug House/)
 * /Chinese Chess/ or Xiangqi
 * Shogi or Japanese Chess

Fairy chess
It is possible to invent a piece that moves according to any defined set of rules. In fairy chess, pieces are typically divided into three categories: leapers, riders, and hoppers.

A leaper moves directly from one square to another, regardless of the position of any other pieces on the board. In ordinary chess, the knight is a (2,1) leaper: it moves one square horizontally and two squares vertically, or vice versa. The king is a hybrid (1,0) and (1,1) leaper: it moves to any adjacent square.

Fairy chess has pieces called camels and zebras: these are long-range leapers like knights, except that they leap (3,1) and (3,2) respectively. Note that a (3,1) leaper, like a bishop, always stays on squares of the same color, but a (3,2) leaper, like a knight, always moves to a square of the opposite color.

A rider is a leaper that can make multiple leaps in the same direction on the same move. In ordinary chess, the bishop is a (1,1) rider: it can move to any square diagonally, no matter how far away it is, as long as there is no other piece blocking the diagonal line. Similary, the rook is a (1,0) rider. The queen is a hybrid (1,1) and (1,0) rider.

A special fairy chess rider is the nightrider or knightrider. This is a knight that can make consecutive knight-hops in the same direction on the same move.

A hopper is a piece that moves in a line while hopping over another piece. There are no hoppers in ordinary chess, but the capture rule in checkers is a kind of hop: the capturing piece jumps over the opponent's piece, which is then removed from the board. Also, the cannon in Xiangqi is a hopper. In fairy chess, a hopper may or may not be restricted to jumping over pieces of one color or the other; and the piece that is jumped over may either stay on the board or be removed, depending on the rules for that particular hopper.

The prototypical fairy chess hopper is the grasshopper. It moves in any direction, like a queen, but it can move only by hopping over another piece, and it lands one square beyond that piece. The piece that is jumped over is not removed from the board; however, a locust is a special type of grasshopper, which captures an enemy piece over which it jumps.

T. R. Dawson, one of the most prolific chess composers of all time, defined the concepts of fairy chess in the 1930s, and produced many problems using invented pieces such as the nightrider and grasshopper. Fairy chess has become a popular domain for chess composing and solving, especially because it offers a level of creativity that is sometimes hard to find in the more thoroughly developed areas of traditional chess composition.

title: Chess/Variants


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User talk:Idaho2000~enwikibooks

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

Polish up the links and discussion a bit for now, I believe with some work, people will understand where this is going.

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 Idaho2000. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Idaho2000~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 23:14, 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) 05:03, 19 April 2015 (UTC)

title: User talk:Idaho2000~enwikibooks


text:
ACT Study Guide/Registering

Dates And Times
ACT tests are given six times a year on Saturday mornings, usually at 8:00 am. For students who aren’t able to take the test on a Saturday due to religious restraints, there are non-Saturday test dates, although there aren’t nearly as many locations for non-Saturday tests.

When To Take The Test
Students normally take the ACT as a junior or senior. There are a couple main considerations for deciding if you want to take it as a junior or a senior. The first main consideration is application date for schools. The other consideration is application dates for scholarships. If you take the ACT as a junior, it gives you more time to make decisions and you can always retake the test if you do poorly.

Registering By Mail
To register, get a packet from your high school counselor's office. If your counselor is out, you can contact ACT to request a packet. The registration contact information is:

(319) 337-1270	Mon.–Fri., 8:00 a.m.–8:00 p.m., central time

or

ACT Registration P.O. Box 414, Iowa City, IA 52243-0414

You can also request a packet here.

The registration packet includes a booklet called Registering for the ACT Assessment and a booklet that contains a practice test. You will need to fill out the form and send it to ACT in the envelope.

Registering Online
To register online, go here. You will need a MasterCard or Visa. You cannot register online if you are:
 * Testing outside the US
 * Requesting testing accommodations for a disability
 * Requesting a fee waiver
 * Using a state-funded voucher to cover the basic fee
 * Enrolled in 6th, 7th, 8th, or 9th grade and younger than 13 (you can register online anyway if you are 13 or older)
 * Requesting arranged testing (Go here for more information.)

Fees

 * Test    $31.00
 * Writing Test    $15.00
 * Reports for a 5th and 6th College
 * Regular    $7.00 per extra report
 * Priority    $12.00 per extra report
 * Mailgram    $17.00 per extra report
 * Late Fee    $20.00
 * Test Date Change    $20.00
 * Test Location Change    $20.00
 * Stand-By Testing    $40.00
 * Test Information Release    $14.00
 * Viewing Scores Early    FREE
 * Testing Outside of the US    $18.00
 * Telephone Registration    $12.00

ACT gives a limited number of fee waivers to those who cannot afford to pay the testing fee. To apply for a fee waiver, see the information on this web page.

Test
The basic ACT

Writing Test
The ACT Writing Test

Reports for a 5th and 6th College
You are given the opportunity to send score reports to four colleges free of charge. If you want to send score reports to a 5th or 6th college, you can order an extra report. If you need expedited service, Priority reports arrive in three business days and Mailgram reports arrive in one or two business days.

Late Fee
If you have missed the original application date you can pay the late fee and still be guaranteed a seat on that day if you register by the late registration deadline.

Test Date Change
This fee is given when you request to be tested on a different date when you are absent the first date. If you request the change after a set deadline, you will also be charged a fee.

Test Location Change
Change your location but keep the same date

Stand-By Testing
After all registered students are seated, you can be given a seat if there are still enough seats, test booklets, and proctors to oversee your test. You are not guaranteed a seat.

Test Information Release
If you pay for this service you will receive your answers, the test questions, a list of the correct answers, and scoring instructions. This service isn’t given for every test date.

Viewing Scores Early
This allows you to see your scores online about two weeks after the test.

Testing Outside of the US
You must register in the manner laid out here. The writing test is not offered outside of the US.

Telephone Registration
By calling (319) 337-1270 you can register for the ACT if you have taken it in the past two years. ACT claims that this is the fastest way to register for the test.

After You Register
After you register, you should receive a admission ticket that gives specific information about the testing center, what time the test is, etc. Make sure that the information on your ticket is correct. If it is not, follow the instructions given on the ticket as to what you should do.

title: ACT Study Guide/Registering


text:
ACT Study Guide/Links

 * ACT
 * ACT Question of the Day by Number 2
 * ACT Student Website

title: ACT Study Guide/Links


text:
Bioinformatics/Introduction

Bioinformatics is a branch of biology which implements the use of computers to help answer biological questions. Classical biology involves the use of experiments, where a hypothesis is formed and objectively tested. Bioinformaticians, too, perform experiments but they may involve building computational models or using analyses to derive useful information from raw data. The possibilities of using computers with biology are vast: any biological problem can involve the use of computers.

However when one mentions bioinformatics, some applications pop up more often than others. These might include sequence alignments, searching for sequence patterns and other work with DNA, RNA or protein sequence data. This is because of the increasing amount of genome sequencing projects being completed and the usefulness that computers have brought to the analysis of genomic sequences.

Bioinformatics is a growing discipline and as computers get more sophisticated, it will be a very important complement to experimental biology.

title: Bioinformatics/Introduction


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User:DaveBalletTang

The perspective of another person is perhaps the most important thing towards becoming smarter. It's the one thing that you cannot gain by yourself. This is the advantage of Wiki. Traditionally we learn from teachers,professors or academic scholars. I believe that there is so much potential knowledge hidden within the ranks of an ordinary person. Sometimes it takes an innocent little kid to make an observation that no grown up can. That is perspective.

title: User:DaveBalletTang


text:
User talk:DaveBalletTang

Sometimes you just need to think. Ask yourself, why am I doing that? Is what I'm doing affecting someone else? What are the consequences of my actions? People need to think, especially me.

title: User talk:DaveBalletTang


text:
User talk:198.89.66.135

Radiation Oncology wiki
Hello. Thank you for your contributions to the Radiation Oncology wiki! — Brim 04:46, 1 September 2005 (UTC)

title: User talk:198.89.66.135


text:
Wikijunior talk:Ancient Civilizations/Aztecs

Vandalism
Found vandalism in the what where their buildings like section... Replaced with legible text with "they were f**king big" Changed it back to previous versions. Reported the vandalism. Vandals IP = 82.198.250.2

Are some of them famous even today?
Typo needs a fact check: "Anywhere from 350 to 100 people died." 350-1,000? 100-350?  350-10,000??  -69.181.146.51 17:27, 2 October 2005 (UTC)


text:
Category:Trinidadian and Tobagonian recipes

Recipes from Trinidad and Tobago.


text:
Neapolitan/conjunctions

Subordinating conjunctions
Napolitano/Conjunciones Napoletano/Congiunzioni

title: Neapolitan/conjunctions


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Wikijunior:Ancient Civilizations/Aztecs

What country did they live in?

The Aztecs lived in what is now Mexico. The name Mexico comes from the Aztec word Mexica, a name they used to describe themselves. Their capital city, Tenochtitlan, was located where Mexico City currently stands today

What did their buildings look like?
The Aztec's city, Tenochtitlan, was built on a self-made island. When they first arrived in the area, there was nothing but a swampy island in the middle of Lake Texcoco. They developed a system, called the chinampa system to dry the land by setting up small plots in which they produced all the food they needed. When enough land was dry they would begin to build there. Over time, they added to the size of the island using this system.

Tenochtitlan
Tenochtitlan was divided into four zones (called campan). Each campan was divided into 20 districts (calpullis), and each calpulli was crossed by streets, or tlaxilcalli. There were three main streets that crossed the city and extended to firm land; the calpullis were divided by channels used for transportation, with wood bridges that were removed at night. Each calpulli had its own tianquiztli (marketplace), but there was also a main marketplace in Tlatelolco.

Tenochtitlan was created symmetrical, that is, a mirror image on both sides. At the heart of the city lay public buildings, temples and schools. Inside a walled square, 300 meters to the side, was the ceremonial center. There were public buildings, the main temple, the temple of Quetzalcoatl, the ball game, the tzompantli, or rack of skulls, the temple of the sun, the platforms for the sacrifice of gladiators, and some minor temples. Outside was the palace of Moctezuma. Nearby was the cuicalli or house of the songs, and the calmecac, or school. All construction had to be approved by the calmimilocatl, a person in charge of city planning.

Moctezuma's palace had 100 rooms and bathrooms for the lords and ambassadors of allies and conquered people. It also had two zoos, one for birds of prey and another for other birds, reptiles, and mammals. There was also a botanical garden and an aquarium. The aquarium had ten salt water ponds and ten fresh water ponds, containing fish and aquatic birds.

What did they wear?
Aztec men wore the cloth around their waists and cloaks around their shoulders. Aztec women wore sleeveless blouses and wraparound skirts. Nobles dressed in brightly colored cotton clothes decorated in gold and feathers. This was done to attract attention to themselves. The poor wore clothes made of maguey fibers, and slaves did not wear much at all

The Aztec army dressed differently from everyday people. Warriors wore vests made of quilted cotton, feathered plumes that are dusted with stones and precious metals. They also wore collars, bracelets, and earrings made of the same materials. Depending on how many enemies they captured, warriors could earn the right to wear animal costumes. Chiefs wore layers of gold or silver with feathers underneath. Both chiefs and warriors wore wooden helmets shaped like animals and carried shields made of woven reeds and feathers. Common soldiers did not have these items. They painted themselves in the colors of their chief's banner and wore a simple girdle.

When sacrificing humans to the gods, priests wear black blood-stained robes, while the victim was painted with chalk. Often, masks were worn during the ceremony.

What did their writing look like?
Like the Mayans, the Aztecs wrote using a series of glyphs, or pictures. For example, a snake (coatl) was represented by a drawing of a snake's head. Numbers below 20 were represented by a series of dots. Numbers larger than 20 were represented by glyphs. For example, the number 500 would be represented by a feather and four flags (400 + 5*20 = 500). To show that glyphs belonged to a single group, a line was drawn to connect them. Next, a line was drawn to the object being counted.

What did they believe?

According to Aztec legend, the ancestors of the Aztecs came from a place in the north called Aztlán. They were guided by a god named Huitzilopochtli, meaning "Left-handed Hummingbird." There was a prophecy that said that they should build their home where they saw an eagle eating a snake while perched on a nopal cactus. When they arrived on the island in Lake Texcoco, they saw this, and settled there.

The Aztecs also believed that their ancestors were considered by other groups to be uncivilized. However, they decided to learn, and took knowledge from other peoples, especially the Toltec. They believed all culture came from them.

The Aztecs had several creation myths. One said that there were four ages before our time, each of which ended in a catastrophe. Our age – Nahui-Ollin, the fifth age, or fifth creation – escaped destruction because of the sacrifice of Nanahuatl ("full of sores", the smallest and humblest of the gods), who was transformed into the Sun. Another says that Earth was created by the twin gods Tezcatlipoca and Quetzalcoatl. Tezcatlipoca lost his foot in the process of creating the world and all representations of these gods show him without a foot and with a bone exposed.

Are some of them famous even today?
At the time of the arrival of the Spanish, Emperor Moctezuma ruled over Tenochtitlan. His name in Nahuatl, pronounced Mo–tekw–so–ma, meant "he who makes himself ruler by his rage."

Legend has it that ten years before the Spanish arrived, eight things happened that signaled the fall of the Aztec empire. They were:

 * 1) A comet appeared in the sky during the day.
 * 2) A pillar of fire (possibly the comet) appeared in the night sky.
 * 3) The temple of Huitzilopochtli was destroyed by fire.
 * 4) A bolt of lightning struck the Tzonmolco temple.
 * 5) Tenochtitlan was flooded.
 * 6) Strange people with many heads but one body were seen walking through that city.
 * 7) A woman was heard weeping a dirge for the Aztecs.
 * 8) A strange bird (quetzal) was caught. When Moctezuma looked into its mirror-like eyes, he saw unfamiliar men landing on the coast.

In the spring of 1519, Moctezuma received reports of strange men off the coast of his empire. At first, the emperor sent an ambassador with a costume of Tlaloc, and another of Quetzalcoatl. When the ambassador met conquistador Hernán Cortés, he thought he looked like Quetzalcoatl. He told Moctezuma, who tried to stop him from coming to Tenochtitlan. He sent gold, wizards, priests, and even one of his ambassadors, Tzihuacpopoca, who pretended to be the emperor.

Eventually, Moctezuma met Hernán Cortés. He believed he was the god Quetzalcoatl. He took him to his garden and gave him flowers, the greatest honour he could give. When Cortés ordered a halt to the human sacrifices, he agreed. He even offered to be baptized a Christian and become a subject of King Charles I of Spain.

When Cortés went to meet other Spaniards on the coast, deputy governor Pedro de Alvarado took over. He stopped the Aztecs from celebrating Toxcatl, and killed most of the important upper class Aztecs in what is known as "The Massacre in the Main Temple." Between 350 and 1000 people died. This enraged the Aztecs, who revolted. Moctezuma was then taken by the Spanish. On July 1, 1520, Moctezuma appeared on the balcony of his palace, pleading with his people to retreat. Instead, they threw rocks at him, and he died shortly after the attack.

After the death of Moctezuma, there were only two other emperors. One died of smallpox, the last Aztec emperor was named Cuahutemoc, and to make him confess where the Aztec wealth was kept, they burned his feet until finally his death came very possibly from shock, or so Mexican scholars say. One year later, the Aztec empire had crumbled. Techichpotzin, Moctezuma's daughter, inherited his wealth. She was baptized a Christian and given the name Isabel Moctezuma. She married a total of five times before she died.

What is left of them today?
Although the Aztecs no longer exist, their influence is still felt in Mexico. More than 60% of the population are mestizo or mixed. This means that some of their ancestors were Aztec. There are also over 1.5 million people in Mexico who speak Nahuatl, which comes from the Classical Nahuatl spoken by the Aztecs.

The Nahuatl language has given many words to English, usually through Spanish. Here is a list of some English words of Nahuatl origin:

 * avocado: from ahuacatl (fruit)
 * chilli: from chilli (vegetable)
 * chocolate: from xocolatl (drink)
 * cocoa: from cacahuatl (fruit/nut)
 * coyote: from coyotl (mammal)
 * ocelot: from ocelotl (mammal)
 * shack: from xacalli (structure)
 * tomato: from (xi)tomatl (fruit/berry)

Wikijunior Alte Zivilisationen/ Azteken

title: Wikijunior:Ancient Civilizations/Aztecs


text:
Wikibooks:Book of the month/October 2005 voting

The voting for the Book of the month for October 2005 is open from September 1st, 2005, and will close on September 30th, 2005, 00:00 UTC. The book of the month will be featured on the main page of Wikibooks.

Mandarin Chinese
(Automatically nominated with 8 votes in August.)

Votes:

 * 1) Serge 06:40, September 1, 2005 (UTC)
 * 2) Mijokijo 18:26, 1 September 2005 (UTC)
 * 3) Everlong 18:54, 2 September 2005 (UTC)
 * 4) Klingoncowboy4 23:49, 2 September 2005 (UTC)
 * 5) Snargle 01:47, 3 September 2005 (UTC)
 * 6) ManuelGR 21:39, 4 September 2005 (UTC)
 * 7) Rob Horning 05:15, 12 September 2005 (UTC)
 * 8) Adamforster 17:43, 13 September 2005 (UTC)
 * 9) Tu160m 23:13, 15 September 2005 (UTC)
 * 10) Pureblade 04:10, 24 September 2005 (UTC)

Comments: All hail the next BOTM Klingoncowboy4 03:49, 20 September 2005 (UTC)

Raising Chickens
(Automatically nominated with 3 votes in August.)

Votes:
 * 1) Klingoncowboy4 23:45, 2 September 2005 (UTC)

Comments:

Making an Island
(Automatically nominated with 6 votes in August.)

Votes:
 * 1) Klingoncowboy4 23:48, 2 September 2005 (UTC)
 * 24.42.13.141 00:03, 25 September 2005 (UTC)

Comments:

The Unicyclopedia
Votes:

 * 1) Reub2000 06:04, 6 September 2005 (UTC)
 * Tanchik 13:20, 26 September 2005 (UTC)

Comments:


text:
Wikibooks:Book of the month/September 2005

The book of the month for September is Ada Programming - A tutorial to the Ada 2005 programming language. With over 200 modules Ada Programming is the most comprehensive programming guide available at Wikibooks as well as the only programming guide with a download site for the provided demonstration programs.

Vote for October - Book of the month


text:
Turkish/Introduction

About the Turkish language
See also: Turkish language

History
The earliest forms of the Turkish language were written in Orkhon script.

During the Ottoman Empire, Ottoman Turkish was influenced mainly by Arabic and Persian. The primary writing system was based on Arabic and Persian script. Due to the difficulty of learning the script only about 10% of the Ottoman Turkish population were literate.

However, in 1928, modern Turkey's hero, Mustafa Kemal Atatürk, had changed many things about the Turkish language. He changed the writing system to a Turkish variant of the Latin alphabet (without the letters Q, W or X, and added the letters Ö and Ü from German, Ç from Albanian, Ş from Romanian; and also added the letters Ğ, I, and İ to represent certain sounds which weren't present in any other Latin-based languages at the time), and replaced many loanwords with older or constructed Turkish words. The change of the writing system heavily benefited Turkey's youth, and during the 1930s, the literacy rate shot up to 70%. Today, the overall literacy rate is approximately 87%, but the reason for the seemingly low literacy rate (for our time) has to do with personal family matters rather than any difficulty, even though it's compulsory for all Turks to go to school up to the age of 16, so technically their parents are both breaking the law and depriving their children of a wonderful gift: knowing how to read and write.

Geographic distribution of Turkish
In terms of number of speakers, Turkish is one of the largest Turkic languages in the world, spoken by 88 million people worldwide.

Turkish is the official language of Turkey and the Turkish Republic of Northern Cyprus, and is a recognized minority language in Kosovo and Macedonia. It is also an official language in the Republic of Cyprus.

There are also two million Turcophones in Germany, due to its very large Turkish minority living there; a slightly smaller minority living in Bulgaria; and also over 100,000 living in France, the Netherlands, Belgium, the United Kingdom, Austria, the United States and Uzbekistan. There are also smaller Turkish-speaking minorities living elsewhere, most notably Greece, Russia, Canada and Azerbaijan*.

Within Turkey
Standard Turkish is basically the Turkish spoken in Istanbul. It is spoken clearly and smoothly. Like all metropolitan languages, it includes many slang words and loan words.

However, Turkey is a place full of surprises and diversity, and many dialects of Turkish exist. Here are the most common:
 * Rumelice, which is spoken by muhajirs in the Rumelian area.
 * Edirne, spoken by the inhabitants of Edirne*.
 * Doğu, spoken in eastern Turkey, influenced by Azerbaijani.
 * Güneydoğu, spoken in southeastern Turkey, heavily influenced by Kurdish.
 * Karadeniz, the former spoken in northern Turkey in areas surrounding the Black Sea.*

Outside Turkey

 * Karamanlıca - spoken in Greece by Karamanlides, a Greek Orthodox, Turkish-speaking people whose ancestry goes back to central Anatolia.
 * Kıbrıs - a dialect of Turkish spoken by Turkish Cypriots.

So yes, there a variety of different dialects spoken by Turks, but don't let that put you off, because most Turks, regardless of whether they speak standard Turkish or a certain dialect, will understand standard Turkish, as it's the standard for all schools in Turkey and Northern Cyprus.

Learning the language
Many people whose native language is not Turkish complain that Turkish is very hard to learn. Turkish, being a Turkic language, has grammar and vocabulary that is very different from Indo-European languages. Learning Dutch for a Brit or learning Italian for a Romanian is much easier than them learning Turkish. On the other hand, there are similar languages to Turkish such as Mongolian or Kazakh.

Advantages of Turkish (for English)

 * There is no pronunciation help needed next to a word, because every letter is pronounced the same in every word.
 * Turkish is a phonetic language.
 * Learning the alphabet is enough to pronounce the word correctly.
 * Once you hear a word, you'll know where to look in the dictionary.
 * There are no dots dividing the word into its syllables or marks indicating a stressed syllable.
 * Spelling determines the syllable count and stress.

 * Turkish nouns have no gender and its verbs, except for "to be" are all regular.
 * Look at a noun and you'll know all its declensions.
 * Look at a verb and you'll know its tense, voice, etc.
 * Turkish has no articles.
 * You can hardly ever find exceptions in Turkish. Nearly all words obey strict rules.

Disadvantages of Turkish (for English)

 * Unlike in English, all Turkish nouns are inflected for case
 * Turkish verbs focus on aspect, modality, and evidentiality more than English.

The benefits of learning Turkish
Approximately 250 million people worldwide speak a Turkic language, Turkish being the most common. However, all Turkic languages have a very high degree of mutual intelligibility, therefore learning Turkish means you can speak to 100 million more people properly, and 150 million more roughly, but still understanding the basic gist of the conversation.

So, 250 million, that's a lot of people, huh? Doesn't that sound like good business and marketing opportunities to you? Trust me, Turkic countries aren't as impoverished as you think. The West's definition of poor is actually very exaggerated. Many, much poorer countries are still good places to do business. Take Africa, for example. At the moment African countries have the fastest growing mobile market in the world. When entrepreneurs hear news like this, they immediately appreciate Africa's potential to generate lots of revenue in the mobile phone industry. As for Turkey, it's richer and in better shape than most African countries, so financially you could do really well there. As a matter of fact, Turkey is a member of the G20, and is the 17th most industrialised country in the world. Turkey's GDP ranks 17th, and has one of the fastest GDP growth rates in the world. Turkey has a developed services sector; a large, rapidly growing tourism sector; as well as construction, electronics, textiles and automotive industries which are very important to Turkey's economy. So who says Turkey's economy is bad?

Turkey and Northern Cyprus are also political hotspots, with many things going on in the Turkish parliament and politics. If you ever have to deal with Turkish or Turkish Cypriot affairs, learning the language would be highly beneficial.

On a much less serious matter, Turkish is a very beautiful-sounding language. Turkey and Northern Cyprus are actually incredibly beautiful places themselves, and are definitely worth visiting, so knowing the local language would be very useful.

Related languages
There are many languages related to Turkish in the Turkic family. Of these, Wikibooks of the following languages are available.

 * Azerbaijani
 * Turkmen
 * Uzbek

Azerbaijani and Turkmen in particular are very closely related to Turkish, about the same as the relation between Spanish and Portuguese.

Notes about the Introduction

 * All external links in this article link to the English Wikipedia site.
 * Turks don't refer to southern Cyprus as Kıbrıs Cumhuriyeti (i.e. The Republic of Cyprus), because Turkey, and of course Kuzey Kıbrıs Türk Cumhuriyeti (the Turkish Republic of Northern Cyprus), are two of the only places in the world which don't recognize it. Instead, they refer to Southern Cyprus as the Güney Kıbrıs Rum Yönetimi (the Greek Administration of Southern Cyprus).
 * Turks, particularly Cypriot Turks, find it offensive when you refer to Southern Cyprus as The Republic of Cyprus, because the definition of The Republic of Cyprus takes the entire island into account, including Northern Cyprus.
 * Unlike most languages, when you say the word Kıbrıs, Turks immediately assume you're talking about Northern Cyprus, so when trying to refer to Southern Cyprus, you must say Güney Kıbrıs (southern Cyprus).
 * Quite a few of the new loanwords are now either seldom used or the old equivalents are used as much as the new ones.
 * The Azerbaijani and Turkmen languages are members of the Oghuz, or southwestern subfamily of Turkic, and are therefore extremely similar to Turkish. For example, a Turkish speaker listening to an Azeri conversation, or vice-versa, could probably understand the basic gist of the conversation without having to learn the language of it. Azerbaijani is sometimes even considered as a Turkish dialect. Uzbek is a member of the Uyghuric subfamily of Turkic, and therefore much less close, though much of the grammar and vocabulary are similar.
 * Edirne is the westernmost city in Turkey, and is close to the borders of Greece and Bulgaria. Because of this, the Edirne dialect is influenced by Greek and Bulgarian.
 * Laz people have their own language called Laz language, which is unrelated to Turkish, but related to Georgian and spoken mainly in Georgia and the Black Sea region of Turkey.

de:Türkisch: Vorwort Turks/Inleiding

title: Turkish/Introduction


text:
Wikibooks:Collaboration of the Month/September 2005

The Collaboration of the Month for September is German - Learning the German Language.

Vote for October - Collaboration of the Month


text:
Wikibooks:Collaboration of the Month/October 2005 voting

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Art History
This Wikibook is nearly empty, and could easily be collaborated on with hundreds of online sources. Serge 10:25, August 1, 2005 (UTC)

Votes:

 * 1) Serge 09:28, September 2, 2005 (UTC)
 * 2) E. abu Filumena 05:04, 4 September 2005 (UTC)
 * 3) gren グレン 20:52, 20 September 2005 (UTC)
 * 4) 203.101.176.102 22:13, 26 September 2005 (UTC) (I thought I was logged on when I tried to vote, just noticed it now, I can't seem to log on, it says the user name does not exist, even though I can still find my user page and talk page online, am I blocked? :( User: Waqas.usman)
 * 69.172.247.116 20:12, 10 September 2005 (UTC)

Comments:

Raising Chickens
This book almost has all the basics. Shelter and pen construction still need work as well as buturing. There are also sections designed to be ongoing. Other sections can always be improved/

Votes:

 * 1) Klingoncowboy4 23:48, 2 September 2005 (UTC)

Comments:


text:
Turkish/Pronunciation and Alphabet

Lessons on Pronunciation and Alphabet

 * 1) Alfabe "Alphabet"
 * 2) A-I
 * 3) İ-R
 * 4) S-Z
 * 5) Vowel Classifications and Harmony
 * 6) Consonant Classifications and Harmony

de:Türkisch: Alphabet Turks/Uitspraak en alfabet

title: Turkish/Pronunciation and Alphabet