text:
Foundations and Current Issues of Early Childhood Education/Chapter 5/5.3

Multiculturalism in The Early Childhood Classroom
by Mei-Yi Chen

A Nation of 300 Million
The population of the United States is changing and will continue to change. Having more than 300 million people, America is a nation of blended races. In addition, the country has added 100 million people since 1967 and about 53% of them are recent immigrants or their descendants, according to Jeffrey Passel, demographer at the Pew Hispanic Center. “The newcomers have transferred an overwhelmingly white population of largely European descent into a multicultural society that reflects every continent on the globe.”(Nasser, 2006). All these statistics have magnificent implications for increased multiculturalism.

Multiculturalism
According to Wikipedia, “multiculturalism is an ideology advocating that society should consist of, or at least allow and include, distinct cultural groups, with equal status. Multiculturalism is a term often used to describe the cultural and ethnic diversity of a nation and recognizes that this rich diversity is a positive force in furthering society’s nationhood or cultural identity(2007).”

The seven stages of moving toward multiculturalism, according to Jaime Wurzel, are (1) Monoculturalism, (2) Cross-Cultural contact, (3) Cultural conflict, (4) Educational interventions, (5) Disequilibrium, (6) Awareness, (7) Multiculturalism.

Bridging The Worlds
Young children who live in a multicultural community experience cultural diversity firsthand; it is part of their world. On the other hand, other children who live in a monocultural community often have difficulties understanding and accepting an environment that is different from theirs. Knowing more about the significance and nature of children's’ journeys between home and school and the influences of those journeys, educators can help their children bring together the worlds of home and school and all other worlds that they may experience in their daily lives. Early childhood educators can create multicultural classrooms which can provide children a common ground and help them to connect all worlds together.

In The Early Childhood Classroom
Classrooms around the United States are becoming more and more culturally diverse. Early childhood educators need to understand that teaching their new students successfully means learning about new cultures. Moreover, how educators respond to the multicultural makeup and needs of children will determine how well the children fulfill their responsibilities in the years to come.

Goals
In early childhood classrooms, educators should transmit multiculturalism to children and the following goals need to be accomplished:

1.	Recognize the beauty, value, and contribution of each child.

2.	Teach children to respect others’ cultures as well as their own.

3.	Talk to children about racism and current events regularly.

4.	Assist children in functioning successfully in a multicultural society.

5.	Increase children’s opportunities to talk and play with diverse people.

6.	Encourage children to experience in positive ways both their differences as culturally diverse people and their similarities as human beings.

7.	Help children notice and do something about unfair behavior and events.

8.	Help children who are affected by racism develop a positive self-esteem.

Requirements for Early Childhood Educators
By understanding diversity and respecting individuality, educators can better serve culturally diverse students. Moreover, early childhood educators should possess three elements.

1.	Personal commitment

There is no short cut or panacea to accomplish educational equality for America’s culturally diverse populations. In addition, working with children and their families with diverse cultures is challenging and can be difficult. In order to make significant progress, educators need to have sincere and wholehearted commitment. Such commitment can be tough but is necessary for educators in dealing with a variety of issues in the multicultural classrooms and in meeting the challenge of diverse groups of children.

2.	Knowledge of what makes a difference

“Recent research has redefined the nature of our culturally diverse students’ educational vulnerability. It has destroyed both stereotypes and myths and laid a foundation upon which to reconceptualize present educational practices and launch new initiatives. This foundation recognizes the homogeneity/heterogeneity within and between such populations.”(Garcia, 1995). The study findings for early childhood contribute important knowledge to general instructional organization, literacy development, academic achievement in content areas and the perspectives of children, parents, and educators. Therefore, educators should recognize that academic development has its roots in sharing knowledge and experiences through communication. Within the knowledge-driven curriculum, skills are tools for acquiring knowledge, not an essential goal of teaching events.

3.	Educational leadership

Educators need to move beyond national educational goals. Educational leadership is needed to spread new knowledge, to apply new knowledge to skill development, and to engage in childhood development.

Practices
Children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences. “Numerous research studies about the early process of identity and attitude development conclude that children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences.”(Hepburn, 2007). In order to teach children to respect and value diversity, educators should include the following elements in the early childhood programs:

•	Raising cultural awareness

Educators need to acknowledge that frequently developing their own multicultural awareness, attitudes toward children and their families, and knowledge and skills is necessary and significant. By doing that, appropriate instructional materials like multicultural literature should be provided in the class. In addition, an antibias and multicultural curriculum and activities need to be carefully designed and implemented in the program. An antibias curriculum can help children to learn about their own identity and to respect different gender, ethnicity, races, backgrounds among people.

•	Teaching to children’s various learning styles

Every child learns in different ways. To be able to meet children’s physical, emotional, social, and academic needs, educators need to know each child’s unique learning style.

•	Welcoming parent and community involvement

Educators should provide parents and the community frequent opportunities to be involved in school activities. Some recommendations are using a personal touch and nonjudgemental communication, expressing resolve in maintaining involvement, providing strong leadership and administrative support, and managing community outreach. •	Supporting and valuing every child

The concepts of valuing the individual and respect for human diversity have evolved slowly over the ages. Every child needs to be treated as an individual and children need to learn their own identity and background.

Conclusion
Early childhood educators still have a long way to go to make sure that all classrooms and curricula fulfill children’s needs of multiculturalism. They can be at the forefront of making great progress by educating both themselves and young children for living in a diverse society.

Multiple Choice
1.	According to Jaime Wurzel, which option is NOT included in the stages of moving toward multiculturalism (A) Monoculturalism, (B) Cross-Cultural contact, (C) Educational interventions, (D) Equilibrium, (E) Awareness.

Answer: (D)

2.	In multicultural early childhood classrooms, certain goals need to be accomplished in order to transmit multiculturalism to children EXCEPT: (A) Recognizing the beauty, value, and contribution of each child, (B) Teaching children to respect others’ cultures as well as their own, (C) Avoiding regular discussion with children about racism and current events, (D) Helping children notice and do something about unfair behavior and events, (E) Helping children who are affected by racism develop a positive self-esteem.

Answer: (C)

3.	Which of the following are the three requirements of early childhood educators with a multicultural perspective: (a) Educational leadership, (b) Personal Commitment, (c) Multilingual, (d) Knowledge of what makes a difference?

(A)abc, (B)acd, (C)bcd, (D)abd.

Answer: (D)

4.	 To teach children to respect and value diversity, educators should include the following elements in the early childhood programs EXCEPT (A) Raising cultural awareness, (B) Teaching to children’s various learning styles, (C) Welcoming parent and community involvement, (D) Supporting and valuing every child, (E) Providing a multilingual curriculum.

Answer: (E)

5.	Which of the followings statement are true: (a) America is a nation of people of diverse cultures; (b) Since 1967, America has added 100 million people and less than half of them are recent immigrants or their descendants; (c) Children learn by observing only similarities among people and by absorbing the spoken and unspoken messages about those similarities; (d) Some children live in a multicultural community and others live in a monocultural community, and both groups need to be educated in multiculturalism.

(A)abc, (B)abd, (C)bcd, (D)acd

Answer: B

Essay
What are some trends that will encourage educators to transmit multiculturalism in the early childhood curriculum, programs, and practices?

Though some educators and parents have opposed multicultural teaching in the past, the public is recognizing more and more that effective multicultural education is good for all. A wealth of materials have become available to assist early childhood educators in teaching multiculturalism. Because not all materials are of equal value or worth, educators will have to be more discerning when choosing materials appropriate for their children. More early childhood educators are realizing that children as young as preschoolers can learn about multiculturalism, and multicultural activities and content are being included in curricula. Moreover, multicultural curricula are becoming more pluralistic and include knowledge and information about numerous cultures. Consequently, more children will be exposed to and examine a full range of cultures rather than only two or three. “Many early childhood educators are being challenged to preserve children’s natural reactions to others’ differences before they adopt or are taught adult stereotypical reactions. Young children are, in general, understanding and accepting of differences in others.”(Morrison, 2004, pg.458)


text:
Islamic Studies Grade 1

This is an Islamic Studies book for Grade 1 students. It will be used by Islamic Sunday School Students or a full-time Islamic School.

Chapters

 * /Introduction/

Chapter 1: How Should We Muslims Behave?

 * 1) 1.1 Look How Clean I Am. How About You?
 * 2) 1.2 Little Mouse Under the Pumpkin Leaf
 * 3) Here Can Be Better Than There
 * 4) Tigeroo and Monkey Two
 * 5) What Jamila Did and What Jamila Didn’t
 * 6) Leo's Birthday
 * 7) Salam, The Word of Kindness
 * 8) I'm Thankful for Brushes and Brooms
 * 9) An Un-bearable Ouchy
 * 10) When I Eat...
 * 11) Field Day
 * 12) Spilled Trouble
 * 13) Clown School
 * 14) A breakfast Fit for a King or a Queen
 * 15) Hamid Learns a Lesson
 * 16) Amenah's Beautiful Voice

Chapter 2: What Do We Muslims Believe In?

 * 1) Who Wakes Up the Day?
 * 2) The Religion of Islam
 * 3) Our Creator
 * 4) Belief in God
 * 5) Who Has Seen God?
 * 6) Allah Is The One
 * 7) Muhammad (s.a.w.), The Messenger of Allah (s.w.t)

Chapter 3: Stories About Islam and Muslims

 * 1) Muhammad Rasulullah (s.a.w.)
 * 2) He Never Told a Lie
 * 3) This Child Will Be a Great Man
 * 4) The Honest Trader
 * 5) The Mountain of Light
 * 6) Receiving the Divine Message
 * 7) Angel Jibreel Comes Again
 * 8) The First Muslims
 * 9) Rasulullah Gathers the People of Mecca
 * 10) Islam Keeps On Spreading
 * 11) The Kuffar Become Angry with Rasulullah
 * 12) Kuffar Torture the Muslims
 * 13) The People of Ta'if Persecute Rasulullah
 * 14) The Three Years of Punishment
 * 15) I Want Mercy for These People
 * 16) Please Come to Our City
 * 17) Mi'raj: The Night Journey

Chapter 4: The Holy Imams - Teachers for Mankind and Models for Muslims

 * 1) Imam Ali (a.s.), Our First Imam
 * 2) Imam Hassan (a.s.), Our Second Imam
 * 3) Imam Husain (a.s.), Our Third Imam

Chapter 5: Stories of the Prophets of Allah (s.w.t.)

 * 1) The Great Prophets
 * 2) Prophet Nuh (a.s.)
 * 3) Prophet Ibrahim (a.s.)
 * 4) Prophet Isa (a.s.)

Chapter 6: Some Islamic Acts of Worship

 * 1) Clean & Unclean Things
 * 2) Cleanliness in Body, Clothing and Spirit

Chapter 7: Learning from the Holy Qur'an

 * 1) Surah al-Falaq
 * 2) Surah al-Nass
 * 3) Surah al-Kauthar

Appendices

 * Bibliography
 * Booklets Published By Islamic Organizations

Movie, Show & Play

 * 1) Pablo Python Looks at Animals (video)
 * 2) Thank You Allah (video)
 * 3) Take me to the Ka'ba (video)
 * 4) Swinging Safari (video)
 * 5) Born to Learn (video)
 * 6) Kindness in Islam (video)
 * 7) Home Sweet Home (video)
 * 8) Ramadan Mubarak! (video)

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

title: Islamic Studies Grade 1


text:
Foundations and Current Issues of Early Childhood Education/Chapter 3/3.1

Differentiated Learning
There are many different ways of teaching students what they need to learn. However they can all be grouped into two categories. Teachers can take the average of the class, which could go above some of the students heads and it could also make it too easy for other students. The other way of teaching is to teach differentially, to the diverse needs of all the different students. Catering to the diverse needs of all the students in a class is called differentiation.

Differentiation is defined as adjusting the curriculum, teaching strategies, and environment to meet the diverse needs of all the students (Batts & Lewis, 2005). By doing this teachers can maximize the potential of each student in the classroom (Carolan & Guinn, 2007). Differentiation is a practice that is derived from certain values; the way people teach their students, develop their curriculum, establish rules, and talk about learning (Benjamin, 2006). Compared to teaching the class as a whole it could seem like a lot of extra work, but when the teachers and schools are looking for better performance, a little extra work is not that much.

The first step in teaching students in a differentiated manner is to teach the teachers how to teach differentially. Teachers need to understand the theory as well as the related practices and developmental skills. The instructors teaching the teachers how to teach differentially need to clearly explain how and why differentiation should be used. Since each school district is different the instructors need to be able to tell the teachers what the stand is of the district they teach in. Mostly though, instructors need to realize that everyone they are teaching are also at different levels just like the students. They need to teach through modeling, show how to develop understandings and practices related to the different learners needs and also be patient because not everyone is going to understand what is being taught right away (Hedrick, 2005).

Carolyn Chapman and Rita King give eleven helpful tips to guide teachers towards differentiation. First they say, know the standards. The standard is the topic that the teacher is trying to get across, once he/she knows the topic he/she can customize the learning opportunities for the different learners. Secondly, they say to vary the instructional strategies and activities. By changing the activities it keeps the students interested in the topic, and able to create relevant personnel connections to each lesson. Third, they said to create a learning climate. This is a safe, inviting environment that makes the students feel special, and encourages them to take risks and celebrate success. The fourth step is to exhibit “withitness.” Withitness is the teacher’s attitude about what he/she is doing. Teachers who are “withit” are the ones who show that they care, make the students feel important, and are the teachers who the students will remember for the rest of their lives. Their fifth suggestion is to provide a wide variety of materials and resources. These are important to help each student at his/her different ability level, the materials are what provide the successful experiences for the learners. Sixth is to know the students. When teachers know their students they are better able to help them, and match the appropriate materials and strategies to each students needs. Seventh they say to assess before, during and after the learning. By doing assessments before the lesson teachers learn what the student already knows about the topic. If the students are not performing as well as they could be it is the educators’ job to revise the way they are teaching to that student. Post assessments are used to see if the student captured the understanding of the lesson and will be able to generalize the information learned, use the information outside of the classroom setting. The eighth step is to adjust the assignments. Because different students may be at different levels, the teacher needs to realize that for the learners interested in the topic the lessons may be boring because they already know the basic information. Then there are the students who are capable of understanding what is being taught, as well as the students who may not be quite as ready as the rest of the class to move on to the new lesson. Assignments need to be catered to the individual student’s needs. Ninth is to plan student-focused opportunities. Give the students choices of how they want to learn, different areas can be set up throughout the classroom to fit the diverse learning needs. Step number ten is to use flexible grouping designs. Students need to learn how to work individually as well as in group settings, by using TAPS (T= Total groups, A= Alone, P= Partners, and S= Small groups) the students get to try out the different grouping techniques. Finally, step eleven says know that change is gradual. Not everyone will catch on to the new teaching style at once, but when the teachers realize the potential it has for their students they will be more inclined to participate (2005).

Another article states that the best way to understand differentiation is to actually go and observe classrooms that use it, and that is exactly what Jennifer Carolan and Abigail Guinn did. They sat in on five classes that effectively used differentiation and noticed four characteristics that each of them had. Each one of the five classrooms offered personalized scaffolding, a technique that helps students create a bridge between what they can do and what they are trying to do. The classrooms used flexible means to reach defined ends, which are the clear learning goals the teacher had for the students, as well as the different paths the learner could use to reach those goals. The teachers had mining subject-area expertise, which knows the student as well as the subject area and knowing what they might already know and how they come to the conclusions they come to. And finally they created a caring classroom in which differences were seen as assets, instead of seeing differences in the students as obstacles the differences were turned into positive attributes (2007).

The reason most teachers do not use differentiated instruction is because they think they will have to teach each lesson three different ways. That is not differentiation, nor is it practical in any sense (Carolan & Guinn, 2007). However, once differentiated learning is implemented in the classroom teachers need to value what they are doing. Parents will have questions and it is the teachers’ responsibility to inform them that their child’s performance will not decline, but should improve (Benjamin, 2006). “While teachers do and should use whole-group instruction, teaching to the whole group without using and other instructional method will not address the needs of all the learners. And ‘Even though it takes a lot of time up front to plan for a differentiated classroom, the benefits have been proven.(Batts & Lewis, 2005)’”

Multiple Choice Questions
1. What are the two main ways a class can be taught?

A. As a group and Differentiated

B. As a group and 3 different was

C. 3 different ways and Differentiated

D. None of the above

2. What is the main point of differentiation?

A. To teach the class as a whole

B. To teach the lesson 3 different ways

C. To teach the class to meet the diverse needs of all the students

D. All of the above

3. What are the first steps in teaching students differentially?

A. Knowing the standards

B. Teaching the teachers how to teach differentially

C. Observe classrooms that use differentiation

D. All of the above

E. A and C only

4. How many helpful tips did Carolyn Chapman and Rita King give?

A. 7

B. 9

C. 11

D. 13

5. True/False: A student’s performance will decline with differentiated teaching?

A. True

B. False

Essay Question
In 200-300 words explain what you think differentiation is, and if you would use in it your classroom.

Differentiation is a teaching style that focuses on the diverse needs of all the students in the class. It is a very welcoming type of teaching where students get to learn in ways that will benefit them the best. The learners are taught that experimenting for the right answer is not bad as long as they have reasons as to why they are doing something, and when they are correct their success is celebrated. In this kind of teaching the teachers need to get to know each and every student more so than if they were teaching the class as if everyone was on the same level. By getting to know the students it makes the teacher seem more personable and not only will the child feel more comfortable with him or her but the teacher will also be able to help the student have better academic success.

I would use differentiated teaching in my classroom. Teachers become teachers so they can help the future generations of children succeed in life, going into the job they know that not everyone is the same, nor do they come into school at the same level or learn at the same pace. I believe it is very important to teach to each child’s needs and I plan on doing whatever I can to help the children succeed, even if that does mean a little extra planning on my part.


text:
HSC Extension 1 and 2 Mathematics/3-Unit/Preliminary/Harder 2-Unit

Implicit differentiation
Implicit differentiation is a method of differentiating an expression in $$x$$ and $$y$$, where $$x$$ and $$y$$ are related in some manner and neither are constant.

For example, one could differentiate $$f(x) = y^2$$ with respect to $$x$$ as follows:
 * Using the chain rule:
 * $$\begin{align}

\tfrac{df}{dx} & = \tfrac{df}{dy} \times \tfrac{dy}{dx} \\ & = 2y \times \tfrac{dy}{dx} \end{align}$$

It is useful to think of implicit differentiation as normal differentiation with respect to $$x$$, only whenever you come across a term with $$y$$, you multiply the differentiated term by $$dy/dx$$.

Another example: find the derivative $$dy/dx$$ of $$x^2+y^2=r^2$$

Working:
 * $$\begin{align}

2x+2y.\frac{dy}{dx} & = 0 \\ 2x                  & = -2y.\frac{dy}{dx} \\ \frac{dy}{dx}      & = -\frac{x}{y} \end{align}$$


text:
Foundations and Current Issues of Early Childhood Education/Chapter 7/7.1

Brief History and Philosophy
Reggio Emilia is a city in the affluent wine country of Northern Italy. After World War II, educators, parents and children of the city came together with the purpose of offering hope to society and improving life for children and families (Edwards, 2003). The women of Reggio Emilia established the Dianna School and in 1946, Loris Malaguzzi, a local teacher, dedicated himself to this task and remained the director of the school until 1985 (Finegan, 2001). In 1963, Malaguzzi persuaded the city government to assume responsibility for running this school as well as the other schools in the district. Teachers worked to develop new ways of teaching that would support a democratic society by combining the concept of social service with education. A series of national laws passed between 1968 and 1971 made possible the development of the comprehensive program or Reggio Approach as it is known today as a world renowned educational technique (Morrison, 2000). The goal of the Reggio Emilia schools is to serve as a resource for educators, parents, and the community to engage in “collaboration, communication, and participation” to respond to the right of all children to receive a quality education according to their individual learning abilities and specific interests (Finegan, 2001).

This is the key difference that sets the Reggio approach apart from other educational practices, the child is not only the focus of the educational process, but guides his own development. Even very young children are seen as capable of constructing their own learning and negotiating with everything their environment brings to them, strongly influenced by the natural, dynamic, self-righting forces within themselves (Edwards, 2003). It is important that children make and correct their own errors, for this enables a child to become skilled at problem solving from a young age. Children are viewed as active authors in their own development, full of life, power and confidence rather than full of need (Morrison, 2000). Learning involves purposeful progression, but not focused instruction in individual subject areas. Teaching and learning are negotiated, developing processes between adults and children, involving generous time and in depth revisiting and reviewing. This aspect brings about two features of the Reggio approach that are both unique and essential to the process: the role of the teachers and their relationship with each other and parents.

Teacher’s Role
The image of the child, painted above, as one that is full of potential, curiosity, and interest in constructing their own learning, is one that necessitates a teacher whose goal is not to educate the child, but to cultivate and guide the intellectual, emotional, social and moral potentials inherent in each child. Teachers are gatherers of information about children in order to build a more complete picture of them. Based on detailed, systematic observation, the teacher seeks to provide an atmosphere of productive calm as the students move along in their learning (Edwards, 2003). The use of continual documentation as a standard classroom practice is a process unique to the Reggio approach. Not only do teachers observe, take notes, and record conversations between children, but they also keep extensive records of children’s work to understand each child’s individual development. Journals, transcriptions, tape recordings, photographs, and representations of the children’s thinking and learning document the educational progress (Finegan, 2001). Other machines essential for documenting children’s ideas, activities, and representations include slide projectors, typewriters, video cameras, computers and photocopiers (Grieshaber & Hatch, 2003). These resources are for the benefit of the parents, the teachers, and the children themselves. Through the process of re-reading, reflection, and revisiting, children are able to organize what they have learned from a single experience within a broader system of relations. The teachers can use the gathered information for their own professional development, as well. The learning process in the Reggio classroom is a two way street; because of the nature of the approach, documentation and evaluation allows educators to construct theories and hypothesis in regards to how children develop ideas and understandings (Edwards, 2003). Documentation can also be used for instructional accountability, to piece together the learning that has occurred over time (Grieshaber & Hatch, 2003). Rigorous documentation and the time it takes to evaluate this information are essential to the process. Time is a concept that is important to the Reggio approach; children and teachers alike are given all the time they need to complete necessary tasks. Because children work at their own pace and are able to start and finish projects at their leisure, the school day has a sequence, not a schedule (Finegan, 2003). Documentation, rather than graded work, allows parents and educators to see the progress of each individual student.

Collaboration and Communication
From its very conception, the Reggio Emilia system has been a collaborative process between teachers, parents, and children. Through the process of rigorous documentation described above, teachers are able to communicate with each other and parents concerning the development of each individual child. Children too, work with one another to learn and grow together. In Italy, teachers, parents, and other members of the Reggio Emilia community form a “consiglistione,” or council which presents an opportunity to discuss objectives, topics, and concerns resulting in the development of school policy (Finegan, 2003). Another function of the council is to observe societal events that are important to the community and consider how these events might affect the children’s learning. Such events include: wars, elections, holidays, or any other social circumstance that has an impact on the lives of the people in the community. Documentation facilitates communication between teachers and with parents as well. This team aspect is practical in day to day operations as well. Everything is discussed and organized with precision and care including teacher’s schedules, meetings with families and children’s diets. One useful communication tool is personal journals that travel back and forth between home and school (Wilford, 2005). Teachers place photographs and other information in the journal and parents respond. This allows for both communication and developmental assessment. Teachers collaborate with one another as well; they meet to discuss what they have recorded and make flexible plans and preparations for further development. This collaboration and cooperation is the backbone of the Reggio Emilia system and involves sharing information, questioning, and trusting each other ( Morrison, 2000). This process allows both children and adults the opportunity to value each other as people and this is one of the most important aspects of education (Wilford, 2005). Collaboration is encouraged among Reggio children from an early age. In addition to on going projects, children engage in many other forms of activity and play, including pretend play, singing, group games, storytelling, reading, cooking, outdoor play, rest, and sociable meals together ( Edwards, 2003). They become a part of a close-knit group with their own unique rituals and ways of expressing friendship and affection for one another. Because children and teachers usually stay together in the same group for 3 years, close and extended relationships are formed with teachers and parents as well. This relationship allows for the formation of a strong link for the child between home and school and helps facilitate the developmental process.

Essay Question
A school with a Reggio Emilia approach has an ethnically diverse community that includes Christian, Jewish and Muslim students. You are the head of the school and new to the Reggio approach, it is the end of November and you are anxious about the up coming holiday season. How does your school handle this process? And why should you not be nervous?

Multiple Choice Questions
1.	Mr. Jacobs is an administrator at a Reggio inspired school in the U.S., in one word what essential concept do teachers and students have at this school that they do not have at many other schools?

a)	Respect

b)	Time

c)	Money

d)	Teamwork

2.	Mr. Haymond, a teacher in an American school with a Reggio perspective most likely:

a)	Works alone

b)	Is in constant collaboration with another teacher in the classroom

c)	Works with another adult in the classroom who acts as his assistant

d)	Meets with parents once a week to tell them how their child is progressing in relation to the other children

3.	Ms. Manciati wants to show Eli’s parents his progress in understanding concepts of shapes and colors, employing the Reggio Emilia approach, what is the best way to do this?

a)	Allow Eli to take his work home with him, this way his parents will be able to see what he has done first hand, I’m sure they have kept his previous projects for comparison.

b)	Hang project on classroom wall to show to parents when they come in to see class. When parents come to visit classroom, tell him how much Eli has progressed over the months.

c)	Set up a conference with Eli’s parents to discuss his progress. Show them his most recent work and, have them bring in previous projects they might have hung on the fridge.

d)	Take a photograph of Eli with his most recent project and place it with a photo of Eli and previous work, send a portfolio home with Eli with comments and ask parents to respond.

4.	Josi is 2 years old, upon entering his Reggio Emilia school he:

a)	Is given discretion as to how he enters the classroom

b)	Must follow structure rules as to how to begin his day as instructed by his teacher

c)	Watches other students in order to understand how to act upon entering the classroom

d)	a or c is correct

e)	none of the above

5.	Mrs. Applewhite is new to the Reggio Emilia approach describe her role as a teacher in two words.

a)	Potential Cultivator

b)	Instructor of Curriculum

c)	Child Observer

d)	Child Research Coordinator

Potential Answer to Essay Question
Because of the nature of the school and its extensive network of parents, teachers, and other educators that are in constant communication about every aspect of the children development. Even though I am new to the school, I am aware the most of the parents and teachers have been here for years and are more than familiar with this process. I shouldn’t be anxious because the teachers and parents at this school are here engaged in the educational process together and all have a common goal: the social, emotional, intellectual, and moral development of each individual child. The parents, teachers and students have, in the past, met and established a plan for this time of year. The council will meet again this year to include me in this discussion and explore any ideas I might contribute. The “holiday season” is approached with honesty and open to discussion and exploration. This is a learning opportunity for students, and unlike in a lot of public school, parents will not get distressed about their children learning about different religions and cultures. This also allows children to grow up culturally and socially aware that people are different, and even though someone may not share the same belief system, they are still good people. Children are allowed to ask questions and explore different aspects of the various religious and secular celebrations of the holiday season. The school respects the faith of the diverse population and honors their practices with a holiday party that incorporates themes from all cultures.

Multiple Choice Answers
1. B

2. B

3. D

4. D

5. A


text:
Talk:HSC Extension 1 and 2 Mathematics/3-Unit/Preliminary/Parametrics

Needs:
 * equations of chords of contact of the tangents from an external point
 * analytical proof of the following geometrical properties: (perhaps with some pretty diagrams?)
 * the tangent to a parabola at a given point is equally inclined to the axis and the focal chord through the point. The significance of this result in the principle of the parabolic reflector should be mentioned.
 * the tangents at the extremities of a focal chord intersect at right angles on the directrix
 * simple locus problems, i.e: "The normals to the parabola $$x^2 = 4ay$$ at the points $$P_1$$ and $$P_2$$ intersect at $$Q$$. If the chord $$P_1P_2$$ varies in such a way that it always passes through the point $$(0, -2a)$$, show that $$Q$$ lies on the parabola."

Nornagon 08:08, 13 March 2007 (UTC)


text:
HSC Mathematics Advanced, Extension 1, and Extension 2/2-Unit/Preliminary/Basic arithmetic and algebra

The start of the 2-unit mathematics course is really just revision of year 10 work.

Converting recurring decimals to fractions
So, you're in an exam and the test paper gives you a recurring decimal, say 2.35555..., and asks you to convert it into a fraction. Well, that's easy, it's just 2.3 plus 5 9ths divided by 10. simple enough. But then you get another question asking you to convert 5.676767... into a fraction. What fraction makes the repeating 0.676767...? Ahh, now you're stuck.

That's what would have happened if you hadn't learnt how to convert recurring decimals into fractions algebraically before sitting for your exam. What use does converting recurring decimals into fractions have? Can't calculators convert between decimal and fraction easily? Yes they can. This topic is probably most useful in getting you to think like a mathematician, applying maths (in this case algebra) to problems. There isn't much more use for this, other than providing an endless source of questions to test your basic algebra.

So let's start off with our recurring decimal number 5.676767... We are going to assign that value to x, so 'x = 5.676767.... Now we have something to work with. To convert it into a fraction, we need to get rid of all those annoying decimal places. To get rid of them we are going to need to multiply x by 100 to give us 100x = 567.676767..., and then we can subtract x, or 5.676767..., from that.

$$x = 5. \dot 6 \dot 7$$

$$100x = 567. \dot 6 \dot 7$$

$$100x - x = 567. \dot 6 \dot 7 - 5. \dot 6 \dot 7$$

$$99x = 562 \;$$

$$x = \frac{562}{99}$$

$$x = 5 \frac{67}{99}$$

And there you go. This is the method of removing the first period

When looking at problems with recurring decimals, you need to see how many numbers are in the repeating part. In this example, the start of the repeating part was 0.67, and there were 2 numbers in each repeat. Because there were two numbers in the repeating part being repeated, we had to move the number 2 places to the left, by multiplying the number by 100, or 102. If you have a number with a non-repeating part a and the start of the repeating part r, and a repeating length, or period, P, then we can write a general list of equations for converting the recurring decimal number into a fraction.

$$x = a + \dot r$$

where the dotted r is the repeating part of the equation that we are going to get rid of.

$$10^Px = 10^Pa + 10^Pr + \dot r$$

where 10Pr is the start of the repeating part, shifted P places to the left.

$$10^Px - x = 10^Pa + 10^Pr + \dot r - a - \dot r$$

Now we subtract one equation from the other to get rid of the repeating part by making it subtract from itself, leaving just the first period of the repeating part which we shifted left P places.

$$(10^P-1)x = (10^P-1)a + 10^Pr \;$$

Factorize both sides

$$x = \frac{(10^P-1)a + 10^Pr}{10^P-1}$$

make x the subject

If the non-repeating number a had a decimal part, like in the number 2.35555..., where a was 2.3, then the numerator would be a decimal (but not a recurring decimal) and you would have to multiply the numerator and denominator by a power of ten to make both numbers integers, and then you would have to simplify it. Calculators make this easy with their fraction buttons which can convert divisions into their simplest fractions. You could make an even more general formula if you let D, for decimal, equal the amount of decimal places that the non-repeating part has. Then you can just multiply the numerator and denominator in your final answer by 10D.

$$x = \frac{[(10^P-1)a + 10^Pr] \times 10^D}{(10^P-1)x \times 10^D}$$

It is really more important that you remember the basic method and idea behind it, cancelling out the repeating part by subtracting it from itself. This formula is just for fun.

An interesting thing here is that the numerator will be equal to the non-repeating number with its decimal place removed with the repeating part of the number on the end, minus the non-repeating number with its decimal place removed without the repeating part on the end. So for 2.3555..., a = 2.3, r = 0.05, P = 1, D = 1. This makes the numerator (10×2.3 - 2.3 + 0.5)×10, so 235 - 23. 235 is a with no decimals and with r on the end, and then you are just subtracting a without decimals from that. Another thing to notice is that for every recurring number in the recurring part of the decimal, there will be a 9 in the denominator. 10P - 1 is a 1 followed by zeros when P is greater than 1. So when you take one away, all you are left with is nines. 100 - 1 = 99, 1000 - 1 = 999, etc. Also, for every decimal place in the non-repeating part, there will be a zero on the end of the denominator, caused by the multiplication of 10D.

This is where the general algorithm of subtracting the non-repeating plus start of repeating as an integer from the non-repeating as integer to get the numerator, and then adding nines for every repeating decimal number and zeros for every non-repeating decimal number comes from.

Scientific notation and approximation
significant figures

Rules:

1. All non-zero digits are significant. 2. In a number without a decimal point, only zeros BETWEEN non-zero digits are significant. 3. In a number with a decimal point, all zeros to the right of the first non-zero digit are significant.

For example: 1. 1500 has two significant figures because the two zeros after 15 do not count. If the question asks to round to 1 significant figure then the answer is 2000.

2. 1050 has three significant figures since the 0 between 1 and 5 counts. If the question asks to round to 2 significant figures then the answer is 1100.

3. 0.001500 has four significant figures because the 3 zeros on the left hand side of the 1 do not count. However, the 2 zeros on the right hand side of 5 DO count, thus there are four significant figures. If the question asks to round to 1 significant figure then the answer is 0.002.

Evaluation of expressions involving all this stuff
If The N+1 Number Of S.f More Than 5 We Add 1+ To N Number , If It Is Less Than 5 nothing is change

Surds
A surd is any irrational expression, i.e. it cannot be expressed rationally (as a fraction of two integers). Common examples include √2 and $$\pi$$. These numbers have no known patterns in their digits, and so cannot be expressed as the fraction of two integers, they can only be expressed as a decimal with the decimal places continuing on forever. Because of this, surds can only ever be evaluated as approximations to a number of decimal places. The word 'surd' actually comes from the Arabic surdus which means root. The Arab mathematicians saw numbers like plants, growing out of their roots.

Like and Unlike surds
Basically, two surds are like if they have the same number under the radical, which is called the radicand. For example, $$3\sqrt{3}$$ and $$8\sqrt{3}$$ are like surds. Unlike surds do not have the same radicand, and hence, for example, $$3\sqrt{37}$$ and $$3\sqrt{43}$$ are unlike.

Simplifying surds
Some surds can be simplified as a product of a rational number and a surd. For example,

$$\sqrt{45}$$ can be simplified to $$3\sqrt{5}$$

This happens when the number within the surd is expressed as a product of two numbers, one of them being a perfect square:

$$\sqrt{45}$$ $$= \sqrt{9\times5}$$

Using the law of surds, this surd can be expressed as a product of two different, separate surds:

$$\sqrt{9}\times\sqrt{5}$$

We can then evaluate $$\sqrt{9}$$ as $$3$$:

$$3\times\sqrt{5}$$ $$= \sqrt{9\times5}$$

This method of simplification can also be applied to roots of any power.

Addition and subtraction of surds

 * $$a\sqrt b \pm c\sqrt b = \left( {a \pm c} \right)\sqrt b$$

Multiplication of surds

 * $$ \sqrt a \times \sqrt b = \sqrt {ab}$$

Division of surds
One surd (root) divided by another surd (root) is equal to the root of the fraction of the two radicands.

Rationalizing the denominator
The correct form of writing a fraction requires that the denominator be rational, and hence, not a surd. To rationalise the denominator, we multiply both numerator and denominator by the denominator, resulting in a rational denominator.

Inequations
Inequations are mathematical statements that don't use the equals sign to express relationships between the two sides of the statement, but instead use signs such as greater than, greater than or equal to, less than, and less than or equal to.

While equations give exact values for pronumerals, such as x = 2, where x is exactly 2, inequations give a range of values which the pronumeral can have, such as x > 2, where x can posses any value greater than 2.

Just like when dealing with equations, adding or subtracting an amount to both sides doesn't change the inequation. If y + 2 > 1 then by subtracting 2 from both sides y > -1.

When multiplying or dividing both sides by positive number it also works the same as an equation, for example if $$ 8x \ge 4 $$ then by dividing both sides by 8 you get $$ x \ge \begin{matrix} \frac{1}{2} \end{matrix}  $$.

When multiplying or dividing both sides of an inequation by a negative number the sign reverses. for example if you have $$ -2x \le 3 $$ and you divide both sides by -2, the less than or equal sign changes to a greater than or equal sign as $$ x \ge -1 \begin{matrix} \frac{1}{2} \end{matrix} $$. This is because if one number $$a\ $$ is greater than another number $$b\ $$, i.e. $$a > b \ $$, then on a number line $$a\ $$ is further away from 0 in the positive direction (right) than $$b$$. But if you multiply the two numbers by -1, they both move to the left of the number line. Both numbers are still the same distance from 0, but because they are on the negative side of 0 $$a\ $$ is now more negative than $$b \ $$, and so $$a<b \ $$. This applies to any two numbers, positive or negative.

Absolute Values
What are absolute values? Lets say you have a number x, and you put it on a number line. The value of x is the value that it has on the number line, lets say -3. The absolute value of x, expressed in mathematics as $$|x|$$ is the distance of x from 0. Because distance cannot be negative, $$|x|$$ is always greater than or equal to 0. This means that if x = -3 then $$|x|$$ would be 3, because the distance of -3 from 0 is 3. So if x is greater than or equal to 0, $$|x|$$ will just be its normal value x. But if x is less than 0, then $$|x|$$will be its negative value (the negative of a negative number), and so will be positive. This can be expressed as

$$ | x \vert = \begin{cases} x, & x \ge 0 \\ -x, & x<0 \end{cases} $$

where |x| is the absolute value of x.

$$|ab| = |a|. |b|$$

$$|a + b| \le |a| + |b|$$

Simplification
Removing grouping symbols and collecting like terms...

Substitution
Evaluating expressions using giving values and formulas. Usually requires you to make something the subject first.

Factorization
distributive law?

Difference of two squares
x2 - y2. This can be factorized. Can you guess how? It's probably a good idea to add some maths in here instead of just giving you the formula, so lets look at the geometrical interpretation of this. Both pronumerals are squared. The terms squared and cubed come from the formula for area of a square and volume of a cube. The area of a square is equal to the length of one side multiplied by the length of another, and because the sides of a square are all equal, the area is the length of one side multiplied by itself, so it is raised to the power of 2, or squared =).

So if you have one squared number subtracted from another squared number, you could interpret this as one area of a square being subtracted from another area of another square. One square has side length x, while the other square has side length y. Does it matter which square is larger? Not really, if the area being subtracted is larger, you will end up with a negative area, and even though area, like distance, cannot be negative, we are not talking about real area, and x2 - y2 is allowed to be negative because it is an algebraic expression. If you don't like that, then think of it this way x2 - y2 = -(y2 - x2), so if y is larger than x, then just subtract the area of the x square from the area of the y square to get a positive area, then make that negative.

So, think about this in terms of a larger square with sides x having a smaller square with sides y subtracted from it. Subtracting a square from a square is going to leave a square shaped hole in the larger square, lets say in the corner. Now what used to be the larger square is going to have 6 edges. The two edges that were not cut will still have a length x. The other two sides of the original square are going to have a length of x-y, and the two inner edges created by the hole are going to have a length y. From this we can calculate the remaining area. There are two rectangles, each with area (x-y)×y, and one square with area (x-y)(x-y). If we expand and simplify these we get 2xy - 2y2 + x2 - 2xy + y2, which can be written as y2 + 2xy + x2 - 2xy, which factorizes to y(y+2x) + x(x-2y), then y(x+y) - xy - x(x-y) + xy, which can be further factorizes to (x-y)(x+y) simplifies to x2-y2. So

$$x^2 - y^2 = (x+y)(x-y) \;$$

You could try the same thing with x2+y2, but it doesn't get you anything really useful, just a(a-b) + b(a+b).

Another way to looks at this kind of factorisation problem, especially if there aren't any geometrical methods to factorize it, is to look for an expression that looks similar, but gives slightly different results, and then figure out what needs to be done in order to get from that expression to the first.e.g.

$$(x+y)^2 = x^2 + 2xy + y^2$$

$$x^2 - y^2 = x^2 +2xy + y^2 + a$$

$$a = x^2 - y^2 - (x^2 +2xy + y^2)$$

$$a = - 2xy - 2y^2$$

$$x^2 - y^2 = x^2 +2xy + y^2 - 2xy - 2y^2$$

$$x^2 - y^2 = x^2 +xy + y^2 - xy - 2y^2 + xy - xy$$

$$x^2 - y^2 = x(x + y) - y(y + x)$$

$$x^2 - y^2 = (x - y)(x + y)$$

A third way to look at it is to add something to both sides.

$$xy - xy = 0$$

$$x^2 - y^2 = x^2 - y^2$$

$$x^2 - y^2 + 0 = x^2 + xy - xy - y^2$$

$$x^2 - y^2 = x(x + y) - y(x + y)$$

$$x^2 - y^2 = (x - y)(x + y)$$

probably went into too much detail on this. Awell.

The sum and difference of two cubes
$$a^3-b^3=(a-b)(a^2+ab-b^2)$$

$$a^3+b^3=(a+b)(a^2-ab-b^2)$$

Reduction
factorizing numerator and denominator and canceling any common factors

Addition and subtraction
LCM

Linear equations
Syllabus Point: 1.4 (i)

$$ax + b = 0,\,a \ne 0$$

Linear inequalities
Syllabus Point: 1.4 (ii)

if both sides of an inequality are multiplied by a negative number, the direction of the inequality is reversed.

Quadratic equations
Syllabus Point: 1.4 (iii)

$$ax^2 + bx + c = 0, a \ne 0 $$

Factorisation
Example:

$$2x^2+11x+12=0 $$

$$(2x+3)(x+4) = 0 $$

$$(2x+3) =0 $$ OR

$$(x+4) =0 $$

$$x = \frac{-3}{2} $$ OR

$$x = -4 $$

Simultaneous equations
Syllabus Point: 1.4 (iv)

Simultaneous equations are also referred to as systems of liner equations. The solution of simultaneous equations is any ordered pairs of the variables that can satisfy the constraints of the system.

Example:

$$3x+4y = 25 $$

$$5x - 3y =3$$

In this example, the ordered pair (3,4) can satisfy all the equations, thus making it a solution of this system. When $$x =3$$ and $$y=4$$, both equations( $$3*3+4*4 =25$$ and $$5*3 - 3*4 =3$$) are satisfied.

The content below represent the methods to solve simultaneous equations.

Substitution
linear, quadratic, circular, hyperbolic?

Elimination
The elimination method is sometimes also known as the linear combination method. This method attempts to add or subtract equations so that the equation set can be reduced to one simple linear equation.

Example:

$$x + 3y = 13 $$

$$3x-2y =-5 $$

From this stage,  we can try to eliminate x and solve for y. (It is possible to eliminate y and solve for x.) Start by multiplying equation 1 by 3 to match the coefficient of x for equation 1 and equation 2.

$$3*(x + 3y) = 3*(13) $$

$$3x + 9y = 39 $$

Please note that when operating on one side of the equation, you must also operate the other side to keep the Left hand side equal to the Right hand side.

With the coefficient of X equal on both equations, it is now possible to eliminate x by subtracting equation 2 from equation 1.

$$3x + 9y = 39 $$

-  $$(3x-2y =-5) $$

= $$(3x-3x)+(9y--2y) = 39--5 $$

=   $$11y = 44 $$

From here we can solve this equation like a simple linear equation.

$$11y = 44 $$

$$11y/11 = 44/11 $$

$$y = 4 $$

We can now substitute this back to either equation 1 or 2 to get the full answer.

$$x + 3*4 = 13 $$

$$x + 12 = 13 $$

$$x = 13-12 $$

$$x = 1 $$

∴ $$x = 1 $$ and $$y = 4 $$


text:
Talk:Blender 3D: Noob to Pro/Render Settings

Info about other tabs
There are few other tabs as Bake one. If there's anyone who can add info about it, please do it. Here's a screen of bake tab:

Forgot to write. So here's a bit too late: Soeb (talk) 15:19, 20 March 2008 (UTC)

 * Not needed anymore. I added images to article. Soeb (talk) 15:35, 22 March 2008 (UTC)

w/o title
user chris

it's be nice to explain how to render an animation and save it as video file. I haven't figured out how to do this yet.

Better explanation of some buttons
EnvMap and Radiosity has barely any explanation at all, please improve this bit. KhaaL (talk) 22:33, 12 June 2008 (UTC)

 * Well, if you want and you can, you could try to do it by yourself. But of course it depends only on you. Soeb (talk) 16:26, 17 June 2008 (UTC)


text:
Laboratory Safety

Laboratory Safety introduces the fundamental concepts and procedures that should be practised in a generic laboratory environment. It covers safety procedures, emergency routines, personal conduct, waste disposal routines and safety equipment.

Table of Contents

 * 1) Introduction to Laboratory Safety
 * 2) /Emergency Response/
 * 3) /Emergency Equipment Location/
 * 4) /Identifying Emergency Equipment/
 * 5) /Using Emergency Equipment/
 * 6) /Emergency Procedure/
 * 7) /Assessing the Emergency/
 * 8) /Alerting Laboratory Personnel/
 * 9) /Emergency Action/
 * 10) /Emergency Hazards/
 * 11) /Chemical/
 * 12) /Biological/
 * 13) /Physical/
 * 14) /Psychological/
 * 15) /Electrical or Mechanical/
 * 16) /Personal Conduct/
 * 17) /Personal Responsibilities/
 * 18) /Group Responsibilities/
 * 19) /Entering and Exiting the Laboratory/
 * 20) /Entry Procedures/
 * 21) /Exit Procedures/
 * 22) /Emergency Procedures/
 * 23) /Protective Equipment/
 * 24) /Protective eye wear/
 * 25) /Protective clothing/
 * 26) /Protective Breathing Apparatus/
 * 27) /Hazardous and Unknown Materials/
 * 28) /Handling/
 * 29) /Waste Disposal Procedures/
 * 30) /Material Storage/

title: Laboratory Safety


text:
Horticulture/Verbena

Verbena (Verbena or Vervain) is a genus of about 250 species of annual and perennial herbaceous plants in the Verbenaceae. The majority of the species are native to the New World from Canada south to southern Chile, but a few also native in the Old World, mainly in Europe (V. officinalis, V. supina).

Description
The leaves are usually opposite, simple, and in many species hairy, often densely so. The flowers are small, white, pink, purple or blue, with five petals, and borne in dense cymes or panicles.

The stems are square in cross section. Roots are fibrous.

Uses
Grown for the showy flowers and generally good foliage, but some species are used as medicinal and culinary herbs.

Propagation
Propagated by seed, division, or summer cuttings.

Pests and diseases
Bacterial ../Wilts/ ../Powdery Mildew/ ../Leaf Spots/ ../Flower Blights/ ../Stem Rots/ ../Rusts/
 * Pseudomonas solacearum
 * Erisiphe chichoracearum
 * Septoria
 * Botrytis cinerea
 * Macrophomina phaseoli
 * Pellicularia filamentosa
 * Phymatotrichum omnivorum
 * Thielaviopsis basicola

../Nematodes/ ../Aphids/ ../Whiteflies/ ../Scales/ ../Bugs/ ../Thrips/ ../Beetles/ ../Maggots/ ../Caterpillars/ ../Mites/
 * ../Aphelenchoides olesistus/
 * ../Meliodgyne hapla/
 * Foxglove Aphid: ../Acyrthosiphon solani/
 * Melon Aphid: ../Aphis gossypii/
 * Green Peach Aphid: ../Myzus persicae/
 * Greenhouse Whitefly: ../Trialeurodes vaporariorum/
 * Silverleaf Whitefly: ../Bemisia argentifolii/
 * Cottony Cushion Scale: ../Icerya purchasi/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * Greenhouse Orthezia: ../Orthezia insignis/
 * Western Flower Thrips: ../Frankliniella occidentalis/
 * Flower Thrips: ../Frankliniella thricti/
 * Greenhouse Thrips: ../Heliothrips haemorrhoidalis/
 * Clematis Blister Beetle: ../Epicauta cinerea/
 * Vervain Leaf Miner: ../Agromyza artemesiae/
 * Oblique Banded Leafroller: ../Choristoneura rosaceana/
 * Yellow Woolybear Caterpillar: ../Diacrisia virginica/
 * Vervain Bud Moth: ../Endothenia hebesana/
 * Morning Glory Leaf Cutter: ../Loxostege obliteralis/
 * Garden Webworm: ../Loxostege similalis/
 * Tobacco Budworm: ../Heliothis virescens/
 * Broad Mite: ../Rhizoglyphus echinopus/
 * Cyclamen Mite: ../Steneotarsonemus pallidus/
 * Two-spotted Spider Mite: ../Tetranychus urticae/

title: Horticulture/Verbena


text:
Laboratory Safety/Introduction

Introduction to Laboratory Safety
Laboratory Safety is a very important aspect of science. Without it, experimentation could result in very serious injury, if not death, of course. To reduce the risks involved with experimentation, there are certain procedures that we should all follow as individuals and as a member of a group. It is important that the correct procedures are used in various situations, when handling hazardous or biological materials, when preparing, executing or cleaning up an experiment. It is also essential that you understand how to identify and use emergency equipment and protective gear.

This book is provided to guide you through and develop your understanding of Laboratory Safety. It is important to take your time to understand the procedures, concepts and reasons to make your laboratory as safe as possible.

title: Laboratory Safety/Introduction


text:
User talk:Nzdaniel~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!Bastique 12:48, 13 March 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

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

title: User talk:Nzdaniel~enwikibooks


text:
User talk:Codemage

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!Bastique 12:51, 13 March 2007 (UTC)

title: User talk:Codemage


text:
Horticulture/Cucumis

Cucumis is a genus of plants which includes the cucumbers, melons, and gherkins. They are almost exclusively grown as food crops.

Description
Green, hairy vines with tendrils and palmate leaves. Flowers are yellow and unisexual.

Growing conditions
Moist but well-drained and fertile soils, full sun. Vines are often trained to grow on trellises or wires.

Pests and diseases
Bacterial Wilt

Powdery Mildew: Cucurbit Downy Mildew: Cucumber Scab: Blights: Mosaic ../Aphids/ ../Whiteflies/ ../Bugs/ ../Thrips/ ../Maggots/ ../Beetles/ ../Caterpillars/ ../Mites/
 * Erisyphe cichoracearum
 * Sphaerotheca fuliginea
 * Pseudoperonospora cubensis
 * Cladosporium cucumerinum
 * ../Phytophthora capsici/
 * ../Sclerotium rolfsii/
 * ../Cucumber Mosaic Virus/
 * Melon Aphid: ../Aphis gossypii/
 * Greenhouse Whitefly: ../Trialeurodes vaporariorum/
 * Silverleaf Whitefly:../Bemisia argentifolii/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * Fourlined Plant Bug: ../Poecilocapsus lineatus/
 * Melon Thrips: ../Thrips palmi/
 * Onion Thrips: ../Thrips tabaci/
 * Western Flower Thrips: ../Frankliniella occidentalis/
 * American Serpentine Leafminer: ../Liriomyza trifolii/
 * Pea Leafminer: ../Liriomyza huidobrensis/
 * Seedcorn Maggot: ../Delia platura/
 * Vegetable Leafminer: ../Liriomyza sativae/
 * Western Striped Cucumber Beetle: ../Acalymma trivittata/
 * Striped Cucumber Beetle: ../Acalymma vittata/
 * Spotted Cucumber Beetle: ../Diabrotica duodecimipuncta/
 * Western Spotted Cucumber Beetle: ../Diabrotica undecimipunctata/
 * Banded Cucumber Beetle: ../Diabrotica balteata/
 * Dusky Sap Beetle: ../Carpophilus lugubri/
 * Fourspotted Sap Beetle: ../Glischrochilus quadrisignatus/
 * Hop Flea Beetle: ../Psyllioides punctata/
 * Pale Striped Flea Beetle: ../Systena blanda/
 * Granulate Cutworm: ../Agrostis subterranea/
 * Melonworm: ../Diaphania hyalinata/
 * Pickleworm: ../Diaphania nitidalis/
 * Southern Armyworm: ../Spodoptera eridania/
 * Western Corn Rootworm: ../Diabrotica virgifera virgifera/
 * Broad Mite: ../Polyphagotarsonemus latus/
 * Two-spotted Spider Mite: ../Tetranychus urticae/

title: Horticulture/Cucumis


text:
User talk:Zchenyu~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!-- SB_Johnny | talk 13:27, 13 March 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:55, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:40, 19 April 2015 (UTC)

title: User talk:Zchenyu~enwikibooks


text:
Talk:A Researcher's Guide to Local History Terminology

The Move
I took all the Local_history_glossary article and made it into a wikibook here. Seems to have made the move pretty well. This is my first significant edit on WIkibooks so I don't know much about it. When I began the move I was directed to the page Help:Wikibooks for Wikipedians which talks about the difference between Wikipedia and Wikibook. I think this work is going to do a lot better here as a book then it does there as an article. On Wikibook you can divide it into chapters and lots of cool stuff. Do you have any ideas on how to section the new book in to chapters? Do you think "Scottish Rural Life, History Dictionary" was the right choice for a name? Let me know. Jeepday 13:31, 13 March 2007 (UTC)

Begin Dewikify
The page Dewikify tells about going from Wikipedia to Wikibook. I have started on it, looks like some of the pictures are going to need work to show up here. Jeepday 13:31, 13 March 2007 (UTC)

Proposed merger with How to write a research paper in History
I noticed this was moved from Wikipedia due to it being outside Wikipedia's scope (eg Wikipedia is not a dictionary). However in its current form I believe it is also outside of Wikibooks' scope as well (eg Wikibooks is not a dictionary). One way to make this work on Wikibooks, is to make it more then just a dictionary or making it part of an existing book as a supplemental dictionary, glossary or appendix. I propose this page be merged into How to write a research paper in History, since this may be useful in such a book. --dark lama  13:42, 28 May 2007 (UTC)

Oh no not again! Do you really insist? How about doing both and putting a copy on Wikitionary? You may have noticed that I am expanding individual entries so that it is more of a book and not a dictionary - should I change the name - A Source Book for Local History for instance. I have noticed that such logic does not forestall the 'Wikizealots', but please give it some thought. Rosser1954 13:53, 28 May 2007 (UTC)

 * I'm not trying to scare or discourage you. The only problem as I see it is, that it says its a dictionary in both the name of the page, what it says its intended for, how its written, and what its primary purpose is. I think this page can stay if its made more then just a dictionary and renamed, with the dictionary part being secondary, or if it is made part of an existing book. So instead of proposing that this page might need to be deleted, I'm proposed a possibly solution that could work, without having to dramatically change the format of the page.
 * You could copy it to Wiktionary and move this page to be part of How to write a research paper in History if you want, but thats not the only solution. Wikibooks is a little more flexible in that regard then Wikipedia. If you want to change the name that would work too, but I think the scope would need to be changed or clarified, so that its clear that this isn't intended to be a dictionary. There are other solutions that could work as well. There are books for example that teach a language, so I think a book that teaches researchers how to understand any historical documentations that might be encountered would work too. Just something to think about. I'm not insistent on any specific solution. --dark lama  14:45, 28 May 2007 (UTC)

Thanks for that. I will mull it over. Rosser1954 22:29, 28 May 2007 (UTC)

A Resource book for Local History
Does this solve the problem? Can this still be merged as well? Rosser1954 16:17, 31 May 2007 (UTC)

 * I think it starts to solve the problem. It could still be merged, but if you don't want to, don't worry about it. Seems like the book I proposed a merger with isn't actively contributed to. I just thought the topics fit well together in the same book, but if you have something different in mind, I'm not going to push it. Maybe you could jot down some of your intentions for this book, what direction you want to go with it, etc. on this talk page. I think this book has the potential to be a useful book for history researchers.
 * I do have a question about the book name. Is there a point in saying "local history" when the book doesn't appear to be intended to be limited to a specific region or location in the world? Would "Understanding Historic Documents" be a more descriptive/accurate name for this book, or am I way off on what your plans are? --dark lama  15:09, 4 June 2007 (UTC)

Local History is meant to refer to the investigation of the history of a locality or area - any locality - anywhere.

I found in my own researches that many texts had very obscure or specialised terms, personal names, dialect words, etc. that took a lot of searching to find out their meanings - some have still stumped me. It seemed worthwhile collating these as Local History research is a very popular pastime in my experience and others would find the info helpful. Primary & secondary School projects would also benefit.

I would like to encourage editors to expand each entry to give examples or background. I will do so also as I come across more info. Titles are always difficult - 'A Researchers Guide to Local History' What do you think? Rosser1954 22:09, 4 June 2007 (UTC)

 * How about "A Researchers Guide to Local Language History"? P.S. the book is looking very good! Jeepday 16:40, 16 June 2007 (UTC)

or 'A Researchers Guide to Local History Terminology' Rosser1954 20:13, 16 June 2007 (UTC)

 * I am going to remove the merge tag, the proposal seems to have lost traction with a rename as a better choice. As for name I think either "A Researchers Guide to Local Language History" or "A Researchers Guide to Local History Terminology" works. Jeepday 18:35, 30 June 2007 (UTC)

Chapters
This is getting big, I wonder if it should be broken into chapters? Jeepday 18:38, 30 June 2007 (UTC)

 * I think it should and I've already gone ahead and split two parts of it off into separate pages and transincluded them for now. I think there is a need to split the words themselves into separate chapters somehow too, maybe by region or something? --dark lama  14:30, 6 September 2007 (UTC)

WB:WIW -- Not a Dictionary
I want to start out that I love this resource. I really do! And this is something that I need to get a copy of for some historical research (I am a bit of a history buff myself). But this doesn't really fit the mission of Wikibooks.

I want to start out here that I don't want to force this to VfD status, as that would destroy this valuable work and discourage others from participating.... but at the same time this was the wrong place to get this started if all you wanted to do was make up a glossary of this nature.

One way out of this issue is to turn this into an appendix (perhaps a very large appendix) to a book about things you can do if you are a local history researcher. In otherwords, rename this page to A Researcher's Guide to Local History/Glossary and start A Researcher's Guide to Local History as a new Wikibook that goes into methods and techniques of researching local histories. This is not only acceptable, but encouraged. If those involved with finding the definition of these words (some of them simply must be added to Wiktionary too!) could get involved with writing some real prose about researching local histories, this has the potential of being an outstanding resource and something which is desperately needed. Both just here on Wikibooks and elsewhere.

I know this changes the scope of this project by quite a bit, but I hope you understand where it may be an issue. Our sister project, Wiktionary, is really the place to add glossaries and other similar kinds of word lists. Other similar lists have been moved there in the past, and have been successfully incorporated into that project. --Rob Horning 01:19, 12 July 2007 (UTC)

Unused subpage?
G'day, A Researcher's Guide to Local History Terminology/Researching local history appears to be orphaned and a duplicate of this page. Should it be deleted, or is there something else afoot? Webaware talk 01:29, 2 February 2008 (UTC)

Rename
I propose this book be renamed to Researching Local History. It's clear that terminology is an important part of the book, but I think renaming it would allow the scope to grow, and even include non-Western information, such as Transwiki:Researching Japanese names. It could also have internal links to local history texts, such as, Tatworth Village, which would serve as an excellent example of local history. --Thereen (discuss • contribs) 21:09, 15 December 2011 (UTC)


text:
Wikijunior talk:Big Cats/Lion

In my opinion, exclamation marks should not be used to emphasize how supposedly impressive or interesting a simple fact is. Examples, which I have corrected, were:

"A male lion's roar can be heard for up to five miles away!"

"Lions normally walk 4 km/h (2.4 mph), but can run up to 60 km/h (35 mph). They can also leap distances of up to 12 m (36 feet)!"

This is insulting and not objective. The young age of the intended readers doesn't mean they aren't capable are judging for themselves whether the facts are, indeed, worth exclaiming over. My advice is, don't include an exclamation mark unless you would also do so if the sentence was to be read by adults; otherwise, you are probably being condescending. --Logician 23:51, 22 May 2005 (UTC)
 * Well, I'm not sure what it says about me but I do find those facts worth exclaming over and would use them in writing (or speaking) to an adult. I would prefer you did not judge me to be insulting to children. Double  Blue  (Talk) 07:12, 29 Jun 2005 (UTC)

this does not make sense
'''Lions mostly eat other large mammals like zebra, gazelle, and wild pigs. Lions live and hunt in groups called "prides". The female lions do most of the hunting, the males' main duty being defending the pride. Lionesses will also hunt alone, depending on the area they are in and what kind of game is available.'''

This information cancels eachother out. Fist it says that lions hunt in groups and then it says lionesses will also hunt alone I think someone needs to make up their mind.

John B. Here: Gang, the ambiguity is more due to syntax than science...the lions hunting in groups are nearly always groups of females, however individual females will, under certain circumstances, also hunt alone. Am going there to add a couple of clarifying adjectives to the original mix now. Regards, John Burkitt 16:57, 18 November 2005 (UTC)

Don't repeat things
What do lions eat, and how do they catch their prey? ''A lioness tries to move a buffaloLions mostly eat other large mammals like zebra, gazelle, and wild pigs. Lions live and hunt in groups called "prides". The female lions do most of the hunting, the males' main duty being defending the pride. Lionesses will also hunt alone, depending on the area they are in and what kind of game is available.''

How do lions raise their young? ''A lioness with cubsThe lion cubs are raised in prides which are family groups of related female lions, their cubs (both male and female), and an unrelated male, who fathers the cubs. (In fact, Lions are unique among the big cats in that adult males and females live together the whole year round.) The female lions do most of the hunting, bringing back meat for the pride's cubs, while the male lion defends the pride's territory from other lions. When a younger male lion is fully grown, he usually has to leave the pride, though once in a while they can take over their own pride.''

You need to choose one place to put this information. I think when you read this then read the same information again you are not learning it any better.

Cool Facts
I think that the second sentence, about being one of the few cats that can roar, is very cool. I would put this into the cool facts section because I didn't know that before. Also, I like the cool facts because they make the story more interesting.

 * Hdavis

Picturing the Lions
I find it hard to picture the lions with only the provided measurements. I would put in some pictures so as to help visualize what the lions actually look like. I would insert two pictures side by side of a male and female lion to see how they differ in size and looks.
 * Hdavis

References to my contribution
http://animal.discovery.com/fansites/jeffcorwin/carnival/feline/lion.html * The lion's diet consists of a variety of meats, from small insects to large herbivores such as giraffes.

Just in case anyone is wondering where I got it from. --Dragontamer 03:13, 7 December 2005 (UTC)

Is pride being used incorrectly?
I'm no animal expert, but I thought pride means just simply; a group of lions with connotations similar to a family of people. But I see it being used in the place of "group". Perhaps we should ask an animal expert whether a pride is a group of closely related lions (like an ant nest, or family of people) or connotates crowd (5 people who happen to be walking down the street at the same time). Obviously, lets not edit in this difference, I just wanna know if we are using the word correctly :)

 * Pride is a social group of lions that is held together by a matriarchy but dominated for a few years at a time by a coalition of one or more male lions who father all the offspring in the pride and are eventually driven out by rogue lions (lions without a pride). Females usually (but not always) stay with their birth pride, even after a male is deposed.  There are special relationships in which a particular female and male have a deep bond and the female, referred to as a "Lion Queen" will leave with the male.  The most dominant male in a lion coalition is called a "Lion King."  That term actually did not originate with the Disney movie. It is not right to use the term "pride" as a synonym for "group" where lions are concerned.  It is, however, the case that lions will not go hunting with other lions that are not in their social group, so a hunting group is almost always from one pride.  HOWEVER to muck it all up, one pride of lions may break into more than one group to go hunting.  If so, they are hunting groups but not prides.

Editing
I have done some major editing on the lion section to make it flow a bit better. The section headings need to be changed though. Bvcxz 03:45, 17 December 2005 (UTC)

How lions hunt
There were a couple inaccuracies here which I tried to clean up. First of all, lions do not "use" their fur as camouflage. Lions have no choice in the color of their fur. It is more accurate to say that their coat colors provide camouflage and then to define, in simple terms, the word "camouflage".

Similarly, lions do not hunt at night because the night somehow "helps" their camouflage. They hunt at night because, being nocturnal creatures, they have excellent night vision while other creatures do not. So I have also provided a simple description of the meaning of "nocturnal".

I added the detail that the females in a pride tend to be closely related to one another, being sisters and daughters. Even young children can understand these types of relationship and it is a much more significant and predominating relationship than that of the few adult males in a pride.

Males may be stronger than females and do keep marauders such as hyenas away from the cubs. But their most common "enemies" are simply other male lions. I don't think it necessary to tell young school children that the male lions who take over a pride kill of all the cubs and young males. But if we, as adult contributors, keep this reality in mind, it may keep us from over-sentimentalizing and anthroprmorphizing these incredible creatures.

I'm not trying to be pedantic about these things but scientific comprehension of the natural world is abysmally low among our young students. I'm just trying to help out where I can. I recognize that it is usually easier to edit than it is to come up with the starting materials. Ande 05:00, 8 April 2006 (UTC)

Comment
this is a good site i would recamend it alot .....hi.............. if you have any more information on lions that is not wrighten here. i hope you email me alot....

A few figure changes
I've always heard the age that cubs are ousted from a pride to be 18 months, which would be one and a half years. Also, when discussing the weight of lions there is a comparison to the weight of men. This is figured with a man weighing 100 lbs., which seems awfully light to me. Perhaps 150 would be a better figure for that? ~ Namiel

Metric/English measurements
I see a mixture of English and metric measures in "Fun Facts". Let's have both together. Pbrower2a (talk) 16:13, 8 January 2011 (UTC)

title: Wikijunior talk:Big Cats/Lion


text:
How To Build a Pinewood Derby Car/Preface

The pinewood derby is an annual event of the Cub Scouts (the young-age division of the Boy Scouts of America). It is the most popular event for many Scouts and is probably the best known Scouting event among non-Scouts. Other groups and organizations, such as Awana, and civic clubs also host pine car races under different names.

The Event
The Scout is given a block of wood made of pine with two notches for wheels, four plastic wheels and four nails. The finished car must use all nine pieces, must not exceed a certain weight (usually five ounces), must not exceed a certain length and must fit on the track used by that particular scout pack. The parent, usually the father, but occasionally the mother or grandparent often spends substantial time "helping" the child design, carve, paint, add weights, and tune the final car. Judging often goes to the best looking car, but sometimes is awarded to a car that looks like it was assembled by an elementary school child.

Other than the previous basic design rules, the Cub Scout is able to carve and decorate the car as he chooses. Many Cub Scouts also add weights to the final design to bring the car to the maximum allowable weight. Cars typically vary from unfinished blocks to whimsical objects, to accurate replicas of actual cars. The fastest cars tend to resemble low doorstops, with weight at the rear. Graphite is usually the only lubricant allowed, as it often helps to polish the provided nails.

The track usually has three or four lanes and slopes down to the ground as the cars are powered by gravity. Tracks may be owned by the pack, or rented. The race is run in heats, giving every car the chance to run on each lane. The racers can be grouped with others from the same rank (Tiger Cubs, Wolf Cubs, Bear Cubs, etc.), or can compete against the pack as a whole.

The first, second, and third place winners usually receive ribbons, medals or trophies. Some packs also award on the basis of car design. The first place race winners get to go on to race first place race winners from the entire district, then each of the district-wide race winners get to race each other from across the entire council.

History
Cubmaster Don Murphy organized the first pinewood derby, which was raced on May 15, 1953 in Manhattan Beach, California, by Pack 280C. Murphy's son was too young to participate in the popular Soap Box Derby races, so he came up with the idea of racing miniature wood cars. The cars had the same gravity-powered concept as the full-size Soap Box Derby cars, but were much smaller and easier to build.

In the 1980s, the design of the block was changed from a cutout block, consistent with a 1940's style front-engined Indy 500 car, to a solid block. The tires were also changed from narrow, hard plastic, to wider flat-bottomed wheels. Blocks can be whittled with a hand knife, but this is considered dangerous for young boys. It is usually better for a trained adult to use a band saw or Dremel carving tool for major shaping. Decals can be bought at scout shops or hobby shops. The original style is based on open wheel cars, however, fender or body kits are available, or wheels can simply be placed outboard of the body.

Since 1953, millions of young people have built pinewood derby cars. The competitive pinewood derby races, which were the subject of the 2005 motion picture Down and Derby, remain very popular and are a highlight of each year in many Cub Scout packs. Similar racing activities are the raingutter regatta with boats, and a rubber band powered rocket race, or space derby.

Races in Canada
In Canada, the equivalent is the kub kar, raced by Cubs. It uses the same basic pine block, nails, and plastic wheels kit. There are similar restrictions and guidelines for both construction and racing. A kub kar event could also include other activities such as: rolling the car along the floor along a pre-determined path, trying to roll the car as close as possible to a target, knocking over targets, trying to pass through different sized holes, etc. Typically, a rally will also include various awards to reward some of the Cubs for their designing skills. While kub kars are very popular among the 8-10 year olds, younger members of Scouting can try "Beaver Buggies" while the older members can make and race pickup trucks and 18-wheelers.

Other pine car races
Strictly speaking, only the Boy Scouts of America can organize a pinewood derby. But many other organizations hold similar functions using different names and slightly different cars. They all involve a basic pine wood block, plastic wheels, and basic axles.

 * YMCA ran their pinewood derby soon after Don Murphy ran the first pinewood derby.
 * Awana (a religious organization for young people, which is popular in many churches) organizes pine wood car races each year using the name Awana Grand Prix.
 * Christian Service Brigade organizes pine car races using the name Shape N Race Derby.
 * Other groups organizing similar races under a variety of names include Royal Rangers (an Assemblies of God organization), and Royal Ambassadors (a Southern Baptist organization).
 * The Woodcar Independent Racing League WIRL was the first national organization formed to promote the sport of pinewood derby racing for all ages.


text:
Dichotomous Key/Tremoctopididae

1

 * Tissue form
 * Gelatinous - Tremoctopus gelatus
 * Muscular - 2

2

 * Number of distal hectocotylus suckers
 * 27-28 - Tremoctopus robsoni
 * 15-22 - 3

3

 * Habitat
 * Atlantic Ocean - Tremoctopus violaceus
 * Pacific Ocean - Tremoctopus gracilis

title: Dichotomous Key/Tremoctopididae


text:
Talk:How To Build a Pinewood Derby Car/Preface

That was fast! Thanks. --Kkmurray 14:56, 13 March 2007 (UTC)


text:
Horticulture/Galanthus

Galanthus is a small genus of perennial bulbs in the Amaryllis family. ../Galanthus nivalis/ is the best known species, but others are in cultivation, particularly by collectors.

Description
All species of Galanthus have bulbs, linear leaves, and erect flowering stalks, destitute of leaves but bearing at the top a solitary pendulous bell-shaped flower. Galanthus nivalis grows 15 cm tall, flowering in January or February in the northern temperate zone. The white flower has six petals, the outer three segments being larger and more convex than the inner series. The six anthers open by pores or short slits. The ovary is three-celled, ripening into a three-celled capsule.

The Snowflakes, (../Leucojum/ spp.); are similar, but much larger and flower in late spring (or early summer, depending on the species), with the petals and sepals of the same length, though it should be noted that some "poculiform" (slipper-shaped) Galanthus can have inner segments similar in length to the outer ones.

Growing Conditions
Moist bet well-drained, humus-rich soils. Grows in part shade to dense shade.

Species
../Galanthus x allenii/ G. alpinus G. caucasicus G. fosteri G. elwesii G. gracilis G. ikariae G. imperati G. lagodechianus G. latifolius G. nivalis G. peshmenii G. platyphyllus G. plicatus G. reginae-olgae G. rizehensis G. woronowii

Uses
Used for naturalizing, lawn plantings, and under trees.

Celebrated as a sign of spring, snowdrops can form impressive carpets of white in areas where they are native or have been naturalised. These displays may attract large numbers of sightseers. Several gardens in the British Isles open specially in February for visitors to admire the flowers. Sixty gardens took part in Scotland's first Snowdrop Festival (1 Feb–11 March 2007).

Maintenance
Rarely needs attention. The foliage should never be "tied".

Propagation
Division or seed.

Pests and diseases
Gray Mold caused by ../Botrytis galanthina/ (Sclerotinia galanthina)

../Nematodes/ ../Maggots/
 * Stem and Bulb Rot caused by ../Ditylenchus dispaci/
 * Narcissus Bulb Fly: ../Merodon equestris/

title: Horticulture/Galanthus