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Go/Lesson 3: Fuseki

Fuseki is a standard way to play the opening (the first few moves in a game of Go).

An example is the Shusaku Fuseki, a famous fuseki used by the player Honinbo Shusaku.

= =

= Common Fuseki patterns =

San-san
Komuku

= Full board Fusekis =

Shusaku
Note: While these openings are still being reccommended and used by amateurs and hobby players, these openings are no longer effective due to the advent of Ai

title: Go/Lesson 3: Fuseki


text: Template:Altaic languages

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

title: Template:Altaic languages


text:
User talk:67.173.11.65

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 16:20, 3 August 2007 (UTC)

title: User talk:67.173.11.65


text:
Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You

The Joys of Teaching

 * She looked around the classroom, enjoying a blessed moment of quiet after the students finally left at the end of the day. “Ashley the teacher, that’s me.” she said proudly to the empty room. “But why am I doing this?” she added quietly—and realized she wasn’t always sure of the answer herself. But then she remembered one good reason: she was teaching for Nadia, who sat at the table to the left, always smiled so well and always (well, usually) tried so hard. And another reason: she was teaching for Lincoln, tired old Lincoln, who needed her help more than he realized. She remembered twenty other reasons—twenty other students. And one last reason: she was also teaching for herself, challenging herself to see if she really could keep up with twenty-two pre adolescents at once, and really accomplish something worthwhile with them. She was teaching so she could keep on growing as a person, keep on connecting with others, keep on learning new ideas. That’s why she was teaching.

Why be a teacher? The short answer is easy:

 * to witness diversity of growth in young people, and their joy in learning
 * to encourage lifelong learning—both for yourself and for others
 * to experience the challenge of designing and implementing interesting, exciting activities for the young
 * to aggravate the sense of attaining knowledge so that it can restored in the mind and propagated when required as in Hindu vedic way of teaching srutis and smritis.

There is, of course, more than this to be said about the value of teaching. Consider, for instance, the “young people” that I just referred to. They could be only six years old, or they could be sixteen, or even adults. They could be rich, poor, or somewhere in between. They could come from families who are Caucasian, Hispanic, African-American, or something else. Their first language could be English—or something else. There are all sorts of possibilities. Whoever your particular students are, they will share potential as human beings: talents and personal qualities—possibly not yet realized—that can contribute to society, whether as leaders, experts, or supporters of others. Your job—I am tempted to say your privilege—will be to help your particular “young people” to realize their potential.

 * Nathan paused for a deep breath before speaking to me. “It’s not like I expected it to be,” he said. “I’ve got five kids who speak English as a second language. I didn’t expect that. I’ve got two, maybe three, with reading disabilities, and one of them has a part-time aide. I’ve had to more about using computers than I ever expected—there’re a lot of curriculum materials online now, and the computers help the kids you need more practice or who finish activities early. I’m doing more screening and testing of kids than I expected, and it all takes time away from teaching.

 * “But it’s not all surprises. I expected to be able to ‘light a fire’ under kids about learning to read. And that has actually happened, at least sometimes with some children!”

As a teacher, you will be able to do this by laying groundwork for lifelong learning. You will not teach any one student forever, of course, but you will often teach students long enough to communicate an important message: that there is much in life to learn—in fact more than any one teacher, course, or book can provide. The knowledge could concern science, math, or learning to read; and the skills could involve sports, music, or art—or whatever. Whatever your teaching is about, its immensity can be a source of curiosity, wonder and excitement, and a reason to be optimistic about life in general and about your students in particular. Learning, when properly understood, is never-ending, even though it sometimes focuses on short-term, immediate concerns. As a teacher, you will have an advantage not shared by everyone member of society, namely an excuse not only to teach valuable knowledge and skills, but to point students beyond whatever they will be able to learn from you.

 * “OK,” Jennifer Fuller said to me, suddenly getting almost businesslike in her tone. “Here’s my typical day teaching tenth grade: I get up at 6:30, have a quick breakfast, get to school by 7:45 if the traffic’s not bad. Then I check my email—usually there’s at least a little stuff from the principal or some other administrator, maybe one or two from parents concerned because their child is doing poorly in one of my classes, maybe one or two from students—“I’m going to be sick today, Ms. Fuller!”—that sort of thing. Now it’s 8:15 and I have two hours before my first class—this term I teach only biology, and I only teach periods 2, 3, and 5. Maybe I have marking to do before class, or maybe I have to get a lab demonstration ready. Or maybe we all have to troupe down to library for a staff meeting (groan…). Whatever I don’t finish in the morning, though, I have to finish after school. But that’s also when I meet with the Ecology Club (I’m the faculty advisor), so I might have to finish stuff in the evening. I try not to do it then, but a lot of times I have to. Whatever happens, though, I always quit by 9:00—that’s always when I watch TV for an hour, or just ‘vegetate out’ with a book.”

Whatever you teach, you will be able to feel the satisfaction of designing and orchestrating complex activities, ones that communicate new ideas and skills effectively. The challenge of designing and orchestrating is attractive to many teachers, because it is where they exercise judgment and “artistry” the most freely and frequently. Your students will depend on your skill in these areas, though sometimes without realizing how much they do depend on it. They will need you to know how to explain ideas clearly, to present new materials in a sensible sequence and at an appropriate pace, to point out connections between their new learning and their prior experiences. Although these really take a lifetime to master, they can be practiced successfully even by beginning teachers, and they do improve steadily with continued teaching over time. Right from the start, skill at design and communication of curriculum is one of the major “perks” of the job.

The very complexity of classroom life virtually guarantees that teaching never needs to become boring. Something new and exciting is bound to occur just when you least expect it. A student shows an insight that you never expected to see—or fails to show one that you were sure he had. An activity goes better than you expected—or worse, or merely differently than expected. You understand for the first time why a particular student behaves as she does, and begin thinking of how to respond to the student behavior more helpfully in the future. After teaching a particular learning objective several times, you realize that you understand it differently and more deeply than the first time you taught it. And so on. The job never stays the same, but evolves continually in new directions. As long as you remain in teaching, you get to have a job with novelty.

As a teacher its very important to understand the stranded,temperament and the mother tongue of the child.As a teacher its very important to have a sense of beingness with the child so that the child should feel free to communicate with the teacher.Its very common that a child has a kind of fear psychosis and they fail to communicate and this leads him towards failure.

Are There Also Challenges To Teaching?
Here, too, the simple answer is also “yes.” Every joy of teaching has a negative possibility lurking near it. You may try to make a difference in students’ lives, but you may also have trouble reaching a certain individual student. The student simply does not seem to learn much, or never seems motivated, or often seems unfriendly, or whatever. And some problems can be subtle: when you call attention to the wonderful immensity of a field of knowledge, you might accidentally discourage a student without intending to—make her feel incapable of learning “enough.” The complexity of designing and implementing instruction can become overwhelming, instead of satisfying. Exciting, unexpected events in your classroom can become chaos rather than attractive novelty. To paraphrase a popular self-help book, sometimes “bad things happen to good teachers.” But as in the rest of life, the “bad things” of teaching do not negate the value of the good. If anything, the undesired events make the good, desired ones even more valuable and satisfying, and render your work as a teacher all the more important. As you will see as from reading this book, there are supports and strategies for maximizing the good, valuable, and satisfying when teaching. You can bring these resources to your work, along with your growing professional knowledge and a healthy dose of common sense. In this sense you will not need to “go it alone” in learning to teach well. You will, however, be personally responsible for becoming and remaining the best teacher that you can possibly be; the only person who can make that happen will be you. Some of the resources for making this happen, and in all likelihood that you will welcome, are described in this book in the chapters ahead.
 *  Before You Read Further : If you expect to become a teacher, decide what you think are the most important ideas or skills needed for this work. Go beyond obvious generalities (like “A teacher should know the curriculum and the students”). Focus on the kind of teaching that you personally hope to do, and be as specific as possible (like “A first-grade teacher should know several ways to introduce reading”). Look at your list of needed ideas and skills and ask yourself, “How, if at all, is this list different from what it might have been a generation—or even two generations—ago?”

Teaching Is Different From in the Past
In the past two decades teaching has changed significantly, so much in fact that schools are not what some of us may remember from our own childhoods. The changes have affected both the opportunities and the challenges of teaching, as well as the attitudes, knowledge and skills that it takes to prepare for a teaching career. The changes are so important that they have influenced much of the content and discussions in this book, and even its title, Contemporary Educational Psychology.

To see what I mean, look with me briefly at four new trends in education, at how the trends have changed what teachers do, and at how you will therefore need to prepare yourself to teach. The first trend is toward diversity: students today are more diverse in many ways. The diversity has made teaching more fulfilling as a career, but also made instructional planning more challenging in certain respects. The second trend is toward instructional technology: classrooms, schools, and students use computers today than in the past for research, writing, communicating, and keeping records. The use of technology has created new ways for students to learn, but in the process has altered how teachers can teach most effectively, and even raised issues about what constitutes “true” teaching and learning. The third trend is toward accountability in education: both the public and educators themselves are paying much more attention than in the past to how to assess (or provide evidence for) learning and good quality teaching. The attention has increased the importance of education to the public (a good thing) and also improved educational choices for some students. But it also may be creating new constraints on what teachers teach and on what students learn. The fourth trend is toward increased professionalism of teachers. Now more than ever, teachers are in positions to assess the quality of their own work as well as that of colleagues, and to take steps to improve it when or if it is necessary. This change gives teachers more opportunity to use their professional expertise, but it also creates higher standards of commitment and of practice and therefore greater worries about teaching “well enough.”

How have these changes—as broad as they are—shown up in the daily life of classrooms? For the answer to this question, look at the trends again in more detail.

New Trend #1: Diversity in Students
Students have, of course, always been diverse in the sense that each student learns at his or her special pace and special way, each has a one-of-a-kind personality, and each shows a unique pattern of motives to learn....(read more...)

New Trend #2: Using Technology To Support Learning
For most teachers and classrooms, "technology" means using computers and the Internet as resources for teaching and learning. In principle, these tools have greatly increased the amount and range of information available...(read more...)

New Trend #3: Accountability in Education
In recent years, the general public and public leaders have begun expecting schools, teachers, and students to be more accountable for their work, meaning that schools and teachers are held responsible for their educational activities, and that students are held responsible for learning particular amounts or types of knowledge. (read more...)

New Trend #4: Increased Professionalism of Teachers
Whether you consider the first three educational trends worrisome, excitng, or a mixture of the two, they have all contributed to a fourth trend in education, the increase in professionalism of teachers.... (read more...)

How Educational Psychology Can Help
All things considered, then, times have changed for teachers. But teaching itself remains an attractive, satisfying, and worthwhile profession. The trends just described mean simply that you need to prepare for teaching somewhat differently than in the past, and perhaps differently than your own teachers did a generation ago. Fortunately, there are ways to do this. Many current programs in teacher education provide a better balance of experiences for future teachers than in the past; they offer more time to practice teach in the schools, for example, and often instructors make concerted efforts to connect concepts and ideas from education and psychology to actual, useful practices when teaching. These and other features of contemporary teacher education make it easier for you to become the kind of teacher that you will not only want to be, but also need to be.

This book—about educational psychology and its relation to teaching and learning—can be one of these supportive features as you get started. To make it as useful as possible, the text makes continual reference to the demands of teaching and to current trends and changes in the teaching profession. A lot of those reference are framed around the daily problems and challenges—and satisfactions—faced by teachers, and especially by teachers who are relatively new at teaching. Topics are emphasized roughly in proportion to two factors: 1) their importance as reported by teachers and other educational experts, and 2) the ability of educational psychology to comment on particular problems, challenges, and satisfactions helpfully.

The result is a book that is not just about the research happening in educational psychology, and that is organized a bit differently than many others in this field. Instead of making theories the centerpiece of the book, the focus is often teachers’ and learners’ roles, tasks and activities. Discussion of the theories is framed so as to contribute to understanding these roles, tasks, and activities. Wherever possible and appropriate, too, the research is related to the current trends in education discussed earlier in this chapter—either to support those trends or to oppose them or (sometimes) both at once. As it happens, educational psychology contributes strongly and concretely to understanding teaching, learning, and the changing educational landscape in which teachers do their work. As you read the chapters and sections of this book, you will (hopefully) see why.

If you want a preview of what is in each of the chapters, see also the detailed table of contents for individual chapters; they can be found by going first to the general Table of Contents and clicking on individual chapter titles. If you want a relatively brief explanation of what educational psychology "is" without a lot of attention to its applications to teaching per se, try the Wikipedia article Educational Psychology.)

Chapter Summary: The Changing Teaching Profession and You
Teaching certainly offers a number of satisfactions; namely, witnessing and assisting the growth of young people, lifelong learning, the challenge and excitement of designing effective instruction. Four educational trends have affected the way that these satisfactions are experienced by classroom teachers: Each trend presents new opportunities to students and teachers, but also raises new issues for teachers to deal with.
 * 1) increased diversity of students,
 * 2) the spread of instructional technology in schools and classrooms,
 * 3) increased expectations for accountability in education, and
 * 4) the development of increased professionalism among teachers.

Educational psychology, and this textbook, can help teachers to make constructive use of the new trends as well as deal with the dilemmas that accompany them. It offers information, advice, and useful perspectives specifically in three areas of teaching:
 * 1) students as learners,
 * 2) instruction and assessment, and
 * 3) the psychological and social awareness of teachers.

Key Terms from Chapter 1

 * Accountability in education
 * Action research
 * Adequate yearly progress (AYP)
 * Assessment
 * Diversity
 * High-stakes testing
 * Instructional technology
 * Lifelong learning
 * No Child Left Behind Act of 2001 (NCLB)
 * Professionalism
 * Teacher research

Internet Resources for Chapter 1
Educational Testing Service
 * Try this website if you are curious to learn more about licensing examinations for teachers, including the PRAXIS II test about "Principles of Learning and Teaching" (PLT) discussed in this chapter. As you will see, specific testing requirements vary somewhat by state, but usually amount to an examination about subject matter knowledge, and often one about principles of teaching and learning as well.

Education branch of UNESCO
 * UNESCO is the abbreviation for the “United Nations Educational, Scientific, and Cultural Organization.” This organization has extensive information and news about all forms of diversity in education, viewed from an international perspective. The challenges of teaching diverse classrooms, it seems, are not restricted to the United States, though as the new items on the website show, the challenges take different forms in different countries.

EdChange Associates Council for Exceptional Children
 * These two websites have numerous resources about diversity for teachers from a North American (USA and Canada) perspective. They are both useful for planning instruction. The first one—maintained by a group of educators and calling itself EdChange—focuses on culturally related forms of diversity, and the second one—by the Council for Exceptional Children—focuses on children with special educational needs.


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Blender 3D: Noob to Pro/Intro-GE-Source

Mission Statement: The purpose of this section is to show a programmer how to make sense of the blender game engine source code. It is not intended for those who cannot code in C++. If you're one of the people who have a basic understanding, I'm being careful to use keywords that if you google, should provide enough information to understand.

When you press P, several things are sent to the GE before anything can be done. What might these be?

StartKetsjiShell(struct ScrArea *area,		     char* scenename,		      struct Main* maggie1,		      struct SpaceIpo *sipo,		      int always_use_expand_framing)

Blender uses a lot of structs and classes. You need to have a working understanding of these as well as inheritance before we can move on. For a refresher: http://www-numi.fnal.gov/offline_software/srt_public_context/WebDocs/Companion/cxx_crib/inheritance.html

The SCA_IObject class and

This class encapsulates a lot of other things, so we can start here and move downwards to the things that it controls. First off it uses vectors to store all the different Sensors, Controllers and Actuators that are linked to the object. A vector is like an array, but it is dynamic and has built in functions. We will begin by examining how sensors are added.

The first line here is a typedef so it just tells us that we can create a vector of SCA_ISensor by using the name SCA_Sensor list.

The second line creates the vector with the name, m_sensors

 void SCA_IObject::AddSensor(SCA_ISensor* act)

{  m_sensors.push_back(act);   }

This function allows the parents of an SCA_IObject to add new sensors by calling: SCA_IObject.AddSensor(keyboard); pseudocode

So now you know how Objects in the GE create sensors (and actuators and controllers, its the same :) So lets look at how Sensors are grabbed! Since they are dynamically added the program can't make assumptions about how many are there or what they will be. Thus there is this helper function:

 1''SCA_ISensor* SCA_IObject::FindSensor(const STR_String& sensorname) 2{ 3	SCA_ISensor* foundsensor = NULL; 4 5	for (SCA_SensorList::iterator its = m_sensors.begin;!(its==m_sensors.end);its++) 6	{ 7		if ((*its)->GetName == sensorname) 8		{

9			foundsensor = (*its); 10			break; 11		} 12	} 13	return foundsensor; 14}'' Put simply, you give this the name of a sensor and it returns a pointer to the sensor.

for the newbies: I know you learned all about classes when i asked you to, but just in case:) the first word, "SCA_ISensor*" this tells us that the function will return a pointer to a SCA_ISensor. And based on the functions arguments, we know that when you call FindSensor you must give it a string between the parenthesis.

in line 3 you create an empty pointer which you will use to store the sensor that you find. Then you loop and go through each sensor in the vector of sensors (remember, it was named m_sensors) until you find the one that matches the name. If you don't find one, you return NULL.

void SCA_IObject::Suspend(void) What this does is it loops through all of the sensors and sends each one a "suspend" call. What this does is change a variable named, "m_suspended" which makes stops the sensors from running when they are called with their Activate function.

title: Blender 3D: Noob to Pro/Intro-GE-Source


text:
Talk:Blender 3D: Noob to Pro/Intro-GE-Source

hey guys, i'm working on this as i read the code and learn it for myself. I can't say that its all 100% accurate, but i'm trying to be thorough. I will not link it to the main page until it is more finished. 17:31, 3 August 2007 (UTC)


text:
Azerbaijani/Contents (Perso-Arabic)

The creation of the Arabic version of the Azerbaijani Wikibook will begin once the Latin version of this Wikibook is finished.

Introduction

 * 1) Introduction[[File:00%.svg]]
 * 2) Alphabet[[File:00%.svg]]

Lessons
more lessons to be added soon...
 * 1) Lesson One - Greetings[[File:00%.svg]]

Grammar
more to be added soon...
 * 1) Pronouns[[File:00%.svg]]
 * 2) Present tense[[File:00%.svg]]
 * 3) Past tense[[File:00%.svg]]
 * 4) Future tense[[File:00%.svg]]

Vocabulary
more to be added soon...
 * 1) English-Azerbaijani dictionary[[File:00%.svg]]
 * 2) Azerbaijani-English dictionary[[File:00%.svg]]
 * 3) Cardinal numbers[[File:00%.svg]]
 * 4) Ordinal numbers[[File:00%.svg]]

title: Azerbaijani/Contents (Perso-Arabic)


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Cookbook:Shortbread

| Cuisine of the United Kingdom

Shortbread is a type of cookie which is traditionally made from one part white sugar, two parts butter, and three parts plain white flour, although other ingredients like ground rice or cornstarch are sometimes added to alter the texture. Shortbread is so named because of its crumbly texture (from an old meaning of the word short). The cause of this texture is its high fat content, provided by the butter. The related word "shortening" refers to any fat that may be added to produce a short (crumbly) texture.

Ingredients

 * 380 g (1 ½ cup / 13 ½ oz) all-purpose flour
 * ¼ tsp salt
 * 220 g (1 cup / 8 oz) butter
 * 110 g (½ cup / 4 oz) white granulated sugar

Equipment

 * 1 sieve
 * 1 mixing bowl
 * 1 rolling pin
 * 1 wooden spoon
 * 1 table fork (optional, leave out for Iced Shortbread)
 * 1 scone cutter or circular cookie cutter (optional)
 * 1 cooling rack

Procedure

 * 1) Preheat the oven to 140°C (275°F or Gas Mark 1).
 * 2) Cream the butter with the sugar until light and fluffy.
 * 3) Sift the flour and salt into the mixture and work into the fat and sugar until completely amalgamated.
 * 4) Shape the dough into a ball and roll out to about 1.3 cm (½ inch) thick. The dough may need to be chilled for 10–15 minutes for easier handling.
 * 5) Cut into squares or rectangles and prick the tops with a fork in two parallel lines.
 * 6) Bake in the oven for 30–40 minutes or until the shortbread is lightly browned.
 * 7) Leave them on a cooling rack to cool.
 * 8) Store in a cool place in an airtight container.

title: Cookbook:Shortbread


text:
Category:Azerbaijani (Latin)

This category contains all existing modules from the Latin version of the Azerbaijani Wikibook.

title: Category:Azerbaijani (Latin)


text:
Category:Azerbaijani (Arabic)

This category contains all existing modules from the Arabic version of the Azerbaijani Wikibook.

title: Category:Azerbaijani (Arabic)


text:
Azerbaijani/Contents (Latin)/Pronouns

This page contains all Azerbaijani pronouns (əvəzliklər).

Tək
Singular

Cəm
Plural

Tək
Singular

Cəm
Plural

Tək
Singular

Cəm
Plural

Tək
Singular

Cəm
Plural

Tək
Singular

Cəm
Plural

title: Azerbaijani/Contents (Latin)/Pronouns


text:
Materials in Electronics/Wave-Particle Duality/Electrons as Waves

We have seen that electrons can be observed to act like waves by diffracting through narrow slits. This page will deal with the derivation of the electron's properties from the value of the wavelength. We will consider a situation where electrons of a known energy from an electron gun are diffracted through a grating, and the wavelength deduced as before.

Although this page deals only with results obtained through experimental methods, the same results can be obtained from relativity, but the derivation is beyond the scope of this book. A diagram of the set-up is shown below. Note that the scale is very much exaggerated - the crystal spacing is minute compared to the distance to the screen.

By varying the voltage, V, of the electron gun, we find, empirically, that:

 * $$\lambda \propto \frac{1}{\sqrt{V}}$$

We also know the following relation about the velocity, v, of electrons produced by electron guns:

 * $$v=\sqrt{\frac{2eV}{m}}$$

where
 * e is the charge on an electron
 * m is the mass of an electron

Therefore, velocity is proportial to the square root of the voltage:

 * $$v \propto \sqrt{V}$$

This means that

 * $$\lambda \propto \frac{1}{v}$$

Since the mass is constant (neglecting relativity), we can bring it out of the constant of proportionality and say that

 * $$\lambda \propto \frac{1}{mv}$$

We call the remaining constant of proportionality Planck's Constant, or h:

 * $$\lambda = \frac{h}{mv}=\frac h p$$

where p is momentum. Plank's Constant is very useful, and it turns up in all aspects of quantum physics and therefore also in electronics.

Sometimes it is convenient to use the wavenumber, rather than the wavelength:

 * $$p = \frac{h}{2 \pi}k$$

We also sometime use ħ, which is called the Reduced Planck's Constant or Dirac's Constant and is given by:

 * $$\hbar = \frac{h}{2 \pi}$$

We therefore get:

 * $$p = \hbar k$$

The values for h and ħ are:
 * $$h    = 6.63 \times 10^{-34} \mbox{ J s}$$
 * $$\hbar = 1.05 \times 10^{-34} \mbox{ J s}$$

Uncertainty
In fact, if we were to slow the electron beam down until only one electron was fired at a time, the diffraction fringes still build up, one dot at a time, implying that the solitary electron diffracts through both slits and interferes with itself.


text:
Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Teaching Is Different From in the Past/Diversity in Students

New Trend #1: Diversity in Students
Students have, of course, always been diverse in the sense that each student learns at his or her special pace and special way, each has a one-of-a-kind personality, and each shows a unique pattern of motives to learn. In recent decades, though, the forms of diversity have become more numerous, and consequently also the extent of diversity. More than ever, classrooms now serve students who come from diverse language backgrounds, who have more special educational needs, and who are more diverse in age.

Language Diversity Across the United States, for example, about 40 million people, or 14% of the population are Hispanic. About 20% of these speak primarily Spanish, and approximately another 50% speak only limited English. The educators responsible for the children among these 30 million people need to accommodate instruction to these students somehow. They can do so partly, of course, by arranging for specialized second-language teachers and classes. But some of the adjustment also must happen in “regular” classrooms over a wide range of grade levels and subject areas: classroom teachers must learn to communicate, that is, with students whose English language background is limited, at the same time that the students themselves are learning to use English more fluently. Since relatively few teachers are themselves Hispanic or speak fluent Spanish, the adjustments can sometimes be a challenge. Teachers must plan and carry out lessons in ways that students actually understand, and about which students can communicate their thoughts and needs. At the same time teachers must still keep track of the major learning goals of the curriculum. In Chapter 4 (“Student Diversity”) and Chapter 11 (“Instructional Planning”), I describe some ways of doing this. As you gain experience teaching, you will no doubt find additional strategies and resources, especially if second-language learners become an important part of your classes.

Diversity of Special Educational Needs Language is not the only way that students increasingly differ. Another new source of difference has been the inclusion of students with disabilities into classrooms with non-disabled peers. In the United States the trend actually began in the 1970s but accelerated with the passage of the Individuals with Disabilities Education Act in 1975, and amended again most recently in 2004 In general this law guarantees free, appropriate education for children with disabilities of any kind—whether the impairment is physical, cognitive, emotional, or behavioral. The law recognizes that such students also need supports in order to learn or function effectively in a classroom with non-disabled peers, so it also supports the provision of special services (for example, special teaching assistants) and individualized educational plans to help the students be as successful as possible.

As a result of these changes, you are highly likely to have at least a few students with special educational needs in your classes, even if you never become a special education teacher and even if you have not had any personal experience with people with disabilities. You are also likely to work as part of a professional team focused on helping these students to learn as well as possible and to participate in the life of the school. For teachers, this turn of events is definitely new compared to circumstances just two generations ago, or even one generation ago. It raises new challenges about planning instruction (like “In practice, how do I find time to plan for individuals?”), and philosophical questions about the very nature of education, such as “What does it mean to say that a student has truly ‘learned’ something?” and “What in the curriculum is truly important to learn?” These questions will come up again in Chapter 5, where I discuss teaching students with special educational needs.

Lifelong Learning But the increases in diversity are not limited even to language or disabilities. Another recent change has been the broadening of the age range of individuals who count as “students.” Since 2000, half or more of all three- and four-year-olds have attended some form of educational program, either part-time preschool or full-time child care Some public school divisions have moved toward including nursery or preschool programs as a newer “grade level” preceding kindergarten. Others have expanded the hours of kindergarten (itself considered a “new” program early in the 20th century) to a full-day program.

The obvious differences in maturity between preschoolers and older children lead the teachers of the very young to relatively flexible, open-ended forms of planning, and to relatively personal or family-like relationships with their young “students” than is typical of teachers of older students. Just as important, though, may be the educational and philosophical debates that the growth of early childhood education has stimulated in the public and among all teachers. Some ask whether preschool and day care programs risk becoming inappropriate substitutes for families. Others suggest, in contrast, that teachers of older students can learn from the flexibility and open-ended approach common in early childhood education. For teachers, it is a debate that cannot be avoided completely or permanently, no matter what the grade-level or age of their students. In this book, it reappears in Chapter 3, where I discuss students’ development—their major long-term, changes in skills, knowledge, and attitudes.

But the other end of the age spectrum has also expanded. Even if they do not attend university, many individuals take courses well into adulthood. Adult education, as it is often called, often takes place in workplaces, but it often also happens in public high schools or at a local community college or university. Some adult students may be completing high school credentials that they missed earlier in their lives, but often the students have other purposes that are even more focused, such as learning a trade-related skill. The teachers of adult students have to adjust their instructional strategies and relationships with students both to challenge and to respect the special strengths and constraints of students who are adults. The students’ maturity often means, for example, that they have had life experiences that enhance and motivate the learning of new skills and knowledge. But by the same token they may have legitimate personal responsibilities—such as parenting or a full-time job—which compete for study time, and that leave adult students less tolerant of teaching that they consider irrelevant to their personal goals or needs. These advantages and constraints highlight similar issues that also occur to a lesser extent among “regular” high school students, who sometimes have legitimate family or job responsibilities as well. In this way the increases in adult education have affected secondary teachers even when the teachers do not work with adults directly. How can teachers make sure that instruction does not waste students’ time? Or stated more positively, how can they make instruction truly efficient, effective, and perceived as truly valuable? Later in this book (especially in Part 2, about assessment and instruction), I will discuss this question from a number of perspectives.


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Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Teaching Is Different From in the Past/Technology to Support Learning

New Trend #2: Using Technology to Support Learning
For most teachers and classrooms, “technology” means using computers and the Internet as resources for teaching and learning. In principle, these tools have greatly increased the amount and range of information available to students (Cuban, 2001). With the Internet, it is now relatively easy to access up-to-date information on practically any subject imaginable, often with pictures, video clips, and audio to accompany them. On the face of it, therefore, the Internet and its associated technologies have the potential to transform (some would even say “revolutionize”) traditional school-based learning.

For a variety of reasons, however, technology has not always been integrated into teachers’ practices thoroughly (Haertel & Means, 2003). One reason is practical: many classrooms still contain only one or two computers, and many schools still have only limited access to the Internet. If students have to wait for a turn on the computer or arrange to visit the computer lab or school library, they may limit how much they use the Internet, no matter how much they or their teachers believe in using computers in principle. In such cases, furthermore, computers tend to function in relatively traditional or familiar ways: as a word processor (or “fancy typewriter”), for example, or as a library reference book similar to an encyclopedia, which also requires special effort to use.

Even so, though, one-computer classrooms create new possibilities (and challenges) for teachers. A single computer can be set up, for example, to present new assignments or supplementary material to students, either one at a time or small groups. In serving this function the computer gives a teacher a bit more leeway about when students are allowed to finish old tasks or to begin new ones. A single computer can also enrich the learning of individual students who are especially motivated. And it can provide extra or remedial review for students who need help with particular concepts, knowledge of skills. These changes are not dramatic, but they point toward an important change that technology makes possible in teachers’ traditional role: from being the single source for delivering information to students, to being a facilitator for students’ own constructions of knowledge.

The shift from “full-frontal teaching” to “guide on the side” becomes much more possible as the amount and use of computer and Internet technologies increases. If a school (or better yet, a classroom) has numerous computers with full Internet access, then students’ can self-direct their own learning much more freely, at least in principle, than if computers and the Internet are scarce commodities. With ample technology, teachers can focus much more on helping individuals in developing and carrying out learning plans, and on assisting individuals who encounter special misunderstandings or who need special help in using computers or the Internet as tools. In this way a strong shift to computers and the Internet can change a teacher’s role significantly, and make the teacher (and students, too) more effective and “efficient” about learning.

But there are limits and costs that come with the change toward technology, and some of these also affect a teacher’s role. The most literal of the costs is the money needed to equip a classroom or school fully: often that money is simply not available, or comes by depriving other valued educational initiatives, like hiring additional staff or buying needed books and supplies. But other limits and costs also occur that are less tangible and more subtle. In using the Internet, for example, students need help in sorting out good, trustworthy information or websites from the “fluff”—the unreliable or even damaging websites (Seiter, 2005). Sometimes the sorting can be difficult even for experienced teachers. And some educational goals simply do not lend themselves to computerized learning—including any performance-oriented activities, such as sports, driver education, or choral practice. Still other activities by definition require face-to-face interaction among individuals—notably drama, or the resolution of a conflict between two students who get in an argument. As a new teacher, therefore, you will need not only to sort out what technologies are possible in your particular classroom, but also what in principle might or might not be assisted by the new technologies. Then be prepared for your decisions to affect how you teach—your role—at least to some extent.


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Azerbaijani/Contents (Latin)/Cardinal numbers

11-19
Once you learn all the numbers from 1 to 10, afterwards it gets much easier. In the case of 11 to 19, just add a number from 1 to 9 after on to make on bir, on iki, etc. (11 and 12 respectively).

20-99
The same thing applies here. Just add the name of a unit after the name of a ten. For example, to make the number 36, just take the words otuz and altı to make otuz altı (36). As long as you know your numbers from 1 to 10, all you really need to learn here are the names of the tens.

100-999
This also works the same way. Now that you know your tens and units, hundreds are extremely easy. Yüz is 100. To say 300 in Azerbaijani, all you do is put üç (3) before yüz, leaving you with üç yüz (300).

1000+
Thousands, millions and more work in exactly the same ways. After millions, all values have the same names as their English equivalents, although spelt differently (e.g. trillion = trilyon in English and Azerbaijani respectively). However, don't feel frightened by this, because the spellings aren't unique (i.e. they all end in -yon).

The only problem you may face among the words below is with the Azerbaijani terms for billion. Although bilyon can be used, the term milyard tends to be much more common.


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Talk:Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You

This page has some problems with the links. I thought that I knew how to handle the syntax and logic of the links, but obviously I was not completely correct with some of them. I will get back at fixing them ASAP, but anyone else is welcome to do so if I don't get to it right away.

(Sections of a chapter in a Wikibook are somewhat more "heirarchical" than in a print-version chapter--though possibly some of you may disagree.)

Klseifert 20:19, 3 August 2007 (UTC)

To-Do List for this chapter-page and its subpages: 1. Add citations (mainly to the subpages re the four "New Trends" 2. Add cross-links from each "New Trend" to the others, and possibly also back to the main page. 3. Figure out how, if at all, to use the rest of the End Matter. Probably this will be straightforward, but it needs a bit of thought.

To-Do more generally: 1. Add T of Contents for rest of the chapters--a priority! 2. Think of appropriate cross-links to other Wikibooks or Wikipedia articles (but be sparing).

Cheers! Klseifert 13:10, 6 August 2007 (UTC)

Print size too small when Chapter 1 printed out
When I print this chapter, the font size is rather small on my printer (about 8-point). Is that happening on everyone's printer, or just mine? Is there any way within the Wiki to enlarge the print to about 12-point? I can do it manually each time by specifying a larger font on my printer, but this is a nuisance and some readers might not figure out how to do this.

Any suggestions?130.179.184.28 13:40, 7 August 2007 (UTC)

p.s. Sorry--the above note was from me. I forgot to sign in.Klseifert 13:42, 7 August 2007 (UTC)

Experiment: Does Length of Wiki page affect size of font when printed?
In a word, "no"--length of page seems to make no difference in font size. As an experiment, I deleted about 2/3s of Chapter 1 temporarily, and printed the shortened version. Result: print size was the same as before. I then restored the earlier, complete version of the chapter.

Some pages seem to print with "tiny" font, but others have larger (12-point) font. I suppose there is some subtle feature about how I have my own printer configured, but I haven't figured it out yet.

I will now try printing a sample of other chapters to see if the problem is widespread (at least for me).

KelvinLeeSeifert 20:39, 7 September 2007 (UTC)

Small font size in other chapters.
I sampled Chapter 2 and Chapter 12. Result: Chapter 2 was smallish (about 8-10 point) and Chapter 12 was very small (maybe 6-8 point)--too small to read easily. Chapter 1 was closer to Chapter 12 than to Chapter 2 in size. The opening pages are fine--note that they were the only ones that I typed into the Wiki directly. The others were all copied and pasted from a previous Word document.

Unless I can figure out why this is happening, I can only get a decent-sized printing by copying and pasting the whole works into a word document, "selecting all," and resizing the font. This defeats part of the purpose of using the Wiki.

I realize that this problem may be unique to me (Whiteknight says it does not happen to him), so my best hope is that others are having better luck at printing than I have had.

KelvinLeeSeifert 20:48, 7 September 2007 (UTC)


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Materials in Electronics/Schrödinger's Equation

Schrödinger's Equation is a differential equation that describes the evolution of Ψ(x) over time. By solving the differential equation for a particular situation, the wave function can be found. It is a statement of the conservation of energy of the particle.

Schrödinger's Equation in 1-Dimension
In the simplest case, a particle in one dimension, it is derived as follows:

 * $$T\left( x \right) + V\left( x \right) = E,$$

where
 * T(x) is the kinetic energy of the particle
 * V(x) is the potential energy of the particle
 * E is the energy of the particle, which is constant

Substituting for the kinetic energy of wave, as shown here:

 * $${{\hbar ^2 k^2 } \over {2m}} + V\left( x \right) = E$$

Now we need to get this differential equation in terms of Ψ(x). Assume that Ψ(x) is given by

 * $$\psi \left( x \right) = \psi _0 e^{jkx}$$

Double differentiating our trial solution,:

 * $${{d^2 } \over {dx^2 }}\psi \left( x \right)$$
 * $$ = - k^2 \psi _0 e^{jkx} $$
 * $$ = - k^2 \psi \left( x \right)$$
 * }
 * $$ = - k^2 \psi \left( x \right)$$
 * }

Rearranging for k2

 * $$k^2 =  - {1 \over {\psi \left( x \right)}}{{d^2 } \over {dx^2 }}\psi \left( x \right)$$

Substituting this in the differential equation gives:

 * $$ - {1 \over {\psi \left( x \right)}}{\hbar^2 \over {2m}}{{d^2 } \over {dx^2 }}\psi \left( x \right) + V\left( x \right) = E$$

Multiplying through by Ψ(x) gives us Schrödinger's Equation in 1D:

 * {|style=" border: solid 2px #D6D6FF; padding: 1em;" valign="top"

 * $$ - {\hbar^2 \over {2m}}{{d^2 \psi \left( x \right)} \over {dx^2 }} + V\left( x \right)\psi \left( x \right) = E\psi \left( x \right)$$
 * }

 * {| width="100%" style="background-color: #F3F3FF; border: solid 2px #D6D6FF; padding: 1em;" valign="top"

 * Solving the Schrödinger Equation gives us the wavefunction of the particle, which can be used to find the electron distribution in a system.
 * }

This is a time-independent solution - it will not change as time goes on. It is straightforward to add time-dependence to this equation, but for the moment we will consider only time-independent wave functions, so it is not necessary. The time-dependent wavefunction is denoted by $$\Psi \left(x,t \right)$$

While this equation was derived for a specific function, a complex exponential, it is more general than it appears as Fourier analysis can express any continuous function over range L as a sum of functions of this kind:

 * $${f}\left( {x} \right) = \sum\limits_{n=1}^{\infty} {c_n e^{ - jkx} ,} \quad k = {{n \pi } \over L}$$

The Schrödinger Equation as an Eigenequation
The Schrödinger Equation can be expressed as an eigenequation of the form:

 * $$H \psi = E \psi \,$$

where
 * ψ is the eigenfunction (or eigenstate, both mean the same thing)
 * E is the eigenvalue corresponding to the energy.
 * H is the Hamiltonian operator given by:

 * $$H= - {\hbar \over {2m}}{{d^2} \over {dx^2 }} + V\left( x \right)$$

This means that by applying the operator, H, to the function ψ(x), we will obtain a solution that is simply a scalar multiple of ψ(x). This multiple is E - the energy of the particle.

 * {| width="100%" style="background-color: #F3F3FF; border: solid 2px #D6D6FF; padding: 1em;" valign="top"

 * This also means that every wavefunction (i.e. every solution to the Schrödinger Equation) has a particular associated energy.
 * }

Higher Dimensions
The equation that we just derived is the Schrödinger equation for a particle in one dimension. Adding more dimensions is not difficult. The three dimensional equation is:

 * $$ - {{\hbar ^2 } \over {2m}}\nabla ^2 \psi \left( {\mathbf{r}} \right) + V\left( {\mathbf{r}} \right)\psi \left( {\mathbf{r}} \right) = E\psi \left( {\mathbf{r}} \right)$$

Where $$\nabla ^2$$ is the Laplace operator, which, in Cartesian coordinates, is given by:

 * $$\nabla ^2 = {{\partial ^2 } \over {\partial x^2 }} + {{\partial ^2 } \over {\partial y^2 }} + {{\partial ^2 } \over {\partial z^2 }}$$

See this page for the derivation. It is also possible to add more dimensions, but this does not generally yield useful results, given that we inhabit a 3D universe.

Spin
In order to integrate Schrödinger's equation with relativity, Paul Dirac showed that electrons have an additional property, called spin. This does not actually mean the electron is spinning on an axis, but in some ways it is a useful analogy.

The spin on an electron can take two values;

 * $$ \pm {1 \over 2}\hbar $$

We can incorporate spin into the wavefunction, Ψ by multiplying by an addition component - the spin wavefunction, σ(s), where s is ±1/2. This is often just called "spin-up" and "spin-down", respectively. The full, time-dependent, wavefunction is now given by:

 * $$\Psi \left( {{\mathbf{r}},t} \right) = \psi \left( {\mathbf{r}} \right)w\left( t \right)\sigma \left( s \right)$$

Conditions on the Wavefunction
In order to represent a particle's state, the wavefunction must satisfy several conditions:

 * It must be square-integrable, and moreover, the integral of the wavefunction's probability density function must be equal to unity, as the electron must exist somewhere in all of space:

 * $$\int\limits_{ - \infty }^\infty {\int\limits_{ - \infty }^\infty  {\int\limits_{ - \infty }^\infty  {\left| {\psi \left(  \right)} \right|^2 dx\,dy\,dz} } }=1$$

 * For 1D systems this is:

 * $$\int\limits_{ - \infty }^\infty {\left| {\psi \left( x \right)} \right|^2 dx = 1}$$

 * $$\psi \left( \mathbf{r} \right)$$ must be continuous, because its derivative, which in proportional to momentum, must be finite.

 * $$\frac{d \psi \left( \mathbf{r} \right)}{dx}$$ must be continuous, because its derivative, which is proportional to kinetic energy, must be finite.

 * $$\psi \left( \mathbf{r} \right)$$ must satisfy boundary conditions. In particular, as x tends to infinity, ψ(r) tends to zero. (This is required to satisfy the normalistation condition above).

Examples of Use of Schrödinger's Equation
Schrödinger's Equation can be used to find wavefunctions for many physical systems. See Confined Particles for more information.

Summary

 * Shrödinger's Equation (SE) is a statement of the Law of Conservation of Energy.
 * It is given by $$ - {\hbar^2 \over {2m}}{{d^2 \psi \left( x \right)} \over {dx^2 }} + V\left( x \right)\psi \left( x \right) = E\psi \left( x \right)$$
 * By solving the equation, one can obtain the wavefunction, ψ.
 * From the wavefunction we find the distribution of the electron's probability function.
 * The probability of the electron existing over all space must be 1.
 * SE gives a set of discrete wavefunctions, each with an associated energy.
 * An electron cannot exist at an energy other than these.


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Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Accountability in Education

New Trend #3: Accountability in Education
In recent years, the general public and public leaders have begun expecting schools, teachers, and students to be more accountable for their work, meaning that schools and teachers are held responsible for their educational activities, and that students are held responsible for learning particular amounts or types of knowledge. Among other effects, the trend toward accountability has increased the legal requirements for becoming and (sometimes) remaining certified as a teacher. Preservice teachers (which include many of you reading this book) need more subject-area and education-related courses than previously, for example, must often spend more time practice teaching than in the past, and have to pass one or more examinations of their knowledge of subject matter and teaching strategies. The specifics of these requirements vary among the states and school districts, which hold primary jurisdiction over them. But the general trend—toward more numerous and “higher” levels of requirements—has occurred broadly across the United States, and even throughout the English-speaking nations of the world. The changes obviously affect individuals’ experiences of becoming a teacher—including the speed or ease with which they can do so, and sometimes even whether an individual manages to become a teacher at all.

High-Stakes Testing For students, public expectation of accountability for learning has led to increased use of high-stakes testing. These are tests, often with a structured format such as multiple-choice, given to all students in a school district, region, or particular state or province (Fuhrman & Elmore, 2004). High-stakes tests by definition have important consequences for students, such as influencing the final grade they receive, or influencing whether a student is allowed to graduate or to continue on to the next level of schooling. Such testing raises important questions about what teachers should teach, as well as how (and whether) they can help students to pass such examinations. It also raises issues about whether high-stakes testing is in fact fair to all students and therefore consistent with other ideals of public education, such as giving all students the best possible start in life instead of screening out or disqualifying individuals. Furthermore, since the results of high-stakes tests are sometimes also used to evaluate the performance of teachers, schools or school districts, insuring students’ success on them can become an obvious concern for teachers—one that can affect many of their instructional decisions on a daily basis. For this reason I discuss the purpose, nature and effects of high-stakes tests at length in Chapters 10 and 11. Here in Chapter 1, however, it is more important to understand the most prominent source of the general trend toward accountability, the No Child Left Behind Act.

The No Child Left Behind Act of 2001 One of the most visible, recent expressions of the trend toward accountability in the United States is Public Law 107-110, usually called the No Child Left Behind Act (or NCLB) (United States Government Printing Office, 2002). The law places conditions on states’ receiving money from the Federal government to support students from low-income families—which in practice includes virtually every state in the nation. To receive such funding, NCLB requires that a state do the following:

 * The state must create a system for assessing how well schools are performing—for example by giving annual tests of how well low-achieving students are doing, or by keeping records of the graduation rates of low-achieving students. The state must also determine minimum levels of acceptable performance on these measures, which the law calls the adequate yearly progress (or AYP) for the school. The law requires that all schools eventually demonstrate AYP.
 * The state must also insure that all of its teachers are “highly qualified,” meaning that they have fulfilled the state’s certification and licensing requirements. For any new teacher, the law also requires possessing at least a bachelor’s degree, as well as taking special licensing exams related to the teacher’s area or level of teaching.
 * The state must measure the educational progress of its students every year in language arts and math, and every few years in science. In practice this requirement insures the use of some sort of high-stakes testing in these areas, in the sense described above.
 * The state must keep parents informed not only of their child’s educational progress, as schools have done traditionally, but also about whether their child’s school is meeting the standards of adequate yearly progress. In addition, if the child’s teacher does not meet the standard of being “highly qualified” as described above, then the state is required to inform parents of this fact as well.
 * Finally, the law requires that schools failing to make adequate yearly progress for any significant time must offer parents the option of sending their child to another school, or of receiving special tutoring or after-school assistance. By law, too, parents must be involved in planning improvements to their child’s school.

For teachers, there is both good news and worrisome news in these provisions (Harris & Herrington, 2006; Borkowski & Sneed, 2006). The good news is that the law focuses the attention of schools, parents, and political leaders on something teachers have long known: that achievement is very low for certain groups of students, whether because of poverty, students’ disabilities, or racial prejudices. Potentially, therefore, NCLB can stimulate more effort (and funds) to make education a more truly democratic, equalizing influence on society—a goal that many educators support at least in principle. Another benefit is that the NCLB legislation increases parents’ choice about and influence over their child’s education, both by keeping them informed of the quality of education the child is receiving and by involving parents in making plans for improving their child’s school. These changes make parents potential partners of teachers in devising the best education possible for children.

The worrisome news takes two forms. One is that the methods for insuring a school’s AYP may not be valid (Glassford, 2005; Lubienski, 2005). Critics point out that it is the states, not the Federal government, that set the standards for AYP, so states may have an incentive to set somewhat low standards of AYP so that as many of its schools can receive Federal funding as possible. For teachers (as well as for parents and students), this tendency could translate into continued gaps in achievement for disadvantaged students—continued lack of materials or qualified staff for schools serving high proportions of these students, alongside comparative abundance of materials and staff for the more well-off.

The testing required by NCLB has been a special focus of concern by some educators (Rudalevige, 2005). Some point out that students likely to perform below average—such as those with a specific reading disability or those who speak English as a second language—are required to take yearly testing in language arts, they could lower a school’s overall performance and therefore jeopardize its status as making truly “adequate” yearly progress. Others fear that school districts might be tempted to manipulate the testing process so as to exclude students likely to perform poorly (e.g. students with certain sorts of disabilities) and thereby raise the overall performance of the school. Still other educators remind us that yearly testing could lead many teachers to “teach to the test”—tailoring an undue amount of their teaching not to what students should know in general, but to what they need specifically to pass a particular yearly high-stakes test (Neil, 2003; Volante, 2004). In addition, curriculum areas not related directly to the yearly testing, such as music, the arts, or physical education, might suffer as funds are diverted from them into activities that relate directly to preparing students for their annual test. These possibilities would affect the daily work of most teachers quite directly, both in terms of what teachers teach as well as how they teach.


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Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Professionalism of Teachers

New Trend #4: Increased Professionalism of Teachers
Whether you consider the first three educational trends worrisome, exciting, or a mixture of the two, they have all contributed to a fourth trend in education, the increase in professionalism of teachers. Partly by definition, an occupation (like medicine or law—or in this case teaching) is a profession if its members take personal responsibility for the quality of their work, if fellow members of the occupation hold each other accountable for the quality as well, and if practicing the occupation is complex and requires special training in order to be practiced.

The trends in education that I described earlier mean that teaching has become more professional than in the past (Cochran-Smith & Fries, 2005). Because of increased expectations for achievement for all students, teachers must take increased responsibility not only for their students’ success at learning, but also for their own development as teachers. To become a new teacher, furthermore, now requires more specialized work than in the past, as reflected in states’ evolving requirements for certification and licensing in general, as well as by the NCLB requirement of “highly qualified” teachers in every school. And though teaching has always been challenging, its complexity has increased because of the recent trends toward greater diversity of students and toward the use of technology in classrooms.

Greater professionalism has emerged not only from external influences like the Federal NCLB legislation, but also from initiatives by educators themselves. For example, many teachers and educational leaders increasingly understand and support the value of action research (sometimes also called teacher research), which are studies by teachers of their own students or their own work. Action research studies lead to concrete decisions that improve a teacher’s own teaching or the teaching of colleagues (Mertler, 2006; Stringer, 2004). Such studies can take many forms, but here are a few brief examples:

 * How precisely do individual children learn to read? In an action research study, the teacher might observe and track one child’s reading progress carefully for an extended time. From the observations she can get clues about how to help not only that particular child to read better, but also other children in her class or even in colleagues’ classes.
 * Does it really matter if a high school social studies teacher uses more, rather than fewer, open-ended questions? As an action research study, the teacher might videotape his own lessons, and systematically compare students’ responses to his open-ended questions compared to their responses to more closed questions (the ones with more fixed answers). The analysis might suggest when and how much it is indeed desirable to use open-ended questions.
 * Can an art teacher actually entice students to take more creative risks with their drawings? As an action research study, the teacher might examine the students’ drawings carefully for signs of visual novelty and innovation, and then see if the signs increase if she encourages novelty and innovation explicitly.

Two other, more complete examples of action research are summarized in /Table 1/ (and the topic is also discussed in more detail in ../../Chapter 10: Teacher-made Assessments of Learning/). Although these examples, like many action research studies, resemble “ordinary good teaching practice,” they are planned more thoughtfully than usual, carried out and recorded more systematically, and shared with fellow teachers more thoroughly and openly. As such, they yield special benefits to teachers as professionals, though they also take special time and effort—a problem to which I return in Chapter 10, where I discuss assessment of students’ learning in detail. For now, the important point is that use of action research simultaneously reflects the increasing professionalism of teachers, and at the same time points toward new, evolving challenges of teaching.

 * Before You Read Further: If you expect to be a teacher (and perhaps even if you do not), ask yourself what you already believe that psychology is about, and therefore what you expect that educational psychology may be about. Make a brief list, either mentally or in writing, of a few of its major features—including ones that you believe may not be especially useful to teachers. Then read the next section while looking at your list from time to time.


text:
Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Professionalism of Teachers/Table 1

Steps in Action Research Project

 * Example 1: Students’ Use of the Internet
 * Example 2: A Teacher’s Helpfulness to ESL Students

Purpose of the Research (as expressed by the teacher doing the research)

 * For Example 1: “In doing assignments, how successful are my students at finding high-quality, relevant information?”
 * For Example 2: “Am I responding to my ESL students as fully and helpfully as to my English-speaking students, and why or why not?”

Who Is Doing the Study?

 * For Example 1: Classroom teacher (elementary level) and school computer specialist teacher
 * For Example 2: Classroom teacher (senior high level)—studying self; possibly collaborating with other teachers or with ESL specialist.

How Information Is Gathered and Recorded

 * For Example 1: by assessing students’ assignments; by observing students while they search the Internet; by interviewing students about their search experiences
 * For Example 2: by videotaping of self interacting during class discussions; by keeping a journal diary by teacher of experiences with ESL vs. other students; by interviewing students of the ESL teacher

How Information Is Analyzed

 * For Example 1: Look for obstacles and “search tips” expressed by several students; look for common strengths and problems with research cited on assignments
 * For Example 2: Look for differences in type and amount of interactions with ESL vs. other students; look for patterns in the differences; by altering the patterns of interaction and observe the result

How Information is Reported and Communicated

 * For Example 1: Write brief report of results for fellow staff; give brief oral report to fellow staff about results
 * For Example 2: Write a summary of the results in teacher’s journal diary; share results with fellow staff; share results with teacher’s students


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Cookbook:Bean and Green Chili Soup

Bean and Green Chili Soup - An easy, surprising soup from easily stored ingredients

Ingredients

 * 2 cup (480 ml) cooked rice
 * 1 can (16 oz, 450 g) refried beans
 * 1 can (16 oz, 450 g) black beans
 * 1 small can (4 oz, 110 g) green salsa
 * 1 ⅓ cup (300 ml) dried, bulk black bean soup mix
 * Sour cream (optional)

Procedure

 * 1) Bring 1 cup (240 ml) dry rice and 2 cups (480 ml) water to a boil.
 * 2) Turn heat to low and steam rice for 25–30 min (or prepare rice using rice cooker).
 * 3) Prepare soup mix by combining with 3 cups (720 ml) boiling water, then simmer about 5 minutes.
 * 4) Add remaining ingredients and rice to soup.
 * 5) Heat through, stirring occasionally.
 * 6) If desired, just before serving, spoon a teaspoon of sour cream in to the middle of the bowl.

Notes, tips, and variations

 * This recipe is surprisingly flavorful for being prepared form preserved ingredients. With a dollop of sour cream for garnish, it is even better.

title: Cookbook:Bean and Green Chili Soup


text:
User talk:Pballen

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

You might also be interested to read our Cookbook policy page and talk to other Cookbook editors. Webaware talk 01:28, 4 August 2007 (UTC)

title: User talk:Pballen


text:
User talk:91.76.5.185

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Webaware talk 03:05, 4 August 2007 (UTC)

title: User talk:91.76.5.185


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Talk:Using Ubuntu Linux

Starting a new & I hope useful book, I'm just kicking things off right now; the amount of time I have for this project is kind of limited. I'll try & get an outline & suggested style & etc together for people to work on; think something like  ubuntu for dummies, only more comprehensive & with a graduated system of depth in each subject, say:   beginner, intermediate, expert. I'd like to try & keep the writing & overall style accessible to the average reader, tho with some leeway, especially in the expert level. I'd also like to try keep it fun; friendly, helpful,  with some room for humour. helpful suggestions & contributions & etc. are most welcome! :)

--Dr. know 07:38, 4 August 2007 (UTC)

 * Hello, I've been working with Linux at my internship so I thought maybe I'd try it out at home, and learn something new. And when I learn something I'll add it to this wikibook. Hoogli 03:20, 5 August 2007 (UTC)

Hi; welcome aboard & thanks for your contributions so far! I fixed the image link; i'm not sure what was wrong but wikibooks didnt seem to want to connect with wikipedia, so i just saved a copy of the pic & uploaded it from my comp; there's a bunch more ubuntu graphics on wikimedia commons, i don't have an account there or i'd have uploaded this file there. --Dr. know 17:33, 8 August 2007 (UTC)

Hey, man, I am a user of Ubuntu, and I'd be happy to add what I know to this article. MetalGeoff 03:22, 22 October 2007 (UTC)!

Nice layout. I'll be adding to this as time/knowledge permits. I think we should specify an LTS version for this book (8.04 for now), and stick with that version primarily, maybe with some side-notes for subsequent non-LTS versions. Then, when the next LTS version comes out, we should copy this book in it's entirety, flag the whole book (under then new version) as "in need of update" or something, and then proceed to update the book and remove the "in need of update" flag. Thoughts anyone?

Gregory.dulin (talk) 19:49, 22 May 2008 (UTC)

Hello, I just wanted to comment, saying that I hope the title page of this book gets improved. The giant photos don't really have any relevance at all. In my opinion, it would be better to have a simple Ubuntu logo, with the table of contents pronounced so that readers know what to click on next. 156.26.172.217 (talk) 17:31, 10 March 2009 (UTC)

A couple of things
Although I'd love to say Ubuntu was perfect flawless, the fact that most of the world is windows centric is a big down side (possible only downside) to the OS. I think new users should be warned about what they're getting into first, before they dive into installing it, because they might not even have a Windows CD to reinstall if everything goes wrong.

One suggestion, would it be possible to copy some of the content from the Ubuntu wiki site? Their content is licensed under the same CC BY/SA, and they have some great content that can be useful for the book. --Mattylaws (talk) 22:02, 16 February 2010 (UTC)

Collection
I have created a collection of this book here. ഏത്തപഴം (discuss • contribs)
 * That's fine, I've created Using Ubuntu Linux/Print version by the way. JackPotte (discuss • contribs) 20:12, 8 June 2016 (UTC)
 * Cool! Can you help in completing this book❓ I can't do it alone.ഏത്തപഴം (discuss • contribs) 11:08, 9 June 2016 (UTC)
 * Maybe after my Oracle works, but I can't see how to avoid any redundancy with the Linux book. Maybe we could also talk about the more interesting Ubuntu software, like Kdenlive. JackPotte (discuss • contribs) 12:08, 9 June 2016 (UTC)

Glossary
I've created a glossary for the book. Please add more terms to it so that it can be added to the table of contents.—ഏത്തപഴം (discuss • contribs) 12:06, 28 July 2016 (UTC)

title: Talk:Using Ubuntu Linux


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Cookbook:Pudding with Pistachios and Rose Water (Muhallebi)

| Cuisine of Turkey

Muhallebi, also called muhallabia or mihallabiya, is a milk pudding thickened with rice flour and optionally perfumed with rosewater or orange flower water.

Ingredients

 * ¾ cup rice flour
 * ¼ cup cornstarch
 * 1 cup water
 * 7 cups milk
 * ½–1 cup white granulated sugar (or to taste)
 * ½ cup rose water or orange flower water (optional)
 * ½ cup pistachios, chopped

Procedure

 * 1) Mix the milk and sugar in a large saucepan and heating slowly, so as not to burn the milk, bring to a simmer.
 * 2) Make a slurry by dissolving the rice flour and cornstarch in the water and, stirring constantly, slowly add this mixture to the simmering milk.
 * 3) Simmer gently for 30–40 minutes, stirring frequently, until the mixture has thickened sufficiently to coat a spoon. Remove from the heat.
 * 4) Stir in the rose water or orange flower water.
 * 5) Pour into a 9x13-inch baking pan and refrigerate until chilled and set.
 * 6) Cut into pieces about 4 inches square.
 * 7) Place the squares on individual dessert plates and garnish with the chopped pistachios.

Notes, tips, and variations

 * If you don't have rice flour, cornstarch may be substituted.


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Cookbook:Orange Flower Water

Orange flower water is an aqueous solution of orange flowers, the distillate left over in the preparation of neroli oil, the oil of the bitter orange tree. Its culinary use is mainly to flavour desserts. Some examples are in the Provençal orange sweet bread Pompe a l'huile, the Egyptian dessert Om Ali, the Greek dessert Kritika Patouthia, the Moroccan baklava type dessert Metaxas, and in Madeleines de Commercy, a regional variation on these shell-shaped cookies. It is also used in the cocktail Ramos gin fizz and in Thai iced tea.

title: Cookbook:Orange Flower Water


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Using Ubuntu Linux

The purpose of this book is to provide a complete reference & guide for all things related to Ubuntu.

Ubuntu is a Linux distribution with a strong focus on usability, regular releases, and ease of installation.

Table of Contents
/Introduction/
 * /Introduction for new users/: An introduction for people new to/unfamiliar with computers
 * /Introduction for Windows users/: An introduction for computer users familiar with the Windows operating system
 * /Introduction for Mac users/: Yes, Linux can be cool too
 * /Introduction for Ubuntu users/: The secret handshake
 * /Introduction for users of other Linux distributions/: Comrades, welcome!
 * /Introduction for users of Unix and/or Unix-like operating systems/: Family ties...
 * /Introduction for users of other operating systems/: If you belong in this category, boy you are strange!

/Glossary/

/Ubuntu Variations/: Distros & sub-distros
 * /How to choose the right one/

/Getting Started/
 * /Live Boot/
 * /Installing/
 * /Virtualization/

/First Boot/

/Settings & How to Use Them/

/General Use/: The basics
 * /Desktop/
 * /Network/: Schools, computer labs, offices, etc
 * /Server/
 * /Cluster/
 * /Mobile/
 * /Other/

/Specialized Uses/
 * /Home/
 * /Business/Enterprise/: NOT the starship
 * /School/
 * /Computer Lab/
 * /Studio/
 * /Gaming/
 * /Stripped Down/
 * /For Older/Lower-Powered Systems/
 * /Other/
 * /Other/

/Software/
 * /Software Categories/
 * /Core Ubuntu Components/
 * /Other Software/
 * /Games/

/Hardware/
 * /Drivers/

/Help & Support/

/About Ubuntu/
 * /Primary Developers/
 * /Mark Shuttleworth/
 * /Canonical/
 * /The Ubuntu Foundation/

 * /The Ubuntu Community/
 * /Help & Support/
 * /Get Involved/

/Ubuntu History & Origins/: Ubuntu lore
 * /Ubuntu, The Word/: The OTHER Ubuntu
 * /Ubuntu Linux/: The software
 * /The Roots of Ubuntu Linux/
 * /Pre-Linux/: The history of the universe through Multics, Unics, Unix, & Unix-like operating systems, up to the time of Linus Torvalds...    or, whatever happened to PlanKalkül?
 * /Gnu/Linux/: Richard Stallman, this is for you...
 * /Proto-Ubuntu/
 * /Ubuntu/: Let there be earth tones & a birth to the sound of drums...

/Sub-Guides/
 * /Ubuntu & Ubuntu-Derived Distributions/
 * /Canonical/: The official canon
 * /Ubuntu/
 * /Kubuntu/
 * /Xubuntu/
 * /Gobuntu/
 * /Edubuntu/
 * /Ubuntu Studio/
 * /Impi Linux/

 * /Deuterocanonical & Semi-Canon/: Distros with some connection to Canonical; business, commercial agreements, etc.
 * /Dell Ubuntu/
 * /Linspire/
 * /Freespire/

 * /Other/: The apocrypha & various heresies
 * /gOS/
 * /Mint/

 * /Former/: The dead, the dying, & the wretched exiles
 * /Mepis/

 * /Ubuntu Distro D.I.Y./: make your own

/Technical/
 * /Components of Ubuntu/
 * /Desktops/

The list of lists
 * /Master List of Concise Wisdom/: Advice, f.a.q.'s, help & how to's, tips, tricks, & warnings....
 * /Master List of Ubuntu & Ubuntu-Based Distributions/
 * /Master List of Ubuntu Releases/
 * /Master List of Links/

/Credits/

Guia Ubuntu de:Linux-Kompendium: Ubuntu Ubuntu Ubuntu Ubuntu Ubuntu/Okładka Ubuntu tutuksi Ubuntu ഉബുണ്ടു

title: Using Ubuntu Linux


text:
Talk:Surgical Procedures/Amputation

amputation is a art of surgery helps the patient to live furthur

Copy copy!
The "Types" section looks suspiciously like it was copied from the Wikipedia article on amputations. Shouldn't that be fixed? --Whoop whoop pull up Bitching Betty 21:07, 22 February 2011 (UTC)

title: Talk:Surgical Procedures/Amputation


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Galileo's Science

But before mankind could be ripe for a science which takes in the whole of reality, a second fundamental truth was needed, which only became common property among philosophers with the advent of Kepler and Galileo. Pure logical thinking cannot yield us any knowledge of the empirical world; all knowledge of reality starts from experience and ends in it. Propositions arrived at by purely logical means are completely empty as regards reality. Because Galileo saw this, and particularly because he drummed it into the scientific world, he is the father of modern physics—indeed, of modern science altogether.

Galileo Galilei (1564-1642) is probably the most important individual for the birth of Science. He was born in a time when Aristotle's natural philosophy was dominant in the study of nature. Until then it was known as the only and best way to know the nature. A basic understanding of Aristotle's natural philosophy will help understanding Galileo's circumstance.

This book is intended to discuss his life-long effort to refute natural philosophy and found a new basis for Science. It will be discussed through his important discoveries and quotations. The book is divided into the following chapters:

Links

 * ''Discussion on Metaphysics of Galileo Galilei & the Orbital Motion of the Earth about the Sun at Space and Motion.com
 * Galileo Gailei`s Notes on Motion at Biblioteca Nazionale Centrale, Florence
 * Project Galileo at Rice University
 * Galileo at Wikipedia
 * Galileo at Wikisource

title: Galileo's Science


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User talk:Dr. know

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 07:39, 4 August 2007 (UTC)

OK
The above will lead you to some stuff that should help you. Looking for others to help may be less simple but checkout editors of related books maybe. Username change - should be no problem but you need a bureaucrat to do it. Easiest options there will be to post on either User talk:Whiteknight or User talk:Withinfocus (or both) with the request. Most of what I learnt came from looking at what others do!! Give it a try - cheers -- Herby talk thyme 07:39, 4 August 2007 (UTC)

Sign
About 9 years ago you edited the book "Using Ubuntu Linux" but still has not signed on its credits page. I request you to sign there. ഏത്തപഴം (discuss • contribs) 10:33, 8 May 2016 (UTC)
 * Sorry if I was rude😐.ഏത്തപഴം (discuss • contribs) 13:26, 5 June 2016 (UTC)

title: User talk:Dr. know


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User:VascoCosta

My name is Vasco Alexandre da Silva Costa.

I am a bottom-up design kind of guy, and like to build things piece by piece. I am sometimes too impatient, have a CTRL-S reflex, get bored easily and skim long winded manuals which do not interest me, often not bothering to read them at all. I earnestly devour and savor a good book: a concise, logically sequenced, and clear written book.

I am a Computer Engineering PhD Student, at the top Engineering college in my country, Free Software project developer for over a decade, with an interest in History and Religion. I was raised a Roman Catholic and instructed in the Scientific Method, but feel we all need a moral compass to guide us in our modern life. I believe it is possible to organically build such a moral compass using the resources provided by WikiBooks, as elaborated in the rationale here.

I have a personal blog about these thoughts: [http://refit.blogspot.com REFIT: Refitting our World. Bit by bit]. I wish to relicense all my original content there under the Wiki Books license free for all.

I have contributed regularly to Wikipedia for years using a pseudonym. I have been away for a couple of years, and my WikiTax skills have rusted a bit.

title: User:VascoCosta


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User talk:VascoCosta

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 09:44, 4 August 2007 (UTC)

Content of Wikibooks
Given the edit I deleted was one word placed by an IP that is how I would normally react to such a page creation. As to your proposed content please bear in mind our project scope includes only "textbook" material. In practice I cannot access your blog (& would ask you to remove it from the page you have created) as neither that or your webpage works the way you have placed it. -- Herby talk thyme 09:44, 4 August 2007 (UTC)
 * Interesting but would probably be considered Original Research which is outside the scope of the project. You would be better posting in the Staff lounge before going further - thanks -- Herby  talk thyme 10:15, 4 August 2007 (UTC)
 * You've asked in the right place - the staff lounge, thanks -- Herby talk thyme 11:58, 4 August 2007 (UTC)

title: User talk:VascoCosta


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Using Ubuntu Linux/Master List of Links

Master List of Links Relating to Ubuntu Linux
Canonical
 * http://www.canonical.com   Canonical Inc.

Ubuntu & Canonical Supported Derivatives
 * http://www.ubuntu.com      Ubuntu Project Main Page
 * http://www.kubuntu.org     Kubuntu
 * http://www.xubuntu.org     Xubuntu
 * http://www.edubuntu.org    Edubuntu
 * http://www.gobuntu.org     Gobuntu (currently re-directs to Ubuntu main page, but is expected to become active soon)
 * http://ubuntustudio.org    Ubuntu Studio
 * http://www.impilinux.co.za Impi Linux

The Ubuntu Community
 * http://www.markshuttleworth.com             Blog of Mark Shuttleworth:  Ubuntu Founder, Creator, & S.A.B.D.F.L.
 * https://wiki.ubuntu.com                     Official Ubuntu Wiki
 * http://planet.ubuntu.com                    Official Ubuntu Project Blog Aggregator
 * http://ubuntuforums.org/                    Official Ubuntu Forum
 * http://ubuntuguide.org/                     Ubuntuguide: for over 10 years the premier guide for Ubuntu
 * http://ubuntuguide.org/wiki/Kubuntuguide    Kubuntuguide: for over 7 years the premier guide for Kubuntu

Ubuntu on WikiMedia
 * http://en.wikipedia.org/wiki/Ubuntu_%28Linux_distribution%29 Wikipedia (English language):  Ubuntu
 * http://commons.wikimedia.org/wiki/Category:Ubuntu_Linux      Wikimedia Commons:  Category:Ubuntu Linux
 * http://commons.wikimedia.org/wiki/Ubuntu_Linux               Wikimedia Commons:  Ubuntu Linux

title: Using Ubuntu Linux/Master List of Links


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User talk:124.217.30.3

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 10:44, 4 August 2007 (UTC)

title: User talk:124.217.30.3


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User:Reece/Main Page/Bookshelves

Natural Sciences Social Science Computing Humanities and Arts Special Groups Biology ~ Engineering ~ Health Science ~ Mathematics ~ Natural Science ~ Physics

To Be Completed... To Be Completed... To Be Completed... To Be Completed...

title: User:Reece/Main Page/Bookshelves


text: User:Reece/Main Page/Content

title: User:Reece/Main Page/Content


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Materials in Electronics/The Aufbau Principle

Pauli Exclusion Principle
The Pauli Exclusion Principle states that no two fermions (particles with half-integer spin such as electrons, protons, neutrons) can have identical wavefunctions. This principle follows from the definition of the rotation operator in quantum mechanics, and the derivation is outside the scope of this book. More information can be found on the Wikipedia page.

What this means for a quantum well (in any number of dimensions) is that for each quantum state, there can be only two electrons - one spin-down and one spin-up.

Aufbau Principle
The Aufbau Principle, from the German for "build up", states that electrons in a well tend to occupy the lowest available energy levels first, before occupying higher levels. Before a higher state is used, the lowest state will have both a spin-up and spin-down electron in it.

1-Dimensional Wells
The digram below shows a 1D quantum well being filled by electrons. The electron are represented by a upwards arrow for spin-up and downward arrow for spin down. States with just one occupying electron are yellow and states with two are red.

When a state has only one electron, it could be either spin-up or spin-down. However, according the Pauli Exclusion Principle, when there are two in a state, there must be one of each.

2-Dimensional Wells
When we have a 2-dimensional well, we can plot all the possible states in a 2D array. This is called the state space. The digram below showns a quantum well containing 39 electrons (19 full states, and one half-full state):

The energy of a given state is given by:

 * $$E_{n_x,n_y}$$
 * $$\frac{\hbar^2}{2m} \left[ \left( \frac{n_x \pi}{L} \right)^2 + \left( \frac{n_y \pi}{L} \right)^2 \right]$$
 * $$\frac{\hbar^2 \pi^2}{2mL^2}\left( n_x^2 + n_y^2 \right)$$
 * }
 * $$\frac{\hbar^2 \pi^2}{2mL^2}\left( n_x^2 + n_y^2 \right)$$
 * }
 * $$\frac{\hbar^2 \pi^2}{2mL^2}\left( n_x^2 + n_y^2 \right)$$
 * }

Notice that the distance from the origin to the state in state space is given by the Pythagorean Theorem:

 * $$d=\sqrt{n_x^2+n_y^2}$$

This means that the energy of a state is proportional to the square of the distance from origin in state space. By the Aufbau Principle, the states closest to the origin fill with electrons first.

Degeneracy and Hund's Rule
Now, consider the two wavefunctions ψ1,2 and ψ2,1 in a square 2D box. The wavefunctions are given by:

 * $$\psi_{n_x,n_y}=\psi_0 \sin \left( \frac{n_x \pi x}{L} \right) \sin \left( \frac{n_y \pi y}{L} \right)$$

The wavefunctions, along with their associated energies, are shown below:

We can easily see that the two energies are the same. Wavefunctions with the same energies are said to be degenerate. When the well is filling, neither one of these states will be prefered over the other for getting the first electron. However, once one state has one electron, a principle called Hund's Rule states that the other state will get the next electron before the first state receives its second. Thus, only one state is ever half-filled at one time.


text:
User talk:Vainentree

This is my page!

title: User talk:Vainentree


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User:WODUP

See http://en.wikipedia.org/wiki/User:WODUP.

title: User:WODUP


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Chess Opening Theory/1. e4/1...e5/2. Nf3/2...f6

2... f6? - Damiano Defence
The Damiano Defense is initiated with the moves '''1. e4 e5 2. Nf3 f6?''' It's a rare choice in chess openings due to its fundamental weaknesses. The move 2...f6 by Black significantly undermines their position for several reasons:

 * 1) Kingside Vulnerability: The move f6 leaves the Black king exposed and vulnerable, especially along the e8-h5 diagonal. This weakens the kingside, a critical board area where the king often seeks safety.
 * 2) Impedes Development: By playing f6, Black prevents the natural development of their knight to f6, a critical square for knight activity in the opening. This hinders Black's ability to control the center and develop other pieces effectively.
 * 3) Damiano Trap: A notable consequence of the Damiano Defense is the Damiano Trap, where White can sacrifice their knight on the move three, leading to a winning position. This trap underscores the risks Black face in adopting this defence.
 * 4) Historically, the Damiano Defense is named after the Portuguese chess author Pedro Damiano, who was active in the late 15th and early 16th centuries. Interestingly, Damiano himself criticized this defence as weak. The misattribution might originate from the works of Francesc Vicent, which Damiano could have signed. Howard Staunton further analyzed the opening in 1847 who noted Damiano's analysis despite its inherent weaknesses. Despite its historical roots, the Damiano Defense is mainly absent in modern top-level chess due to its strategic drawbacks. Chess Grandmasters like Eric Schiller have advised against moves like 2...f6, highlighting its flaws and risks.

Refutation Through Knight Capture at e5
After '''1. e4 e5 2. Nf3 f6? 3. Nxe5!''' White exploits Black's strategic misstep and is a critical refutation of the Damiano Defense, capitalizing on the inherent weaknesses of Black's early game strategy and leading to a dominant position for White. Black's 2...f6? appears to support the e5 pawn but paradoxically weakens their position.

In summary, the Damiano Defense, with its early f6 move, is not recommended due to its exposure of the king, impediment to piece development, and susceptibility to tactical traps like the Damiano Trap. This makes it an unfavourable choice for Black, particularly against strong opposition.
 * White's Tactical Sacrifice: The knight capture at e5 by White, denoted as 3. Nxe5! is a tactical sacrifice. Black's potential response, 3...fxe5?, leads to a critical situation with Qh5+ by White. Black faces a dilemma with only two suboptimal moves, g6 and Ke7, both resulting in material loss.
 * Black's Dilemma and White's Advantage: After 3. Nxe5! Black's position deteriorates. If Black recaptures the knight with fxe5, they face a severe attack. A better, albeit defensive, move for Black is 3...Qe7, targeting the knight and preparing for kingside castling. However, this doesn't fully resolve Black's compromised position.
 * Consequences of 3...fxe5??: If Black retakes with 3...fxe5, White can initiate a sequence starting with 4. Qh5+ g6 5. Qxe5+ Qe7 6. Qxh8, winning a rook. Alternatively, 4... Ke7 leads to 5. Qxe5+ Kf7 6. Bc4+ d5 7. Bxd5+ Kg6 8. h4 h5 9. Bxb7, again resulting in White winning a rook. In both scenarios, White's pieces become active with tempo gains.
 * Black's Best Response and White's Continued Advantage: The least damaging move for Black after 3. Nxe5! is 3... Qe7. However, White maintains a significant edge following 4. Nf3 Qxe4+ 5. Be2, primarily due to a substantial lead in development and control over the board.
 * Historical Weakness of the Defense: The Damiano Defense, tracing back to the 16th century, inherently favors White, especially after 3. Nxe5! Even without this specific continuation, White gains an advantage due to Black's limited piece development and compromised kingside, as the move 2...f6 blocks the knight's natural development to f6.

Theory table
'''1. e4 e5 2. Nf3 f6?'''


text:
Using Ubuntu Linux/Introduction for Windows users

Why Linux?
Although Windows is the most popular OS (Operating System) for casual computer users, this does not necessarily make it the "best" OS. Ubuntu, which is a Linux distribution, has many features that make it a good alternative to Windows:

 * It's free. True, one could download pirated versions of Windows. But that would be illegal.
 * It's an open source operating system. This means anyone is entitled to download and view the source code to any/all parts of the operating system. Or change it, to suit whatever purpose they want to use it for.  If they choose to distribute their modified version, other people can then go on to change that too, allow the software to evolve to serve different needs.
 * It's community driven. This means that anyone can contribute to the effort, be it with programming, art, sounds, documentation, or answering users' questions on the Internet. It's not controlled by a Fortune 500 company with questionable legal practices.
 * It's more reliable. Linux crashes far less often than Windows, unless you purposely overload the system.
 * It's free software. Almost all of the software associated with the OS is available for free and can be easily installed with just a couple of clicks.
 * It's safe. There are very few viruses written for Linux due to its relatively low user base (compared to Windows). There are only 49 viruses in Linux and most are patched in kernel updates (from Spatry's Cup of Linux).
 * If someone were to write viruses for Linux they would have to be very sophisticated due to the fact that the virus could not be executed unless it were given root permissions.
 * The virus would have to be run as the root user if it was intended to cause any serious damage due to the restrictions that normal users have by default.
 * There are some viruses out there that can cause loss of users data. Just be extra careful when anyone tells you to run a command, and only take advice from trusted people/sources.
 * Did I mention it's free to download, free to use, and free to upgrade, and will be forever?

But It's too geeky for me!
Not at all! Ubuntu is getting more and more user friendly. Most users never have to touch a configuration file or command line if they feel uncomfortable with it. Also, Ubuntu has all of the graphical niceties that a modern operating system has, like dazzling visual effects, piles of graphical themes, and heaps of fun games (if you've gotten tired of Solitaire and Minesweeper).

The 3D desktop effects in Ubuntu have caught the eyes of even the most avid Windows user who only dream about such effects. The most striking example of how easy Ubuntu is lies in the fact that installation consists of just 7 easy steps which can be followed by even a beginner or non technical user.

Furthermore, even installing other softwares is very much unlike windows where all sorts of questions are asked while installation. And there is a surprise for windows users, even 10 or 20 pieces of software of your choice can be selected in a batch for installation.

The GNOME/Unity user interface is much more easy to use provided you are ready to unlearn some tedious things required in Windows.

Besides, as long as you are prepared to read manuals, any 'geeky' bits should be quite feasible - the command line looks difficult, old-fashioned and worrying, especially when you're not in a window manager with a black background, but once you've used it a little, you should find that it's really not that difficult. If you have experience with Mac or UNIX terminals it should be no sweat (no surprise, Linux uses the same thing). The same goes for other things - you may have to get used to something new and read a bit of documentation once in a while, but it shouldn't be too troublesome.

But I'd have to partition my hard drive, and that's scary!
Again, not necessarily. This Wikibook is currently being typed under a Ubuntu virtual machine (VM). All I have to do to return to Windows is press Ctrl+Alt! This, however, might take some experience with computers.

Alternatively, there's an installation system called Wubi that makes having Windows and Ubuntu even easier. It installs Ubuntu into a folder on your Windows drive, completely avoiding partitioning.

Recent versions of Ubuntu have a user-friendly installer to guide you through installation - you can even just tell it to resize your windows partition and install in the free space. Be sure, however, to make sure that you don't damage partitions and back up your data.

For if you don't wish to install just yet, you can have a play with the Live CD. This will probably be slower than the installed version for you, but it's a good way to try the system out. If you don't want to spend your money for a Live CD, you can take the official Ubuntu tour at http://tour.ubuntu.com/

Alternatively, some other Linux distributions give an option to run from RAM, making the system run faster once it has booted. the downside of this is that boot time takes longer.