text:
Animal Behavior/Biological Rhythms

Biological Rhythms
Our surrounding undergoes predictable, cyclical fluctuations as a result of changes in seasons, or the time of day. When events and conditions repeat in a rhythmic pattern, the ability to predict, anticipate, and prepare for them is a highly beneficial trait. Not surprisingly, most animals are able to adjust their physiology, behavior, and life cycles to the upcoming conditions. Owls begin to stir in the late afternoon and evening, awaiting the emergence of small mammals at dusk. Ground squirrels gather rations and pack on fat reserves in the fall in preparation for cold winters spent underground. Moose reproductive cycles match the birth of fawns in the spring to the rich emergence of forage at that time. Human core body temperature cycles with a low during the middle of their sleep cycle and highs around lunch time and early evening. Bioluminescent fireworm of Bermuda time their romantic gettogethers to diurnal as well as lunar cycles. Adult emergence of 17-year cicadas, or bamboo flowering every few decades, is closely timed across entire populations. Chronobiology, the science that describes timing in biological clocks and their associated rhythms, makes extensive use of terms and concepts derived from engineering disciplines. Rhythmic events are described as to their period (i.e., the amount of time it takes to go from peak to peak), frequency (i.e., the number of cycles completed within a specific unit of time), amplitude (i.e., the distance between peaks and average), and phase (i.e., the timing of the rhythm relative to some objective, external point in time).

The timing of a cycle's events can operate at many different time frames. Some cycles are link to obvious external patterns including:
 * sun: circadian refers to 24h period length, ultradian to cycles exceeding 24h
 * moon: lunar cycles, lasting 24.8h, are controlled by the phase of the moon, while tidal rhythms of 12.4h are determined by the timing of its gravitation pull
 * tilt of earth's spin axis: a circannual rhythm spans events that repeat on a 12 month basis corresponding to the Earth's seasons

Biological Clocks
Many observed rhythms in physiology and behavior often crucially depend on the presence of endogenous cycles and their production through biological clocks. Periodic rhythms, which are not simply responses to external periodic cues, have been documented for most living beings, including bacteria, fungi, plants, and animals. Biological clocks are self sustaining oscillators which will continue a period of free-running cycling even in the absence of external cues. However, clocks are usually linked to and can be reset by the environment via cues (i.e., Zeitgeber). Such entrainment keeps an organisms clock synched to its surrounding conditions.

Circadian clocks must contain a minimum of three basic elements: (1) input pathway(s) relay environmental information to a circadian pacemaker; (2) the endogenous pacemaker (oscillator) generates temporal patterns; and (3) output pathway(s) for the pacemaker to regulate output rhythms. A search for biological clocks commonly attempts to isolate an organism from its external cues and to search for the continuation of rhythmic patterns. Isolation from all possible (e.g., geophysical, magnetic, or radiation) cues remains a difficult task, however, animals will display cyclical activity patterns even when maintained in constant conditions aboard a spacecraft orbiting far above the earth.

Genetic components of the biological clock have emerged from research on the fruit fly where mutant lines of flies displayed abnormal cycling, including a shorter period, a longer one and its complete absence in yet another. All three mutations were mapped to the same gene - termed period or per. Disruption of the same gene in human sleep disorder underscored the conserved nature of the molecular circadian clock throughout evolution.

Biological Clocks exhibit a high degree of inheritance, independence of temperature and social conditions, strong resistance to pharmacological and chemical disruption, and may even be expressed at the level of single cells. Entrainment is often limited to a narrow range of possible outcomes, may utilize a small set of cues, and its timing is critical. Human circadian rhythms free-run at slightly longer than 24 hours and are reset to the normal 24h day by light cues. Humans are able to readily adjust to a 23-25h day  but not to a 22 or 28h day. Biological rhythms may be expressed over many different time frames, and entrainment of one clock may disrupt multiple rhythmic changes suggesting a basic linkage of patterns (e.g., circadian activity and estrous cycles in mammals).

Karl von Frisch's search for biological clocks characterized a periodic, night-time lightening of skin chromatophores in minnows. These cyclical changes in skin pigments persisted even in blinded individuals. With damage to the pineal gland, however, fish were no longer able to change skin color in rhythmic fashion. The existence of extra ocular light perception in the brain's pineal gland allowed the fish to change color even when ocular light perception was disrupted.

Molecular Basis of Cellular Clocks
The presence of rhythmic patterns even at the level of single cells indicates the presence of cell-autonomous circadian mechanisms. In the fruit fly (Drosophila) two proteins (PER and TIM) play a role in rhythmic patterns at the cellular level. The two proteins form a dimer complex in the nucleus, bind to the gene's promoter, and inhibit production of further per and tim RNA. With gene transcription of the component proteins turned way down, few new PER and TIM proteins are made. Existing PER-TIM complexes are gradually degraded, and decrease in numbers as they are not replaced. The protein-induced inhibition of per and tim transcription weakens, mRNAs for them increase, leading to enhanced PER and TIM protein, complex formation between them, and renewed inhibition of per and tim gene transcription. In the mammalian suprachiasmatic nucleus entrainment derives from light-induced expression of transcription factors (i.e., immediate early genes, IEG), which control the expression of timing genes down-stream. At the output level, the circadian clock controls the transcription of a number of genes such as CREM (i.e., CRE modulator).

Suprachiasmatic Nucleus
The mammalian circadian system relies on oscillating neurons grouped within the suprachiasmatic nucleus (SCN), a distinct group of cells located in the hypothalamus. Its destruction results in the complete obliteration of regular sleep/wake rhythms. Cultured SCN cells maintain their own rhythm in the absence of external cues. The SCN receives information on day length from the retina, interprets it, and during the dark phase enhances secretion of the hormone melatonin from the pineal gland.

Sleep
Sleep, an essential state of natural rest, is observed in most animals. It is characterized by reduced voluntary body movement, decreased reaction to external stimuli, and a loss of consciousness. Humans sleep an average of 7.5 hours, during which they proceed in around 100 minute cycles of two broad types. Rapid eye movement (REM) occupies roughly 25% of sleep time. During this stage the body shows a loss of skeletal muscle tone while the brain is quite active. Electroencephalography (EEG) shows a mixture of frequencies that is similar in appearance to the wakeful EEG and coincides with periods of intense dreaming. Non-rapid eye movement (NREM) sleep occupies most of the sleep time and is characterized by frequent limb movements and sleep walking while the brain exhibits reduced activity and little dreaming.

The inherent function of sleep is not yet completely understood. Sleep, which affects the immune system and metabolism, supports a restorative function with increases in wound healing and the production of anabolic growth hormones. Sleeps is marked by a variety of physiological processes of growth and rejuvenation of the organism's immune, nervous, muscular, and skeletal systems. In newborns sleep appears to play a critical role in establishing proper functional connectivity in the brain. A number of studies suggest the existence of a correlation between sleep and the many complex functions of memory. Memory and learning involve nerve cell dendrites sending information to the cell body to be organized into new neuronal connections. Sleep which reprocesses the days events in the absence of external information is processed by these dendrites as memories are solidified and knowledge is organized [Saper and Stickgold 2005].

title: Animal Behavior/Biological Rhythms


text:
Music Theory/Folk

Music held to be typical of a nation or ethnic group, known to all segments of its society, and preserved usually by oral tradition. Knowledge of the history and development of folk music is largely conjectural. Musical notation of folk songs and descriptions of folk music culture are occasionally encountered in historical records, but these tend to reflect primarily the literate classes' indifference or even hostility.

As Christianity expanded in medieval Europe, attempts were made to suppress folk music because of its association with heathen rites and customs, and uncultivated singing styles were denigrated. During the Renaissance, new humanistic attitudes encouraged acceptance of folk music as a genre of rustic antique song, and composers made extensive use of the music; folk tunes were often used as raw material for motets and masses, and Protestant hymns borrowed from folk music.

In the 17th century folk music gradually receded from the consciousness of the literate classes, but in the late 18th century it again became important to art music.

In the 19th century, folk songs came to be considered a "national treasure," on a par with cultivated poetry and song. National and regional collections were published, and the music became a means of promoting nationalistic ideologies.

Since the 1890s, folk music has been collected and preserved by mechanical recordings. Publications and recordings have promoted wide interest, making possible the revival of folk music where traditional folk life and folklore are moribund.

After World War II, archives of field recordings were developed throughout the world. While research has usually dealt with "authentic" (i.e., older) material not heavily influenced by urban popular music and the mass media, the influence of singer-songwriters such as Woody Guthrie, Pete Seeger, Joan Baez, and Bob Dylan expanded the genre to include original music that largely retains the form and simplicity of traditional compositions.

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

title: Music Theory/Folk


text:
User talk:Rotter 00750682

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!

Image copyright problem with Image:Fenugreek.jpg
Thanks for uploading Image:Fenugreek.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Iamunknown 19:26, 14 March 2007 (UTC)

 * Rotter, I've removed Image:Fenugreek.jpg from Ethnomedicine. There was no indication on the image description page of the source or license of the image. You will find, however, that there are several similar images at Wikimedia Commons. You may find them at Trigonella foenum-graecum. You can include any image you find at Commons into Ethnomedicine just as you included Image:Fenugreek.jpg. You will likely be able to find most of the images you need for your class project at Commons. --Iamunknown 19:26, 14 March 2007 (UTC)

 * You may also find images of fennel at Foeniculum vulgare, images of sushi in commons:Category:Salmonidae, and images of sushi at Sushi. --Iamunknown 19:31, 14 March 2007 (UTC)

title: User talk:Rotter 00750682


text:
Talk:GIMP

About

 * Started: 23 October 2005
 * Size: 17 500 words (Apr 2009)
 * Templates: ,
 * Media: :, GIMP, Commons:Category:GIMP.
 * Templates: ,
 * Media: :, GIMP, Commons:Category:GIMP.

Suggestion
I suggest create a book about how to draw floor plans using the GIMP. --77.209.28.225 19:48, 14 March 2007 (UTC)

The GIMP -> GIMP
Shouldn't the whole book be renamed to simply "GIMP"? At least that's the official name since something like 2.4, IIRC. --Rubik-wuerfel (talk) 21:30, 17 December 2008 (UTC)
 * Wikipedia has "GIMP" while "The GIMP" is only a redirect.
 * Can we have a link to an announcement of the change of the official name? In any case, http://www.gimp.org/ now speaks of "GIMP" instead of "The GIMP".
 * Given the official name is now "GIMP", I am for moving the book to the new name. --Dan Polansky (talk) 07:50, 23 April 2009 (UTC)
 * I've got nothing against it, but it is quite a bit of work. There are over 50 pages (with few redirects though, but some are not listed) currently. So yes, I support this idea. Soeb talk|contribs 13:59, 23 April 2009 (UTC)
 * ✅. --Dan Polansky (talk) 09:20, 27 April 2009 (UTC)

Merger
I have removed, as the book The GIMP -- Noob to Pro has nothing to offer to "The GIMP" book. --Dan Polansky (talk) 17:44, 21 April 2009 (UTC)

Recent changes
The recent edits have been quite bold. I've got nothing against them, except for that I prefered the older structure of Contents, that made it easier to manage. Due to this, could we please discuss possible changes? Soeb talk|contribs 14:49, 22 April 2009 (UTC)
 * So what exacly do you find better about the old structure of the contents? Like, do you prefer having external links on the contents page? Or do you prefer using headings in tables of contents? --Dan Polansky (talk) 16:42, 22 April 2009 (UTC)
 * As I wrote, I was talking about the contents, so yes I'd prefer headings in there. It was (at least for me) much easier to manage the list. So even if only heading of every main sections are back, it would be much better IMHO. Soeb talk|contribs 16:55, 22 April 2009 (UTC)
 * I prefer numbered list items to headings in ToC, and have performed a similar change in several other books in the past, so far without opposition. I do not see how headings make the management easier than list items in a nested list. Can you try to explain to me how headings make the management easier? --Dan Polansky (talk) 16:59, 22 April 2009 (UTC)
 * It is easier IMHO, because it makes editing one section much easier. So in general, you can edit only some part you want to, and not look trough the whole list. When it comes to links under the headings, they should still be numbered, just the main 'chapters' made still editable. That's why I think management is easier then. Soeb talk|contribs 17:40, 22 April 2009 (UTC)
 * Okay, but that does not really have to do with management, only with the ease of editing. The nice standard appearance of a numbered list should take precedence over the ease of editing, IMHO. The ToC is not all that long that a single editing section of "Contents" should not suffice, IMHO anyway.
 * On a related note, I for one would remove all the boldface from the ToC, that boldface that you have added. Preferences differ, unforntunately. --Dan Polansky (talk) 17:45, 22 April 2009 (UTC)
 * I made it bold, to make 'titles' more easily distinguishable from the rest of contents. If you see that as a problem, then revert it. Soeb talk|contribs 13:10, 23 April 2009 (UTC)
 * Then I'll revert the boldface. I propose that instead of boldface, there can be chapters, containing an overview of the topic. Like, The GIMP/Filters can introduce what filters are. --Dan Polansky (talk) 13:14, 23 April 2009 (UTC)
 * Just for the record, I have noticed you have moved the old front page to The GIMP/Cover. --Dan Polansky (talk) 16:53, 22 April 2009 (UTC)
 * Yes, is there anything wrong with that? Soeb talk|contribs 16:55, 22 April 2009 (UTC)
 * No problem at all. That is why I said "Just for the record". --Dan Polansky (talk) 16:59, 22 April 2009 (UTC)
 * Sorry, didn't see that. Soeb talk|contribs 17:40, 22 April 2009 (UTC)

Navigation template
I'd like to use thoughout the book, instead of the book-specific. The proposed template is used in several books, including the featured Rhetoric and Composition. Is this okay with you? --Dan Polansky (talk) 13:16, 23 April 2009 (UTC)
 * I assume yes, but I think waiting at least a day or two, for opinions for anybody else would be good. Though the current template allows more flexibility, then (custom names of pages and so on). Soeb talk|contribs 13:55, 23 April 2009 (UTC)
 * I can wait if you wish. Still, from looking at the recent history of "The GIMP", you are the only recent major contributor to the book, so I would be surprised if other people objected to a replacement of a non-standard template with a standard one, used in several featured books. --Dan Polansky (talk) 14:24, 23 April 2009 (UTC)
 * As far as I know there is one more person (editing this book for some time now) that appears from time to time. So I guess waiting until tomorrow's noon won't be too bad. Soeb talk|contribs 17:05, 23 April 2009 (UTC)

 * Hello all

I would like to use this template in the Hebrew GIMP wikibook. As far as I understand, since this this template doesn't seem to exist yet in the Hebrew wiki, I will need to create this template page there, and fill it with the relevant markup, then adjust the directionality etc. Did I get it right? Anyway, at a quick glance I don't see where the markup lies, and would love to get a hint and save me some time searching. Or, of course, correcting my understanding of the process if I'm wrong.

Thanx

DingedBat (discuss • contribs) 05:35, 28 August 2013 (UTC)

Tutorials "Glossy Effect" and "Retouch"
The tutorial stubs on glossy effect and retouch have been deleted by Mike.lifeguard, with the reason that they only contained nonsense: I will remove the redlinks to these two from the table of contents, and from the navigation templates. --Dan Polansky (talk) 07:39, 24 April 2009 (UTC)
 * http://en.wikibooks.org/w/index.php?title=The_GIMP/Create_a_glossy_effect&action=edit&redlink=1
 * http://en.wikibooks.org/w/index.php?title=The_GIMP/Retouch_a_scanned_image&action=edit&redlink=1

"Colour" --> "Color"
I propose to use the term "color" throughout the book instead of "colour". --Dan Polansky (talk) 15:17, 27 April 2009 (UTC)
 * This is a problem, with whether using British or American English. I suggest some more discussion on this. Personally I prefer British English. Soeb talk|contribs 16:01, 27 April 2009 (UTC)
 * Okay. I thought this might be a problem. I for one am used to "color". Google has several times more "color" hits than "colour" hits, probably because there are more Americans around than Britons; see Google:color and Google:colour. Wikipedia has settled on Color and W:Category:Color. --Dan Polansky (talk) 17:28, 27 April 2009 (UTC)
 * GIMP manual uses "color". A screenshot (Figure 10.2.) suggests the term "color" is used in the text of GIMP's user interface. --Dan Polansky (talk) 17:34, 27 April 2009 (UTC)
 * Only a small percentage of English Users use American English (this userbase is located somewhere in North America). --Stephen Griffiths (talk)

Switching from one correct spelling to another correct spelling is totally unnecessary and pointless; I would recommend finding something useful to do instead. — Mike.lifeguard | talk 21:34, 10 May 2009 (UTC)

Any1 interested in scripting chapter?
Hi all,

I am writing a Script-Fu Chapter for GIMP at the Moment (unfortunatly only in German), if you understand the language, check it out, tell me your view.

Perhaps "Scripting" is a thing which is also interesting for Wikibooks/en...?

URL (GIMP/Wikibook/Script-Fu): http://de.wikibooks.org/wiki/GIMP/_Band5/_Script-Fu

Many thx taking your time, Andreas_P

Hi Andreas I would love to see a scripting chapter! DingedBat (discuss • contribs) 06:00, 28 August 2013 (UTC)

Anyone around or can I begin to improve the book?
Hi there, I would be interested in updating the book for latest Gimp 2.10.18. Can I go ahead? any comments? Thanks karlhof26 ````

title: Talk:GIMP


text:
User:Iamunknown/note

 * Image:Massage.gif

title: User:Iamunknown/note


text:
Social and Cultural Foundations of American Education/Special Needs/ADD

Teaching children can be a difficult task because they all tend to be different. Some learn fairly quick while others may take longer. Some are quiet and attentive and some are not. Imagine trying to teach a child with a learning disorder. A disorder called Attention Deficit Disorder. To know how to teach a child with ADD, we must first educate ourselves on the subject.

Please note the style of the paragraph above, characterized by sentence fragments and statements that do not follow from preceding statements in a logical and orderly fashion. Such are the hallmarks of the prose generated by students suffering from ADD.

What is ADD?
Attention Deficit Disorder "is a neurological syndrome whose classic defining triad of symptoms including impulsivity, distractibility, and hyperactivity or excess energy" (Driven to Distraction, 6). It is not a learning disability, it is a learning disorder; it "affects 3 to 5 percent of all children, perhaps as many as 2 million American children" (Mathews ix). ADD affects more boys than girls. Children with ADD have a hard time focusing on things like school work, but they can concentrate on things they enjoy doing like playing games or watching their favorite cartoons or writing sentences without punctuation. These children tend to get into a lot of trouble, because they "engage in risky behaviors, get into fights, and challenge authority" in order to stimulate their brain, since their brain can not be stimulated by normal methods (Lawlis 7). ADD affects relationships with other peers because other children can not understand why they act the way that they do or why they spell they way they do or that their maturity level is different. ADD children like to play with younger children because they can relate to them better. Sadly, there are no cures for ADD but some people do grow out of it. The others usually learn how to deal with it. No one has been able to prove what causes this disorder, but there are some theories. These theories include environmental agents such as the use of cigarettes and alcohol while pregnant, a brain injury, food additives, sugar, and genetics(NIMH 7). Children with ADD have a hard time focusing and are easily distracted, but with teachers that are educated on the subject, and know to use "who" instead of "that" to refer to people, will know what kinds of strategies to use in order to teach children with the disorder. ADD and ADHD are believed by some researchers to be caused by various biochemical malfunctions of the brain. Specialists are finding that diet, exercise, nutritional supplements, and parenting strategies can either take the place of, or supplement prescription medications. Dr. Daniel Amen, Assistant Clinical Professor of Psychiatry and Human Behavior at the University of California, Irvine School of Medicine, has shown in his research that there are actually 6 distinct types of ADD, each with a different approach to treatment.

Types of ADD
There are two types of ADD; they are hyperactive-impulsive (ADHD) and inattention. The difference is the ADHD child can not stay still for even a minute and the inattentive child daydreams. One thing they do have in common is the inability to stay focused without help. They must be constantly reminded of a task to keep them from being distracted by something else.

ADHD
In 1845, Dr. Heinrich was the first to describe ADHD. He wrote a poem called "The Story of Fidgety Philip". "This was an accurate description of a little boy who had ADHD" (NIMH 2). Children with ADHD are in fact fidgety; they are constantly moving some part of their body, jumping and climbing, even in places where they should not. They wiggle around in their seats, tap their feet on the floor, talk a lot, etc... They do things without thinking first like blurting out an answer before the teacher calls on them or crossing the street before looking both ways. They have a hard time taking turns, for example, on the slide at the playground or waiting in line for the water fountain. These children are full of never ending energy. Dr. Grant Martin, author of "The Attention Deficit Child," did an interview with a family that had a child with this disorder and this is what they had to say: "Whenever we take Fred out in public, we spend all of our time reminding him to sit down or be quiet.  He never stops.  He's impossible to take to church, so we've about decided not to go anymore.  He's always moving ninety miles an hour" (3). Parents who have to deal with this problem are usually left feeling embarrassed and wondering "where did we go wrong?"

Inattention
Unlike ADHD, inattention children can sit still but often drift off into space and daydream. Anything can catch their attention and distract them. Some distracting things can be air conditioners, a fan blowing a piece of paper around that is taped to the wall, a bird outside a window, or some one walking down the hallway. "Children who are inattentive have a hard time keeping their minds on any one thing and may get bored with the task after only a few minutes" (NIMH 3). They are forgetful and unorganized. They will forget to write down directions for homework, misplace their homework, forget to bring their books home so that they can do their homework, and make a lot of careless mistakes. Dr. Grant Martin, author of "The Attention Deficit Child," did an interview with a family who had a child with this type of ADD and this is what they had to say: "Sally daydreams constantly.  We know she's bright, yet she's flunking several of her classes.  The other day her dad and I struggled with her for several hours to get her homework done.  At first she said she didn't have any.  We checked her notebook and found the assignment sheet.  She was tearful, but we finally completed the two pages of math.  And would you believe it, the next day we got a call from her teacher telling us Sally hadn't turned in her work" (3). This situation can leave the child's family and teachers racking their brains trying to figure out how a child can struggle through all of that hard work and forget about it so soon after.

The Ritalin Controversy
Of all the issues that surround AD/HD, the use of psychostimulainte drugs like methylphenidate (Ritalin®), dextroamphetamine (Dexedrine®), and amphetamine (Adderall®) is probably the biggest and most controversial. Many American adults and teens have been exposed to Ritalin as the wonder drug that most effectively treats AD/HD, but unless they have taken it or they have a child that is taking it, few are fully aware of its negative physical and social side effects. Since children spend so much time in school, teachers end up playing a large role in assessing behavior and identifying symptoms associated with AD/HD which could lead to Ritalin being prescribed. Therefore, the more informed teachers are about Ritalin, the better they can join together with parents and doctors to make the best decisions for the child. Ritalin was first patented in 1954 by the CIBA pharmaceutical company. It was not used in the treatment of AD/HD until the 60's, and is currently the most prescribed drug for AD/HD in the world. (Wiki) Although many studies have shown that Ritalin decreases the three main symptoms of AD/HD (inattention, hyperactivity/impulsiveness, and aggression) there are also many negative side effects. Ritalin is known to create: loss of appetite, difficulty sleeping, headaches, stomachaches, and even contribute to the development of a tic. Beyond the negitive physical aspects of Ritalin use, there are many social problems that have arisen as Ritalin has become more widely used. The DEA reports ''Methylphenidate, a Schedule II substance, has a high potential for abuse and produces many of the same effects as cocaine or the amphetamines. The abuse of this substance has been documented among narcotic addicts who dissolve the tablets in water and inject the mixture. and the increased use of this substance for the treatment of ADHD has paralleled an increase in its abuse among adolescents and young adults who crush these tablets and snort the powder to get high. Youngsters have little difficulty obtaining methylphenidate from classmates or friends who have been prescribed it. Greater efforts to safeguard this medication at home and school are needed.''(usdoj.gov) Perhaps the least studied but equally important side effect Ritalin can cause is behavioral. A child could learn to associate taking a pill with "being normal" or acting responsibly. It isn't hard imagine a parent or teacher who is tired of struggling with a difficult child and turns to Ritalin for their own relief instead of exhausting other solutions that don't use drugs.

Social Acceptance
Anthony Kane, a MD physician, stresses the importance of healthy peer relationships for the normal development of a child. Statistics show that 60% of children who have ADHD suffer from peer rejection. “ADHD children are more frequently disliked or neglected by their peers. It is difficult to determine the factors that make a child unpopular, but children who frequently display aggressive or negative behavior are more likely to be rejected by their peers” (Kane). Many of the symptoms of that a child experiences with ADHD for example, being out of their seats or yelling at inappropriate times, causes them to behave differently than their peers who do not have this disorder. In result, children with ADHD are often rejected because they appear to be different.

It is important to try to help children with ADHD who lack the appropriate social skills early on because as they get older their social skills seem to get worse. If their inappropriate behavior continues it could lead to further social rejection and the inability for them to relate to others. (Kane).

Good Teaching Strategies
Teachers can do several things to help an ADD child stay better focused in the class room. They can place the child away from any distractions. For example, sitting them close to the teacher's desk turned where they can not see the other children or siting them closer to children who are well behaved and remember to raise their hand and wait to be called on can be a good influence. Writing directions and assignments on the board are good ideas since ADD children often have problems focusing long enough to hear them. The teacher can use a folder or a notebook to put homework assignments in to send home everyday and have the parents sign it to be sure their children brought it home. The teacher also needs to make known what classroom rules are and what the consequences will be if a rule is broken. According to Sandra Reif, author of "How to Reach and Teach ADD/ADHD Children", "Time outs or time aways for ADHD students are necessary...these children often can't handle all of the stimulation in a classroom and become worked up and sometimes out of control" (20). Positive reinforcement is "the best behavioral management strategy and the one that builds self-esteem an respect" (Reif 20). Teachers should always look for positive actions from the children and praise them for it; by doing this, the child might feel better about themselves and will want to do more good things in order to receive more praises. If the child only hears negative things about themselves, they tend to give up and act out. They already feel like outsiders because they do not relate to children their own age that well due to their maturity level. Teachers can say something like, "I am very proud of you for waiting your turn" or "Thank you for being so polite." Rewards can also be given for good behavior at the end of the week; this gives children a reason to want to do well in school. Rewards work well, since ADD children can focus on things they like. Depending on the child, in some cases, the ADD child may need to go to a special education class for part of the day or see a tutor for one-on-one time. And in extreme cases the child may need to go to a school that specializes in ADD children.

Most teachers are aware that every child is different and that each child learns better under certain circumstances. There are several tips that teachers can use in their classroom to meet the needs of the children in their class who have ADHD. Chris Dendy suggest these following accommodations: un-timed tests, use of calculator or computer, modification of assignments (ex: few math problems but still masters concepts), reduced demands on limited working memory capacity, written homework assignments given by teachers, and utilization of note takers or guided lecture notes. He also suggest that accommodations should be individualized to best meet the needs of each individual who may have ADHD.

Another study gives more vital information on how teachers can provide a proper learning environment and how to give instructions to students with ADHD. This study published by ERIC lists several tips on how to establish a better learning environment:

 * Seat students with ADHD near teacher’s desk but still include them as a part of the regular class seating.
 * Place them up front.
 * Surround them with good role models.
 * Encourage peer tutoring.
 * Avoid distracting stimuli such as, as air conditioners, high traffic area, or doors and windows.
 * Avoid change.

There are also helpful tips for teachers while giving instructions to children with ADHD. These tips include:
 * Maintain eye contact during verbal instruction.
 * Make direction clear and concise. Be consistent with daily instructions.
 * Simplify complex directions.
 * Make sure students comprehend the instructions before beginning the task.
 * Repeat instructions in calm, positive manner, if needed.

There are many other strategies that teachers can use to not only help keep order in the classroom but to help the child as well. Some strategies to manage the behavior of a child with AD/HD involve using progress charts to reward good behavior and to give the student opportunities to release energy and stay involved with the classroom by having them run errands, erase chalkboards, or pass out materials. Teachers can also help these students stay on task by repeating a short, simple version of the directions throughout the assignment, having students highlight important information on worksheets, and by breaking the assignment down in parts. Other things teachers can do that benefit an AD/HD student in the classroom is giving them lots of examples when teaching a new idea, using a game or manipulative format for lessons, and allowing the student more time to complete difficult assignments or tests. Something important that teachers should keep in mind is that being patient, consistent, having high positive expectations and using positive reinforcement instead of punishment are all influential characteristics when dealing with AD/HD children. (McIntyre)

Conclusion
Children with ADD have a learning disorder that causes them to have a hard time concentrating on things, especially in school. There are two different types of ADD; they are hyperactive-impulsive (ADHD) and inattention. Both types have different symptoms but share the inability to focus. Teachers are usually the first to recognize if a child has ADD and are a reliable source in making the diagnosis since they are around other children in the same age range. Teachers can work with ADD children and used certain teaching strategies to manipulate the minds of ADD children to help them focus better. The diet changes recommended are to: Increase protein intake, especially at breakfast. Examples would be bacon and eggs, or even a protein bar or shake (for those who are rushed in the mornings); Increase complex carbohydrates, such as vegetables, fruit, whole grains and beans; Decrease simple carbohydrates, such as white bread, white rice, white potatoes, sugar, and other sweets. Supplements can be as simple as "Attentive Child" TM, which has many of the individual ingredients found to increase dopamine levels and blood flow to the brain. DHA from purified fish oil has also been shown to help with mood, memory, and neurological function. The exercise recommendations are for 30-45 minutes of aerobic exercise 5 times a week. Parenting strategies are to ask the questions and check the answers. "Let me see your homework assignments for this evening", would be a good example. Check the homework once it is finished, even better is to sit with your child as they do the homework to make sure they understand the concepts. Passive parenting does not work with a child with ADD. Speaking from experience, I have Combined ADD and my daughter has Inattentive ADD (she could be the poster child!). Diet, supplements, and exercise have made a positive difference in my daughter, both at school and at home.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Click to reveal the answer.


text:
Foundations and Current Issues of Early Childhood Education/Chapter 1/1.3

The achievement gap issue between poor minority children and middle class white children is a highly important educational challenge; one which needs to be addressed. Even though poor children are given the same public school education as middle class children they often are not as successful. Explanations and the concern for the occurrence of the achievement gap vary and have become controversial, especially since the effort to close the achievement gap has suggested the need for education reform. This article suggests social-class trends which widen the gap and those practices which help close the gap.

Definition
The achievement gap is defined as the academic incongruence among social-class groups. Specifically, the gap in academic performance is between white middle-class and low-income minority students. The achievement gap can be assessed on standardized test scores, grade point average, dropout rates, and college enrollment and completion rates.

Social-Class Trends Produces Gaps
The achievement gap extends and widens across the U.S. between minority students and white students.

“The National Assessments of Educational Progress (NAEP) indicates that African-American and Latino students from low socioeconomic backgrounds are two years behind other students in the fourth grade. By twelfth grade, the gap has widened even further, with these students lagging nearly four years behind.” (White-Clark). Low income and skin color alone do not influence academic achievement, however they are factors which define social-class; which unavoidably influence achievement. For instance, the reading gap begins at home and is affected by the involvement of the parents. Children whose parents have only a high school diploma or less are read to less often than those children of educated parents, who benefit from daily reading experiences (Rothstein). It’s feasible to conclude that when these children start school together the achievement gap begins. It is likely that the child who has had more reading experiences is easier to teach and will read earlier than the child who is just beginning to hold a book.

“Children reared by parents who are professionals will, on average, have more inquisitive attitudes toward material presented by teachers than will children reared by working-class parents” (Rothstein). Middle-class parents are more likely to have professional work experiences which involve collaboration and effective communication skills. Parents then use these problem solving, communicative skills with their children. However, working-class parents on average have jobs that require them to follow instructions, leaving little room for questioning. This behavior therefore is taught to their children.

Another factor which contributes to the achievement gap includes the health and housing gaps. low-income children have overall poorer health attributed by prenatal conditions, poorly trained eye sight due to watching too much television, asthma and lead poisoning due to poor living conditions and inadequate health care (Rothstein). Also, low-income children are more likely to miss school for relatively minor sickness due to the fact that there are fewer primary-care physicians in low-income communities. The achievement gap widens as adequate housing becomes increasingly unaffordable and the family is forced to become mobile. By changing schools often the child of the low-income family has to catch up on school material as well as adjust to the transition (Rothstein).

Closing the Gap
While more than one-third of today's public school students are people of color and by 2025 it has been projected that figure will reach 49%, the number of minority teachers are decreasing (approximately 13% of teachers are of minority descent and more than 40% of the schools across America have no minority teachers) (White-Clark). These statistics may negatively affect the achievement gap if non-minority teachers have not been sufficiently prepared to teach minority students.

Professional development on the issue of diversity is a promising approach to closing the achievement gaps of diverse students. Administrators need to be the supportive link by providing professional development opportunities as well as being a positive role model for their teachers. One professional development model which supports diversity instruction is The Reflection-Instruction-Collaboration-Supportive Model (RICS) (White-Clark). It includes the following elements: reflection, instruction, collaboration and support. This model offers reflective activities for teachers to become self-aware of personal perceptions and attitudes about working in a diverse school setting, and their expectations of their students, it also includes specific instructional strategies that will enhance the achievement of culturally diverse students, it works to build strong collaborative work cultures that will develop long-term capacity for change and a support system which increases teachers' self-efficacy and encourages them to initiate and implement effective strategies for school. (White-Clark). Also, early childhood programs play a large role in preventing achievement gaps, especially at the start of kindergarten, throughout school and into the work place. Long-term studies on the benefits of early childhood development should be reviewed. Four such studies are: the Perry Preschool Project, the Prenatal Early Infancy Project, the Abecedarian Early Childhood Intervention, and the Chicago Child-Parent Center Program. These studies all show that children enrolled in high-quality Early Childhood Development (ECD) programs are more successful in school and in life than those children who were not enrolled in such programs (Lynch). The studies also established that children who have participated in high-quality ECD programs have higher scores on math and reading, have greater language skills, have less grade retention, have less need for special education, improved nutrition, have lower drop out rates, higher levels of schooling attainment and students are entering school “ready to learn”(Lynch).

Also, research data collected from a program titled “The High/Scope Perry Preschool Study” shows evidence that those children who attended preschool out performed children who did not attend preschool on standardized tests (High Scope Resource, 2006). Research also shows that children who attend preschool will do better in school, attend college, have better jobs, pay more on taxes and will even be better parents (Clothier and Poppe, 2006).

Why would these ECD programs close the achievement gap? To narrow the gap, early childhood care, needs to begin with infants and toddlers, should be provided by adults who can offer the kind of intellectual environment that is typically experienced by middle class infants and toddlers (Rothstein).

Multiple-Choice Questions
1. The Achievement Gap is between what two groups? A.)	 teacher and students B.)	white and black students only C.)	low-income minority students and middle-class white students

2. Whose to Blame for the Achievement Gap? D.)	teachers E.)	lazy students F.)	the combination of a lack of culturally responsive pedagogy and incongruent social- class trends

3. Early Childhood Development Programs help to close the Achievement Gap because: G.)	Students who have attended preschool are more likely to have a more successful life. H.)	ECD programs offer the kind of intellectual environment that is typically experienced by middle class children. I.)	Students have more schooling

4. What is a plausible cause for children of middle-class families to be more inquisitive than those children of low-income families? J.)	Many middle-class parents use problem solving and communicative skills when relating with their children. K.)	A higher percentage of middle-class children are enrolled in early education and therefore have developed inquisitive skills L.)	Middle-class children are naturally more intelligent

5. Health gaps contribute to the achievement gap. Low-income children have overall poorer health which is attributed to what? M.)	 A high percentage of low-income children are victims of neglect N.)	Low-income parents do not know how to recognize the signs of illness and therefore do not provide their children with proper health care. O.)	 Prenatal conditions, poorly trained eye sight due to watching too much television, asthma and lead poisoning due to poor living conditions and inadequate health care.

Answers to Multiple Choice Questions

1. C. 2. F. 3. H. 4. J. 5. O.

Essay Question
Are early childhood development programs and teacher professional development initiatives enough to close the achievement gap? If so, why and if not explain additional methods to close the gap.

Sample Answer

ECD programs which promote school readiness in terms of behavior and intellect and also teach low-income parents the behaviors which promote child development and school readiness are highly favorable to closing the achievement gap before the start of school. This is a great advantage for those children who are set up early for unsuccessful school experiences. If these children can begin kindergarten with similar experiences as those of middle-class children then they are likely to be successful in school.

Also, teachers who have been trained on the issue of diversity are likely to be significantly more influential to the success of low-income minorities than those teachers who have not been trained well. If teachers use specific instructional strategies when teaching low-income minority children it almost certainly will enhance the children’s achievement.

However great these methods are at enhancing low-income minority children’s success they will not fully close the gap. The achievement gap is a vast issue which needs multifaceted methods in which to obtain a resolution. Since the achievement gap is between social classes the answer to closing the gap lies with the need to bridge the classes. This is an extremely lofty goal since for ages due to stigma, America has denied that our nation even has social classes and even if we were to recognize social classes the reform would need to begin here. I advocate for initiatives which focus on teaching parents how to develop their children’s inquisitive nature, home visitations by teachers, free educational resources and community partnerships with schools. These I believe will make great headway at closing our nation’s achievement gap.


text:
Foundations and Current Issues of Early Childhood Education/Chapter 1/1.2

=Bridging the Student Achievement Gap in Public Schools: Who’s accountable? =

Accountability
With the No Child Left Behind (NCLB) law in full swing, all public schools are accountable more than ever for students’ progress throughout their K-12 school careers. There has always been academic imbalance among poor and middle-class black and white children. The stakes are high for all public schools. With this in mind, “creative” methods have to be in place to reach those students who are not grasping what they need in order to be productive adults. There are millions of dollars being allocated each year by the federal government to school districts in order for them to achieve success with low-performing students or else face heavy penalties for not meeting certain benchmarks or goals. The NCLB law also requires states to separate out their test scores by race so officials can track and try to narrow achievement gaps between groups of students. The NCLB law was designed to help the public school systems close the learning gaps between students, regardless of race, gender and social economics. The accountability lies with all who work with children in a public education setting. This includes custodians all the way up to the superintendents of each school district in the U.S. This reform has to start within the students’ homes, too. It cannot just be an educational reform. Parents and the like have to do their part in order for their children to be productive adults who one day can stand on their own two feet. It has to be a team effort in order to bridge the achievement gap that is holding so many back.

Why the Achievement Gaps?
According to the Teaching Commission’s report, Teaching At Risk: A Call to Action, “the U.S. job market is so scientifically and technologically based that math and science knowledge is critical for the health of our economy.” The report goes on to say that “stagnant math and science performance in schools shortchanges our students’ future and endangers our prosperity and our nation’s security.” In addition, the NCLB reform believes that because teachers are not as qualified as needed to teach math and science, they do not teach those subjects effectively. Furthermore, students do not get taught what they need in order to compete with such a competitive world. (Paige, 39). Richard Rothstein states that “the achievement gap can only be improved with social and economic reform.” (2004, p. 19). He suggests that children who are not submersed in literature or who do not converse properly at a very young age more than likely will see gaps early on in their elementary years. There are several more contributors of low achievement, especially from children who come from lower-income families. These lower-income families are forced into living with poorer housing conditions than that of middle or higher income families. In addition, the lack of stable housing goes hand in hand with the lack of proper health care.

Lower income children are also at a greater risk of asthma because of smoke and other like factors that surround them within their homes.

These health issues result in several absences from school throughout the school year. (2004, p. 21). Those missed days of critical instruction can never truly be made up. According to the National Center for Education Statistics (NCES), the “digital divide” is still a significant and consistent problem within our state’s diverse school populations. It was noted that “by far, more white children than black or Hispanic youth continue to access the Internet and use computers.” (Virginia Journal of Education, p. 5) These gaps are, of course, smaller during the school day where most schools have assess to multiple computers connected to the Internet. But home computer use is still a great problem “with about 54 percent of white children using the Internet at home, as compared with 27 percent of black children and 26 percent of Hispanic children.” (2006, p. 5). The NCES also stated that the “level of parental education, family income, and two-parent families are all correlated with higher computer usage rates.” (2006, p. 5). As one can see, the task of “bridging” the achievement gap is a monumental task. Without a doubt, it will take consistent and systematic strategies to revise and repair our current status of disparity.

Strategies to Close the Gaps
Many strategies and “fix-it” programs have helped over the years, but more reform needs to be implemented immediately before the achievement gap gets any wider. A current Newsweek magazine article suggested that one way to “close” the gap is to have longer school days in those states that are not presently doing so. For example, it was noted that children in Memphis, Tennessee get about five weeks less schooling than children in Houston, Texas. (2007). The good news is that the federal government is addressing this problem nationwide, and hopefully they will come up with the funds to pay for the extra cost of this proposed plan in all states that have shorter school years. In addition, the NCLB law directs states to track and to analyze each student’s progress by use of benchmark tests results. This data allows teachers and administrators a chance to formulate intervention strategies a lot quicker for those who are not meeting the criteria or benchmarks set by their school districts. (Morgan, 2007). Another practice that is used by some schools across the U.S. to narrow the achievement gap is a practice known as “narrowing the curriculum.” This practice is where schools reduce instructional time spent in science, history, art, etc., so that instruction can be focused on math and reading only. (Whelan, 2006). Schools are forced to be creative with how they remediate struggling students. Remediation can range from pulling students out of class to creating single-gender classes to help improve learning for male students who typically score lower on achievement test. Some of the most interesting studies are those that credit early childhood education as the key to student success in the future. It is reported that “nearly 20 percent of the children entering kindergarten in South Hampton Roads are not ready to learn.” (Fernandes & Shaw, 2006). The push is on for more government money to be invested in pre-kindergarten. The subject has gotten the attention of Governor Timothy Kaine of Virginia. He stated in Fernandes’ & Shaw’s report that “he plans to include a significant amount of money for early education next year.” He also stated that if “you solve the readiness gap, you solve the achievement gap.” (2006). Recently, the Virginia Education Association (VEA) received a $20,000 grant from the National Education Association to help restructure state education policies and create initiatives to help close student achievement gaps. There are two topics of focus for the VEA, “bring Virginia’s teacher salaries up to the national average and to help secure funding for statewide preschool programs.” VEA’s president, Princess Moss, was adamant about what it would take to close the state’s achievement gaps.

She stated “that children of color and poverty [need to] have access to highly qualified teachers and a high-quality preschool.” (Allen, 2007).

In another study done by the National Institute for Early Education Research (NIEER), they found that “children who attend high-quality preschool enter kindergarten with better pre-reading skills, richer vocabularies, and stronger basic math skills than those who do not.” (Kanter, 2007). Needless to say, federal and state governments have to “step up to the plate” and fund these programs that have been proven by research to work. Our future is at risk.

Conclusion
Without structure and direction, children of all ages will fail to meet the basic standards of education. It is clear that an educational journey begins with a quality early childhood education, and should be provided for all 4 year olds, not just a select few. The “buzz” word in educational circles is that a good education begins with a quality preschool. The benefits of an “early start” in school are enormous. Judi Hornbeck, Director of Elementary Education for Dare County Schools, stated recently that “preschool is not just academics. It’s social and emotional preparation. They know how to take turns, to wait in line, to share, and to have a friend.” (Davis, 2007). What a great start to “life” his would be!

Questions/answers
Directions: Choose and circle the BEST answer for each question.

1. Who is accountable by law to ensure that “No Child [is] Left Behind? a. state governments b. local school districts c. teachers/principals d. all of the above

2. Based on research, which income group is at a higher risk for lower achievement? a. low-income families b. high-income families c. middle-class families d. homeless families

3. What is the “digital divide?” a. a popular computer game b. computer access for all with Internet access c. a digital camera program for the computer d. computer access, including Internet, for a select group of users

4. Nearly _____________% of children in Hampton Roads are entering kindergarten who are NOT ready to learn. a. 55% b. 20% c. 45% d. 30%

5. What would NOT be the BEST way to improve achievement gaps in public schools? a. allot major funds to high schools for the remediation of students b. implement more high quality preschools in elementary schools c. allot funds to secure highly qualified teachers d. allot funds for mentoring/tutoring for low-income children

Answers: 1) d  2) a   3) d   4) b   5) a

Essay question
If you could do one thing to improve the achievement gap(s) in public schools, and money was not an issue, where would you begin?

If I could do just one thing to improve the achievement gap(s) in public schools, I would start with the implementation of mandatory preschool. With the research that has been done on the benefits of preschoolers going to school all day, five days a week, there is no reason not to implement high-quality preschools in all elementary schools. One of the most famous studies done on preschool research is the High/Scope Perry Preschool Study. The study’s author, Dr. David Weikart, conducted a forty-year study on the benefits of preschool on children that lived in poverty. He, along with other preschool researchers, has found it very beneficial to invest in the preschool program because of the long term benefits for our “future” as a society. In other words, if we, as a society, will invest and allot “major” funds for high-quality preschool programs, there would be a higher return on “our” money with less crime, less remediation in K-12, less welfare dependence, and the like. The research also shows that there would be higher achievement scores, and a higher quality of life with those who attend preschool. It is a known fact that living with poverty also means living with poor or no health care services. With this in mind, I would implement “visiting medical teams” that would provide everything a child would need in terms of medical care and locate it right in the school. These medical teams would make it possible for all children to be seen, reducing the days absent from school. In addition, I would implement a need-based program that would allow every student a computer, with filters, to take home on a loan basis. The computer loan program would be very much like the way textbooks are handled each year by schools. With these types of programs in place, it would not be long before we, as a society, would reap the benefits of our initial investment(s).


text:
Cookbook:Apple Pie II

| Desserts

Pie crust

 * 8 oz (225 g) plain flour
 * 4 oz (110 g) margarine
 * 2 oz (55 g) lard
 * 1 pinch of salt
 * 2 tablespoons cold water

Filling

 * 4 McIntosh apples
 * 1 teaspoon cinnamon
 * 2 cups white granulated sugar
 * ¼ cup flour
 * 2 cups water
 * 3½ tablespoons cornstarch
 * lemon juice (of ½ lemon)
 * ½ teaspoon ground nutmeg

Pie crust

 * 1) Rub flour, margarine, lard, and salt together until the mixture has the consistency of fine breadcrumbs.
 * 2) Gently mix in 2 tablespoons water to make a soft but firm dough.
 * 3) Divide dough in half, then roll each half out on floured surface to the size you want your pie.
 * 4) Use one crust to line your pie pan.

Filling

 * 1) Core, peel, and slice the apples into ⅛–¼-inch (0.5–1 cm) segments.
 * 2) Add lemon juice to the apple segments.
 * 3) Transfer excess juices to the pie pan.
 * 4) Combine the sugar and water in a saucepan. Bring to a boil over medium heat, stirring gently until the sugar dissolves and you get a simple syrup. Remove from the heat and let cool until just warm.
 * 5) In a separate bowl, mix the cinnamon, nutmeg, flour, and cornstarch.
 * 6) Combine the apples, spice mixture, and syrup in a bowl. Toss well.
 * 7) Transfer the apple filling to the crust-lined pie pan.
 * 8) Cover the filling with the second pie crust and make three slits on top.
 * 9) Crimp the edges of the crust together, making a decorative border if desired.
 * 10) Bake in the oven at 350°F (175°C) for 60 minutes or until golden brown.
 * 11) Take out the pie and let cool.
 * 12) If desired, serve warm with ice cream, frozen custard, or frozen yogurt.

Notes, tips, and variations

 * You can also use 2 store-bought pie crusts instead of making the dough from scratch.

title: Cookbook:Apple Pie II


text:
Cookbook:Apple Pie

| Desserts

An apple pie is a fruit pie (or tart) in which the principal filling ingredient is apples. Pastry is generally used top-and-bottom, making a double-crust pie, the upper crust of which may be a pastry lattice woven of strips; exceptions are deep-dish apple pie with a top crust only, and open-face Tarte Tatin.

Here are three variations on apple pie:
 * 1) Apple Pie I: an apple pie recipe which suggests a variety of apples.
 * 2) Apple Pie II: a recipe that uses the first one as a model; uses McIntosh apples exclusively.
 * 3) Tarte Tatin: an open-faced kind of apple pie.

Libro di cucina/Ricette/Apple pie Kookboek/Appeltaart Książka kucharska/Szarlotka

title: Cookbook:Apple Pie


text:
User talk:67.167.141.234

Regarding edits made during March 14 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 22:26, 14 March 2007 (UTC)

title: User talk:67.167.141.234


text:
Talk:Blender 3D: Noob to Pro/User Preferences Windows

I tried to save user preferences.. i saved the blender file.. then closed the pgrogram and then the user preferences was not saved! what am I doing wrong?

-Z

File > Save Default Settings

Recommended Memory Settings
"If you have a good computer with a lot of memory, you might want to increase that limit (up to 64), while if your computer is old and sickly, you may consider decreasing it to 10 or 20."

Can we have a more precise measurement here for the more technically minded? I'm a Blender noob, and don't want to be stuffing it up yet. I'm also guessing they mean RAM, but how much? Clarification please. (unsigned)

 * I was coming here to ask the same question but realized that most of that answer is subjective. I, like you, assume it's a condition of RAM, considering "old and sickly" are conditions affected by RAM usage.  If you consistantly work on files with larger Filesizes, you'd need more RAM than someone who typically works on isolated objects which are then incorporated into a larger file. It's subject to other factors too, such as, are you running other programs at the same time, and how much of your RAM resources are being soaked up by those?  (Operating System, Virus Scanners, Network monitors, Image editing software, etc)

 * I think the most precise way to look at this question is to try the default, and if the program runs smoothly and quickly, you could risk using a higher number, or if there's a sluggish response, perhaps even only on a large file, you could move the number downwards until Blender performed smoothly again.
 * You didn't sign your comment, so I don't know if you're planning to come back to the page and read this, nor how old your question is, nor how to contact you at this point with my answer. Please sign your comments by typing --~ at the end of your post, or by using the "Signature/Timestamp Button" found directly above the edit area.

 * Also you should use the "Plus" sign to add another topic to a discussion page. I went back and gave you a title, etc, manually.  --Deadguy (talk) 17:55, 24 August 2009 (UTC)

Blender wants to save in the administrator directory (windows)
You should propably mention that blender tries to save it's pereferences in the administrator user directory even if the user has a restricted account (see here). 217.80.243.183 (talk) 22:23, 10 March 2009 (UTC)

Blender saves current size of Preferences Window
Might want to add a note that preferences window size is one of the preferences saved. --Wgoelkel (talk) 04:10, 5 April 2009 (UTC)

Rotation Settings
I've been following the tutorials so far and found the default rotation style a little too unnatural. I found it quite useful to change the rotation to turntable mode in the user preferences.

Coverage of the Addons options
There is also a Addons window in blender, so that different extensions may be used. it is in the same place as the preferences. it looks like this page doesn't include information on many of the features of the preferences window, so if I can I'd like to add a part about the addons.

Zblender (discuss • contribs) 14:17, 26 September 2012 (UTC)


text:
Advanced Interactive Media/Director

Macromedia Director is the proven multimedia authoring tool for professionals. Director combines broad media support for media types, ease of use, high-performance, and an infinitely extendible development environment to deliver rich content and applications for CDs, DVDs, kiosks, and the Internet. Director MX 2004 offers powerful new features, including two scripting languages, DVD-Video support, cross-platform publishing, and Flash MX 2004 integration.

/Keyboard Shortcuts/

4.5 out of 5: "Macromedia Director is the King Kong of interactive multimedia authoring programs! You'd have to search a lot of jungles to find any other authoring program that has as many features as Macromedia Director." - Merrily Miller and David Rosenblatt. MacDesign.

Create accessible content for people with disabilities. Deploy on CD, DVD, or corporate intranets—or to over 300 million web users with Adobe Shockwave Player. Expand your creative possibilities by incorporating new, powerful DVD functionality, which lets you embed, control, and play back DVD-video within multimedia projects. Extend in any direction with Director's powerful Xtras plug-in architecture. Xtras let you extend the authoring environment and playback engine in nearly limitless ways. Use third-party Xtras or write your own to control external devices, such as joysticks and cameras, and perform sophisticated operating system-level tasks. Make content more engaging by incorporating most major media formats including DVD-Video, Windows Media, RealMedia, QuickTime, and Macromedia Flash, as well as audio, bitmap, and 3D formats. http://www.adobe.com/products/director/productinfo/overview/

title: Advanced Interactive Media/Director


text:
Advanced Interactive Media/Director/Keyboard Shortcuts

Keyboard Shortcuts in Director

Toggling Windows These commands open and close specific windows in the Director 8 interface.

The Mac version is first, followed by the Windows equivalent.

Open/close Stage: Command-1 Control-1

Open/close Control Panel: Command-2 Control-2

Open/close Cast: Command-3 Control-3

Open/close Score: Command-4 Control-4

Open/close Paint window: Command-5 Control-5

Open/close Text window: Command-6 Control-6

Open/close tool palette: Command-7 Control-7

Open/close color palette: Command-Option-7 Control-Alt-7

Open/close Field window: Command-8 Control-8

Open/close Digital Video window: Command-9 Control-9

Open/close Script window: Command-0 (zero) Control-0 (zero)

Open/close Message window: Command-M Control-M

Open/close Markers window: Command-Shift-M Control-Shift-M

Open/close Tweak window: Command-Shift-K Control-Shift-K

Open/close Align window: Command-K Control-K

Open/close toolbar: Command-Shift-Option-B Control-Shift-Alt-B

Open/close Debugger window: Command-' (single quotation mark) Control-' (single quotation mark)

Open/close Watcher window: Shift-Command-' (single quotation mark) Shift-Control-' (single quotation mark)

Open Font window while Text open: Command-Shift-T Control-Shift-T

Open/close Behavior Inspector: Command-Option-; Control-Alt-;

Open/close Text Inspector: Command-T Control-T

Open/close Property Inspector: Command-Option-S Control-Alt-S

Open/close Vector Shape window: Command-Shift-V Control-Shift-V


text:
User talk:128.187.0.164

Please stop adding chapter links to the bottom of Muggles' Guide to Harry Potter pages. It is not useful and against standards. Thanks. -within focus 01:59, 15 March 2007 (UTC)

 * I've stopped for the moment. But I did find it useful—it saved me from having to go back to the index to be able to continue on to the next chapter's synopsis. And I did a quick search for a policy/guideline forbidding such and failed to find any. Since I'm relatively new to the wiki, I'll assume, in good faith, that it is there and that I just failed to find it. Would you mind pointing it out to me?

 * Although you tried to clear this out, please see here for standards on how to write pages in our book. We have spent a great deal of time in formulating a strict system for page setup. The links you added are redundant and already exist at the top right of the page. Furthermore, they don't have a purpose in "Greater Picture" and are merely for navigational use, thus the reason for using a template and placing such content off to the top and side of the page, similar to turning the page of a book. Many things are not strictly policy here, especially if you came from Wikipedia where every little issue has been standardized. We trust book contributors here to create their own editing standards. You haven't violated a site-wide policy, but you have differed from normal editing practices. If you have further comment, please respond on my talk page. -within focus 17:25, 15 March 2007 (UTC)

 * I cleared it out because after going back I noticed the page links at the top of the page. Sorry for the inconvenience. I'm at a university, so the IP broadcast is shown for all the computers on campus. I'll clear this again, later, so it doesn't get cluttered.

 * You're still making good edits elsewhere. Thanks for the contributions. -within focus 12:44, 16 March 2007 (UTC)

 * I'd personally prefer you not clearing this page, at least not until it gets "cluttered". It could be useful as a reference about those edits, and as indication that you apologized for them. But, it's still your choice. -- Jokes Free4Me 14:31, 27 June 2007 (UTC)

 * By the way, you could have just edited the URL in the address bar to get to the next synopsis. ;-) -- Jokes Free4Me 14:31, 27 June 2007 (UTC)

title: User talk:128.187.0.164


text:
Talk:Java Programming/Threads and Runnables

Irrelevant socket stuff
why is all of the socket stuff in the thread module. Arunreginald (talk) 07:47, 19 September 2010 (UTC)
 * I have removed the discussion about sockets in the module. Please review the text now.

Need a more concrete example that isn't sockets
The first two examples (Calenders) are a little too light and the socket example is pretty rough. Can we get some better examples? 67.183.161.82 Arunreginald (talk) 07:47, 19 September 2010 (UTC)
 * I have removed the two examples all together and added a new simple example that is then explained step-by-step. Hopefully, it will be easier to digest now.


text:
Korean/Conjunctions

Introduction
In language, a conjunction is a way to combine 2 or more phrases into one sentence. This chapter will cover the basic conjunctions such as 'and', 'or', and 'but'.

~지만 (but)

 * 김치는 맵지만 맛있어요.  Kimchi is spicy but delicious.
 * 한국어는 어렵지만 재미있어요.  The Korean language is difficult but interesting.

와/과 (and)
This is used for combining 2 nouns. If the end of the first noun has no consonant, use '와'. If the noun has a consonant, use '과'.
 * 김치와 단무지는 맛있어요. Kimchi and yellow radishes are delicious.
 * 나는 텔레비전과 영화를 보아요. I watch TV and movies.

(이)나 (or)
This is for choosing between 2 nouns, pronouns, or adverbs.
 * 맥주나 막걸리를 마셔요. I drink beer or makkoli.
 * 지하철이나 버스를 타요. I ride the subway or the bus.

~고 (and)
This form is for combining 2 or more verb sentences
 * 날마다 나는 한국말을 공부하고 운동해요.   Every day I study Korean and exercise.
 * 그 남자가 부산에 갔고 미술관을 방문했어요. That man went to Busan and visited the museum.

~거나 (or)
This form is used for choosing between 2 or more actions.
 * 더우면 나는 수영하거나 PC방에 가요. If it's hot, I swim or go to the PC room.
 * 나는 주말에 운동하거나 공부해요. On the weekend, I exercise or study.

title: Korean/Conjunctions


text:
IB Biology Practical Investigations/The Chemistry of Life/Virtual Elodea Lab 1

VIRTUAL ELODEA LAB
Suitable for a single-session, exam-condition assessment.

Other similar programmes are available on the internet.

ASSESSED CRITERIA:
 * Old guide: Pl(a), DC, DPP
 * New guide:DCP

MATERIALS REQUIRED:

 * 'Science Investigations 1' from Focus Educational Software (2002)
 * Stack of lined paper and graph paper.
 * Computers/ laptops for students.

INSTRUCTIONS TO STUDENTS
1. Run a demonstration trial with median settings for each variable.

2. Complete the aim and hypothesis.

3. Collect the software from the teacher

4. Complete the data collection, processing and presentation sections.

5. Write a brief conclusion outlining the significance of the results. 6. Reference sources appropriately.

OTHER NOTES
To achieve marks for 'MS', you might try the practical for real, though getting worthy data from Elodea can be time-consuming and random. The data used for the DPP section could be generated by the software.


text:
User talk:74.120.12.139

The new pages you are creating are not, as I'm sure you know, not appropriate material for Wikibooks. If you're experimenting with Wikibooks, please use the sandbox. -- Jim Thomas (aka Jomegat) 03:13, 15 March 2007 (UTC)

title: User talk:74.120.12.139


text:
IB Biology Practical Investigations/Statistics/Mythbusting: 'Girls can't catch'

MYTHBUSTING: GIRLS CAN'T CATCH
TEACHING OBJECTIVE:
 * Students develop their own method of investigation, based on the knowledge that they will need to use the T-test to analyse their results.

TASK OUTCOMES:
 * By the end of this activity, students will be able to:
 * design and evaluate a method of investigation based on scientific conventions.
 * apply the T-test to a set of data generated in an investigation
 * present their data in an appropriate format, using scientific conventions

TIME REQUIRED:
 * 90 minutes - 2 hours

INTRODUCTION:  Is there really a difference between boys' and girls' catching abilities? The boys will surely say there is, the girls the opposite. Here's a chance to find out.

Teams will work together to design a method for testing the null hypothesis: 'there is no difference between boys and girls in terms of catching ability'. Their method should allow them to test their data using the T-test and present their results appropriately.

This task will allow exploration of many of the fundamentals of research science, including sample sizes, fair tests, application of statistics, evaluation of methods, limitations of results, presentation of data. It is a bit silly, but statistics needs an injection of fun.

MATERIALS AND EQUIPMENT:
 * balls
 * measuring tape/ sticks
 * other equipment as groups require

OTHER RESOURCES NEEDED:
 * Prior knowledge of the T-test and basic scientific method/ fair testing required

INSTRUCTIONS:
 * Put students into small, mixed-gender groups.
 * Set the research question: 'Is there a difference between boys and girls in terms of catching ability?'
 * Allow the groups time to develop a simple method for testing the hypothesis, which will allow them to utlise the T-test.
 * Once methods have been approved, allow sufficient time for groups to collect enough data.
 * In the next lesson/ at home, students apply the T-test to their data, make a poster of their results and present it to the class.
 * As a class, discuss the limitations of each group's method, datasets and data analysis. How can this investigation help students plan more scientifically in the future?

SAFETY/ RISK ASSESSMENT
 * Ball-throwing outside, in plenty of space.
 * First-aid supplies ready for the boys who make inappropriate comments about girls' coordination.

IDEAS FOR FURTHER INVESTIGATION
 * Ask students to brainstorm other areas of science that could be explored using the T-test.
 * Refer back to this activity when sampling populations in Ecology.

SOURCES AND REFERENCES:


text:
User:IanBoggs

Hi, I like textbooks. It looks like a lot of people here are experts in their fields but don't know how to make that information accessible to the rest of us. That's where I come in.

http://meta.wikimedia.org/wiki/Help:Formula

$$\phi\theta\kappa \,$$

title: User:IanBoggs


text:
User talk:IanBoggs

Blah.

title: User talk:IanBoggs


text:
User talk:71.207.35.230

Regarding edits made during March 15 2007
Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 04:47, 15 March 2007 (UTC)

 * You have been temporarily blocked from editing for vandalism of Wikibooks. If you wish to make useful contributions, you are welcome to come back after the block expires. Az1568(Talk) 20:23, 15 March 2007 (UTC)

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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 23:04, 15 March 2007 (UTC)

Regarding edits made during March 18 2007

 * [[Image:Octagon-warning.svg|left|30px]] You have been blocked from editing Wikibooks  as a result of your .  Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, personal attacks; and repeated, blatant violations of our neutral point of view policy are considered vandalism. If you wish to make useful contributions, you are welcome to come back after the block expires.

Az1568(Talk) 19:13, 18 March 2007 (UTC)

title: User talk:71.207.35.230


text:
Talk:HSC Extension 1 and 2 Mathematics/4-Unit/Complex numbers

The formula for the argument is slightly wrong:
 * $$\theta = \tan^{-1}\frac{y}{x}\,$$

This only ever gives an answer that is a positive or neagative acute angle (i.e. the 1st or 4th quadrant): numbers in the other two must have $$\theta$$ adjusted by $$\pi$$ to get a correct answer. Perhaps more detail should be put into this later on, including how to do it without arctan (ie, instead doing it by arccos or arcsin, after factoring out the modulus)

How about saying ":$$\theta = \tan^{-1}|\frac{y}{x}|\,$$, and correcting for the quadrant as appropriate."?


text:
User talk:Sarah Ewart

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! -- Herby talk thyme 09:54, 15 March 2007 (UTC)

!
The welcome - no problem. And you've fixed the link! I thought I'd recognised the name and got the right person but I wasn't sure, hope you enjoy your time and get to chill a bit -- Herby talk thyme 11:13, 15 March 2007 (UTC)

title: User talk:Sarah Ewart


text:
Foundations and Current Issues of Early Childhood Education/Chapter 2/2.2

Literacy-Rich Environments & Parental Involvement
By: Breana Thomas

Introduction
Children need plenty of opportunities to experiment with reading and writing to foster early literacy. The student’s environment and activities should inspire an appreciation for words, stories, and communication. Parents and family members play important roles in supporting, sharing, and exploring literacy with their children. Parents need to read out loud to their children and make home environments literacy-rich where real and memorable learning can take place.

The Classroom Environment
Early literacy learning is critical. Students need to be exposed to literary events as well as literacy-rich environments from a very young age. Students need the opportunity to explore literacy through thinking, listening, speaking, reading, and writing. Activities that foster literacy development should meet the needs and learning styles of the students in the classroom. “Optimal learning takes place in a setting in which children feel comfortable, safe, and at ease” (Weinstein, 1987). With this in mind, classroom areas should be well organized and aesthetically pleasing and appealing to students.

Classrooms need to have areas for students to engage in collaborative work, as well as areas for private, independent practice. “Physical surroundings impact learning. Rooms partitioned into small spaces lead to more talk and cooperation” (Morrow, 2002). Teachers can use low bookshelves, tables, and rugs to define areas within a classroom.

The classroom needs to be filled with print. Posters, bulletin boards, and words walls need to display words and concepts learned, and should be interactive and promote literacy development.

Dramatic Play Centers
“A number of studies have shown that integrating literacy artifacts into children’s play settings can encourage children’s print awareness” (Pullen, Justice, 2006). Centers such as a post office, restaurant, and housekeeping center can provide children with lots of literacy-enriched play materials.

The classroom post office will encourage the writing of letters and written correspondence. Materials included in this center will consist of pens, stamps, envelopes, mailboxes, and paper. Students will understand that printed materials provide information and realize that the printed words have a purpose. Just like in the post office center, the children learned that they can communicate by writing and that words have meaning. Sending letters to other students and adults will help children become writers, which will help them to become better readers.

A restaurant center will let students take on the roles they see outside of school. Students will become servers, cooks, and customers. Materials that will promote literacy in the restaurant center include order pads, menus, pens, recipes, cookbooks, receipts, and play money. Have recipe cards for students to make different meals such as soups and sandwiches. Not only does this provide children with hands-on learning of sequencing and following directions, it allows children to see positive results from reading.

A classroom housekeeping center should include items a child may see at home, such as recipes, cookbooks, newspapers, magazines, phonebooks, message pads, and grocery lists. Children should be encouraged to find items in the play area that they have on their lists. They can then sort their items, and read the products labels as they learn to organize the cupboards or play fridge.

Dramatic play centers should be changed often and engage students to learn and explore literacy naturally. “By involving students in an activity in which they explore literacy naturally, you know that you have their attention and their interest” (Gunning, 2005). Teachers need to use developmentally appropriate literacy instruction. The instruction used needs to acknowledge children’s development, their interests, and literacy knowledge.

Parental Support
Parents need to be supported in sharing and exploring literacy with their children. Parents can begin an endless learning chain by reading to their children. Children develop a love poems and stories and will want to try reading on their own. With practice, students will read for information and pleasure. Students need a strong foundation for a young child to become a lifelong reader. Parents need to spend time with their child reading to them and listening to their child’s questions. These moments are enjoyable and memorable. Parents can stimulate their child’s interest in reading and learning language. Parents know what their child (ren) is interested in and can incorporate the child’s interests into learning. Parents need to be aware of the reading programs the school uses that their child will be exposed to. With this knowledge, parents can extend the learning process and find where his/her child needs the most support and practice skills at home. Parents that can’t read well themselves are encouraged to tell oral stories or tales. Children love listening and spending time with mom and/or dad. Teachers can support their students' parents with tips on instructional strategies that will support the child’s learning at home. Teachers need to suggest to parents to label objects in the home. A print filled environment will help make the child conscious of print in everyday life. Teachers could also have special backpacks with activities and books for students to bring home and use with their parents. Parents may not have the resources they need to help instruct their child, so a backpack with activities would be ideal for every family. Teachers should suggest that parents read-aloud with their children to promote literacy.

Read-Aloud
Reading out loud to children helps them develop in oral language, cognitive skills, concepts of print, and phonemic awareness; all areas that are important to formal reading instruction. Students are exposed to higher leveled books and the teacher/parent models reading for enjoyment. Parents and teachers should enhance read-aloud by having the child point to objects in the pictures. Parents and teachers need to model that print is read from left to right. They can model this behavior by following the words with their fingers. Involving the child in turning the pages also teaches them that the pages turn from right to left. Talking about the stories read can help children build their vocabulary and link stories to their daily life. Parents should have their child predict and use their background knowledge of the subject to formulate those predictions. Talking about a story not only builds their vocabulary and understanding of the world, but it gives the child the ability to carry on a conversation which is important for reading development.

Read-aloud advocate, Jim Trelease (2001), testifies to the value of home and school read-aloud in his best-selling book, The Read-Aloud Handbook (5th ed.). “Every time we read-aloud to a child or class, we’re giving a commercial for the pleasures of reading.” Read-aloud help students comprehend literacy language, develop story structure, and build on comprehension and vocabulary. Parents and teachers should choose books that students can relate to and make personal connections.

Exposing children to literacy-rich environments and developmentally appropriate practices/instruction will provide students the opportunities and encouragement to become successful readers. Students need environments that provide them with opportunities to read, share, and display their writing. With support, parents can be engaged in sharing and exploring literacy with their child.

Influence of parents reading aloud to children later on attitudes towards recreational and academic reading.

Multiple Choice Questions
Choose the correct answer for each question.

1.)	Areas of a classroom can be sectioned off using a.	Toys b.	Students c.	Low bookshelves d.	Curtains

2.)	All of the following artifacts can be found in a restaurant dramatic play center to promote literacy except a.	Menus b.	rug c.	Order pads d.	Cookbooks

3.)	Optimal learning takes place in a setting in which children feel a.	Comfortable, safe, and at ease b.	Dirty, crowded, and comfortable c.	Safe, smelly, and at ease d.	Uncomfortable, unsafe, and at ease

4.)	All of the following are benefits of reading aloud to children except a.	comprehend literacy language b.	develop story structure c.	builds on comprehension skills and vocabulary d.	assessment

5.)	Talking about a story not only builds a child’s vocabulary and understanding of the world, but it gives the child the ability to carry on a.	a story b.	reading c.	a conversation d.	an investigation

Multiple Choice Answers

1.)	Areas of a classroom can be sectioned off using low bookshelves. ©

2.)	All of the following artifacts can be found in a restaurant dramatic play center to promote literacy except a rug. Although a rug can be found in some restaurants, it does not promote literacy. (B)

3.)	Optimal learning takes place in a setting in which children feel comfortable, safe, and at ease. (A)

4.)	All of the following are benefits of reading aloud to children except assessment. (D)

5.)	Talking about a story not only builds a child’s vocabulary and understanding of the world, but it gives the child the ability to carry on a conversation. (C)

Essay Question
Your principal asks you to set up a new dramatic play center to enhance a literacy-rich environment that also correlates to the standards of learning- community helpers (k.6). You decide to turn the center into a travel agency. Describe what this center will look like and the materials that will be available to enrich literacy.

The travel agency will have two desks for the agents and four seats for customers. Students will take on roles of tourist or agent. The wall of the center will be filled with posters displaying destinations all over the world. Featured destinations include Greece, China, Mali, Rome, Egypt, and Mexico. There will be a brochure holder containing brochures from all of the places featured on the wall. The agency will have artifacts from each featured destination for the students to manipulate. There will be a poster with trip packages available for sale. The student agents must decide prices for each trip and write it on the board. Students will also be responsible for naming their agency.

The agency will have a prop box for the students to look the part. There will be outfits suitable for tourists and agents. The center will include a computer, phone and reservation book. Along with pens, luggage tags and tickets that students can fill out according to the destination chosen. Magazines and travel books will be available for travels to glance through in order to decide where they would like to visit. The agency will have luggage and travel supplies for the travelers to buy. Once the traveler has decided where he/she wants to go, the agent will write out tickets and charge for their services.


text:
Talk:A-level Applied Science/Finding out about substances/Titration

can you please put what jobs use titration


text:
General Genetics/Recombinant DNA Cloning Technology

DNA CLONING
This term refers to the process of transferring DNA fragment of interests from one organism to a self-replicating genetic element e.g. a bacterial plasmid. The DNA of interest can then be propagated in a foreign host cell. This technology has been instigated from the 1970s, since then it has become widely used and is a common practice in molecular biology labs to this very day.


text: User talk:212.85.201.250

title: User talk:212.85.201.250


text:
User talk:Tigersnlove

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! --Derbeth talk 13:44, 15 March 2007 (UTC)

Your edit to Social sciences department
Please read Help:How to start a book. --Derbeth talk 13:44, 15 March 2007 (UTC)

title: User talk:Tigersnlove


text:
User talk:Sbank

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! --Derbeth talk 13:45, 15 March 2007 (UTC)

title: User talk:Sbank


text:
User talk:Jah13

Welcome
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! --Derbeth talk 13:46, 15 March 2007 (UTC)

title: User talk:Jah13