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Cookbook talk:Bubble Tea

Where to get Pearls
where do you get the bubble tea pearls, or how at least do you make them?
 * The real dark-colored pearls can be purchased from a number of bubble tea-specific internet vendors. See the Wikipedia entry for some decent links.   However, if you are willing to settle for the white pearls, you may be able to find them at your local grocery store, near where you would find Jell-O puddings. Get real tapioca pearls, not instant, 'minute', or granules.  They are normally soaked overnight in water, then cooked for about an hour in fresh water.  A tea shop near me uses a slow cooker (crock pot) to cook them.  When they are done, they are drained and I believe they are ready for use.  Some people store them in a simple syrup.--Mdwyer 23:53, 23 February 2006 (UTC)

Cup
What size is a cup? what is the metric unit?Sweetie candykim (discuss • contribs) 12:16, 2 May 2012 (UTC)

I worked out that a cup size is 237ml but I have added the metric sizes and altered the serving sizes accordingly Sweetie candykim (discuss • contribs) 12:30, 2 May 2012 (UTC)

title: Cookbook talk:Bubble Tea


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User:Derbeth/Good books

 * Arabic
 * Macroeconomics (+layout)

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

title: User:Derbeth/Good books


text: Template:Side note

title: Template:Side note


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Template talk:Side note

Side notes are meant for short texts that side besides the main text. One use of a side notes would be to clarify certain, longish points in a succint manner. -- Kowey 22:47, 6 February 2006 (UTC)

title: Template talk:Side note


text: Template:Exercises

title: Template:Exercises


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User:Renmiri

About Me
Female, 25+ (don't ask), married, 3 kids. Software Engineer. MBA. Hobbies: Video Games, Writing, Blogging, Web 2.0 widgets

My Contributions
I have worked on Illustrated Guide to the world of Spira (FFX and FFX-2) which had in depth detail about the world described by the Video games Final Fantasy X and Final Fantasy X-2. I also updated the FFX and FFX2 game pages here at Wikibooks, with a summary of the material I'm adding to the Illustrated Guide. Both wikibooks have been deleted. Renmiri 21:16, 3 June 2006 (UTC)

Game Books evicted from Wikibooks
Oh well.... You can find all my work and most of the Final Fantasy material that was here at wikibooks at the Final Fantasy Wiki. Kudos to FF Wiki for giving us a home  Renmiri 21:15, 3 June 2006 (UTC)

title: User:Renmiri


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User talk:Renmiri

Welcome
Hello and welcome to Wikibooks!

Mythology of Final Fantasy X

Here are some tips to help you get started:
 * Take a look at Naming policy
 * See list of templates which can save your time
 * 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.

Good luck!--Derbeth talk 23:23, 6 February 2006 (UTC)

MediaWiki subpages and http://www.editthis.info/virtualsoil/index.php/A_New_Story/1
Hi. You asked in the Staff lounge "a question about Wikibooks setup"; you wanted to enable subpages (slash in titles) on your wiki.

I am not sure exactly how to do this, but using DDefaultSettings.php in MediaWiki 1.5.5 in CVS as a reference, I think that I know what to do.

I believe that you need to ask the web server administrator to edit LocalSettings.php and add NS_MAIN to the list of namespaces in $wgNamespacesWithSubpages. You will need to ask this of whoever set up editthis.info. --Kernigh 03:37, 12 March 2006 (UTC)

 * Some more readings: Wikibooks_should_use_subpages. Hope you succeed. --Krischik T 09:08, 12 March 2006 (UTC)

hey
dont you think we should make copies of the pages from wikipedia and have them here too, instead of linking back to wikipedia? like all the character bios and stuff? i looked and most of the final fantasy pages are pretty bare and kinda sad, so i have planned to improve them alot, over time, when i have some free time... -Xornok 02:36, 11 April 2006 (UTC)

Illustrated Guide to the world of Spira (FFX and FFX-2)
On VFD you asked for a week to transfer this book to another site before it is deleted here. Could I ask whether this has now happened, especially as I don't want to delete it until you've had a chance to move or copy the material? Many thanks, Jguk 18:47, 1 June 2006 (UTC)

RE: Deletion of Games from Wikibooks
Regarding your message left on my talk page, firstly I'm not a member of any particular project on the Harry Potter guide, I am actually brand new at Wikibooks. But also, I don't understand why Harry Potter would be deleted due to "Games on Wikibooks are being evicted" concerns. It's not a game, it's a series of books. Why would it be deleted? --DanielBC 23:18, 3 June 2006 (UTC)

title: User talk:Renmiri


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Talk:Business English/Phrasal Verbs/Get

Untitled
not sure if i should add to get down : to get out of a car to go to the store, as in "are you getting down?"

title: Talk:Business English/Phrasal Verbs/Get


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User:Thisdude415

Please do not edit this page. If you suspect vandalism, place it on the talk page, where I can take the necessary actions.

title: User:Thisdude415


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User:Rocky7

Collaboration of the Month, I see.

 * Naming policy
 * All bookshelves
 * Template:New

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User talk:Rocky7

Hi! Nice to meet you. --Rocky7 00:37, 7 February 2006 (UTC)

title: User talk:Rocky7


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Talk:Electronics/Table of Chemicals

This was a very long page containing content copied from Wikipedia, but I blanked it and replaced it with Wikipedia links. My other option was to credit Wikipedia, format the page, and revert one occurence of "ass" to "applications". However, I did not find a reason to fork Wikipedia content in this case, so I decided only to make links to Wikipedia.

I retained the top section, which is an empty list of components for batteries, LEDs, et cetera, and marked it sectstub. --Kernigh 00:49, 7 February 2006 (UTC)

title: Talk:Electronics/Table of Chemicals


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Talk:Logic for Computer Science/Reasoning

I don't know whether perhaps the information that I have added here was appropriate. (I'm not done adding.) There might be a better location for this stuff. However, the original couple of postings were badly edited and nearly non-sensical. I would actually like to know whether it would be worth it to continue.


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Arabic/ArabicWriting

Purpose of this page: explains how the Arabic words will be displayed. Proposals:
 * Use Arabetics fonts in some of sections of the book.
 * Include Arabic type with fathäh, kasräh, etc. So that the Arabic text is adequate enough to figure out the pronunciation. This probably requires the next proposal to be implemented.
 * Show Arabic type as a picture so it is viewable on all computers. This is necessary to show the vowelizing symbols (a.k.a. "tashkiil") (fathäh, kasräh, etc.) properly.
 * Make transliteration optional to view.
 * Allow the user to choose to see vowelized or unvowelized texts, when viewing a page.

These are to be discussed on the talk page.

Anything agreed upon goes below for future authors.

title: Arabic/ArabicWriting


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General Astronomy/Scientific Notation

In previous sections, we discussed some numbers that were very large. In astronomy, the appearance of such huge numbers is common. This is one reason astronomers and other scientists use scientific notation when working with very large or very small numbers. Scientific notation is a system for writing and working with numbers that makes it much easier to deal with numbers that are very small or very large.

For example, the Milky Way Galaxy contains roughly three duodecillion tons of material. That is a rather cumbersome number. (Astronomers would never actually write this. Instead, they would say that the Milky Way contains one trillion times the mass of the Sun, which is somewhat easier. We'll use this much larger number for our demonstration.) You could also write this number as
 * 3 000 000 000 000 000 000 000 000 000 000 000 000 000 tons,

but that's even worse. Scientific notation makes the number much more compact and readable:
 * 3 × 1039 tons.

This number is verbally expressed as "three times ten to the 39 power tons." This is numerically equivalent to the first two expressions.

A number written correctly in scientific notation has two parts. The first is a number greater than or equal to 1 and less than 10 (but it can be either positive or negative). This is sometimes called the mantissa. The second part is the number ten raised to a whole number power. The exponent of the second number is called the power. Some examples of numbers written correctly in scientific notation are:
 * 2 × 1018
 * -1.4 × 102
 * 7.656 × 10-4
 * 2.1 × 100

These, on the other hand, are not valid examples of numbers written in scientific notation:
 * 0.1 × 104 is wrong because the mantissa is less than 1
 * 12 × 103 is wrong because the mantissa is not less than 10
 * 8.4 × 102.2 is wrong because the power is not a whole number

Remember that
 * 10n = 10 × 10 × 10 × ... for n times,

which means that ten raised to n power is the same as 10 multiplied by itself n times, which is the same as a 1 with n zeros written after it. For example, 103 is 10 × 10 × 10, or 1000. That means that our earlier number, 3 × 1039 tons, is equivalent to
 * 3 000 000 000 000 000 000 000 000 000 000 000 000 000 tons,

which is a three followed by 39 zeros. A number written in scientific notation with a negative power corresponds to a small number. For example, the number 1 × 10−3 is written as 0.001 in conventional notation. In general,
 * 10-n = 1/10 × 1/10 × 1/10 × ... for n times.

Since scientific notation relies on powers of ten, it's simple to convert a number from scientific notation to standard notation or vice versa. To convert a large number (with a positive power) from scientific notation to standard notation, first identify the decimal point in the mantissa, then shift the decimal to the right by the number indicated by the power. To convert a number from standard notation to scientific notation, just reverse these steps. Find the decimal point in the number, and move it until the number is at least 1 but less than 10. Count the number of places you moved the decimal point and use that number as the power. If you moved the decimal point to the left, make the power positive. If you moved the decimal point to the right, make the power negative.

Scientific notation also makes it simpler to do multiplication and division. To multiply two numbers in scientific notation, multiply the mantissas and add the powers:
 * (3 × 104) × (4 × 10-2)
 * (3 × 4) × 104 - 2
 * 12 × 102
 * 1.2 × 103

In some cases, such as the one shown here, you may need to shift the decimal point again ensure that the number is in correct scientific notation. It should never be necessary to shift the decimal point by more than one digit. When dividing numbers in scientific notation, divide the mantissas and subtract the powers:
 * $$ \frac{3 \times 10^4}{4 \times 10^{-2}} $$
 * $$(3/4) \times 10^{4 + 2}$$
 * 0.75 × 106
 * 7.5 × 105

Here also, it may be necessary to shift the decimal point and change the exponent.

Scientific notation makes it easy to compare numbers that have very different values because all the zeroes have been replaced with the much more readable exponent. Numbers with a greater exponent are always bigger than numbers with a lesser exponent.

If one of the exponents is bigger than the other by more than a couple, the difference between the two is clearly very big. Recognizing a huge difference between two numbers can sometimes be a very useful insight, so it often makes sense to take a moment to develop an intuitive feel for a math problem before attacking it. In some cases, it's useful to see roughly by how much one number is larger than another. Scientific notation makes this much simpler. For a rough estimate, you only need to find the difference in the exponents. For example, 107 is greater than 103, since 7 - 3 = 4.

 * Some tourists in the Chicago Museum of Natural History are marveling at the dinosaur bones. One of them asks the guard, "Can you tell me how old the dinosaur bones are?"

 * The guard replies, "They are 73 million, four years, and six months old."

 * "That's an awfully exact number," says the tourist. "How do you know their age so precisely?"

 * The guard answers, "Well, the dinosaur bones were seventy three million years old when I started working here, and that was four and a half years ago."

 * (From the Science Jokes Web page )

In science, measurements are never perfect and numbers are never exact. As a result, every measurement we make has some uncertainty associated with it. Scientific notation makes it easy to express how precisely a number is known. Suppose a paleontologist discovers ancient dinosaur bones and finds that they are 73 million years old. Of course, the paleontologist doesn't know exactly how old they are. Maybe they're 73,124,987 years old, but the paleontologist only knows the age within 1 million years, so the age is written as 73,000,000 years, or 7.3 × 107 years. Either of these expressions imply that the bones aren't exactly 73 million years old, but are 73 million years old, give or take a million years.

But what if the paleontologist knows the age within 200,000 years, and is sure that the bones aren't, say, 73.4 million years old? In that case, the standard notation is ambiguous — the number is still written as 73,000,000 years. In scientific notation, we can write the number as 7.30 × 107 years. If we write this, we mean that the third digit is significant. The paleontologist might have calculated that the bones are 72,954,332 years old, but it would be useless to report these numbers, since the error on this measurement was 200,000 years. The extra digits are insignificant. The number of significant figures in a number are a reflection of the precision expressed in the number. In this case, the number of significant figures is three. The first significant figure is 7, the second is 3, and the third is 0.

Scientific notation gives the trailing digits written after the decimal point of a number special meaning — they tell that the number is exactly 7.30 × 107 years. This is unlike the usual use of numbers in mathematics, where trailing zeroes after the decimal point have no special meaning.

In the story about the museum guard, the guard hadn't thought about the precision of the age of the bones. It doesn't make sense to add the four years to 73 million years because the uncertainty in the age quoted to the guard was a lot more than 4 years. When working with numbers that have uncertainties, we must be sure not to express better precision in the results of our arithmetic than we had in the first place.

When doing arithmetic, numbers being added or subtracted are treated differently from numbers being multiplied or divided.
 * When multiplying or dividing numbers with uncertainties, make sure that the answer has as many significant figures as the least precise of the original numbers.

For example, in (2.3 × 103) × (1.21 × 102), the number 2.3 × 103 has two significant figures and the number 1.21 × 102 has three significant figures. The result should have two significant figures: 2.8 × 105. We assume that there was some uncertainty in the measurement that gave us 2.3 × 103, and this leads to some uncertainty in the result of the computation.

Addition and subtraction work differently. When adding 23.14 and 2.2, for example, the number 2.2 has uncertainty beginning in the tenths place. This uncertainty makes it pointless to report the hundredths place in the sum. To see this, try adding some uncertainty to 2.2 and see how this affects the sum.
 * When adding or subtracting numbers with uncertainties, round the result to the last significant place of the original number with the greatest uncertainty.

For example, 2.3 × 103 + 1.1 × 102 can be written as

But we don't know the real value of the tens place in 2.3 × 103, so we really only know the answer to the hundreds place. We should write
 * || 2300
 * + || align="right" | 110
 * - style="height:0px" bgcolor="black"
 * colspan="2" |
 * || 2410
 * }
 * || 2410
 * }

or 2.3 × 103 + 1.1 × 102 = 2.4 × 103. This may seem incorrect, but we're really only rounding off. Since we don't know the result to better than two significant figures, it makes no sense to report the extra digits — that would be like the museum guard who tells visitors that the dinosaur bones are 73 million and four years, six months old.
 * || 2300
 * + || align="right" | 110
 * - style="height:0px" bgcolor="black"
 * colspan="2" |
 * || 2400
 * }
 * || 2400
 * }

Almost every number has a unit of measurement attached to it. The number we used as our first example carried units of tons, and we expressed the age of the dinosaur bones in years. The units a number carries are part of the number itself. Units can also be multiplied or divided just like numbers.

As an example, consider a simple equation:
 * distance = velocity × time.

Suppose you drive in a car with a speed of 100 kilometers per hour (60 miles per hour) and you go in a straight line for one hour. The distance you will travel is

\mathrm{distance} = 100 \frac{\mathrm{kilometer}} \times 1 {\mathrm{hour} \!\!\!\!\!\!\!\!/} $$ or 60 miles. We have cancelled hours as though it were a number.

This trick is also useful when you need to convert units. If you have a result in one system and you'd like to convert to another, you can set up a ratio, such as 1,000 meters/1 kilometer. Since 1,000 meters is equal to 1 kilometer, the ratio 1,000 meters/1 kilometer equals one. Because of this, multiplying any number by 1,000 meters / 1 kilometer will not change the value of the number. If we want to know what 100 kilometers is in meters, we can write

100\mathrm{\ kilometers}\!\!\!\!\!\!\!\!\!\!\!\!\!\!/ \,\,\,\,\,\,\,\,\,\,\,\times \frac{1000\ \mathrm{meters}}{ \mathrm{kilometer}\!\!\!\!\!\!\!\!\!\!\!\!\!\!/}, $$ or 100,000 meters.

Other units of measurement used in astronomy are kilograms (mass), Newtons (force), and Joules (energy).

title: General Astronomy/Scientific Notation


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Budget Watch Collecting/Selling a Watch on the Internet

In all forums, it is vitally important to have good clear pictures. See Budget Watch Collecting/Watch Photography for help with this. Ebay charges extra for extra pictures, and many watch forums have limited picture space. In those cases, it is often easier to use a free hosting service like [Photobucket] and post links. Mechanical watches should usually show the movement if possible. If the watch is running, show pictures with the second hand in different positions. If a watch is not running, check the balance--If there is no play, report that.

With inexpensive watches, you need to balance your time with the extra bids better pictures will generate. I place my watches on a stand, take them to the wall of my porch outside, and take a fairly standard series of photos--Full face, then I rotate the watch to 5 or 6 positions showing all sides and back. I'll then take a picture of the back, and a movement picture for mechanicals. I'll try to get two pictures of any flaws--One with lighting adjusted to make the flaw stand out, another "actual view" with the flaw how it really looks in normal lighting. If the watch glows strongly in the dark, I try to get a picture of that.

Don't's: Make sure a calendar watch isn't photographed in the middle of a date change--Fairly common, that is where the watch is most likely to stop on its own, but it makes it look like the calendar is misaligned. Chronographs should be photographed both reset and with the chrono running. LED's should be photographed without flash, with the digits lit.

Outlets:

So far, my selling has been done on Ebay. I almost always start with a starting bid a small fraction of the expected price, no reserve and take my chances. Sometimes I'll set a "buy it now" of about 20% more than I expect the watch to sell for. Occasionally I'll get a buy-it-now, often I'll get a low starting bid but a final price higher than the buy-now price.

Many watch forums have associated trade forums. Rules vary, and in general expectations are higher, with no "don't know what I'm doing" excuses.


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Social Psychology/Noted Contributors

 * 1) Lucidish 03:18, 7 February 2006 (UTC)
 * 2) Jtneill - Talk - c 05:49, 15 July 2008 (UTC)

title: Social Psychology/Noted Contributors


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User:Jellocube27~enwikibooks

Shelley

 * An American child
 * Art Student
 * Admires goths
 * Like surrealism

Contact

 * AIM: seagull theme
 * MSN: jellocube27@hotmail.com
 * ICQ: 99083212

Works on these wikibooks: As I have learned, pixel art is not very much like Chai :(
 * Chai Book
 * Isometric pixel art

title: User:Jellocube27~enwikibooks


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Social Psychology/Action and person

To many theorists, the locus of interest lies in actors, actions, and interactions between persons. But before any research can be done on those issues, the basic points of discussion that are involved in the above topics need to be laid out. In other words, it must first be asked, "What is a human action?"

The American sociologist Talcott Parsons created a model of human action which stressed that the most basic interesting event to recognize is goal-directed action. It was further refined by his student Robert K. Merton. In this model, human actions are made up of and involve:
 * The actor or agent performing an action (including their intentions, schemas, knowledge, motives, and identity);
 * The goal, or a future state of affairs that is desired (which may be a means to another end or an end in itself; involve human communicative action or be an object-oriented action; and be either a creative goal or reaction to a dilemma);
 * The situation in which action is located, including both:
 * The conditions of action (the things about a situation that the actor cannot influence or change). This includes such things as the normative background (or the relevant norms), the obstacles in the way of achieving the goal, and the human ecology of the setting.
 * The means of action (which the actor has some degree of control over).

 * And to this, we can also include:
 * the actual consequences of the action (which may be foreseeable or unforeseeable, and either intended or unintended).

Though immediately intuitive and common-sensical, this model is useful as a preliminary guide by which research can be structured. (In semantics, the analytical tool of thematic roles bears many of the same characteristics. This sort of model is one concern in action theory.)

On its own, the above model describes all voluntary human action. However, social psychologists are more interested in describing a narrower subject matter: namely, social actions and aggregate actions. A "social action" was defined by Max Weber as any action that "takes account of the behaviour of others and is thereby orientated in its course"; that is to say, another person may be involved in the means, goal, or context of action (1947). Broader still, social psychologists may be interested in aggregate action, when there are multiple actors attempting to achieve the same ends independently of one another.

Of parallel interest at this level of analysis are the issues involved in socialization. What are the forces that cause people to learn their social roles? What are the mental processes that produce a socialized person? What is the role of biology in determining a person's development?

title: Social Psychology/Action and person


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Social Psychology/Identity

Self
One important question is "What does it mean for me to have a self?" It is a question that has been given treatment in a number of theories.

 * Philosophical approaches. Philosopher David Hume regarded the Self as the feeling of continuity of one's experiences, roughly akin to the conscious mind. His theories can be seen as an early prelude to postmodern identity theories (Gergen, Harré) for they both speak of the notion of the Self in very minimal terms. The common rejection of essentialism relies upon the idea that the self is something that is in a state of constant change rather than a fixed trait.

 * Psychodynamic approach. Psychologist Erik Erikson understood the Self to be composed of a number of different selves, each of which was tailored to fit their own unique demands of social life. These "selves" were sometimes conscious, sometimes not.

 * Social behaviorism. This is a theory developed by George Herbert Mead that emphasizes the relevant social context of the learning environment.

 * Social behaviorism is influenced by Darwin's theories, Wilhelm Wundt and the pragmatic philosophy of the Chicago school (James, Dewey, Peirce, Shibutani, etc.). Yet social behaviorism contrasts with cognitive psychology and Darwinian theories in one important aspect. Social behaviorism doesn't consider mind as something that is pre-existing to interaction.

"...We find no evidence for the prior existence of consciousness as something which brings about behavior on the part of one organism that is of such a sort as to call forth an adjustive response on the part of another organism, without itself being dependent on such behavior. We are rather forced to conclude that consciousness is an emergent from such behavior; that so far from being a precondition of the social act, the social act is the precondition of it. (Mead, 1934)"

 * Although this theory carries within it the word behaviorism, it has very little if anything to do with the behaviorism of John B. Watson or B.F. Skinner.

"Behaviorism in this wider sense is simply an approach to the study of the experience of the individual from the point of view of his conduct, particularly, but not exclusively, the conduct as it is observable by others. (Mead, 1934)"

 * Other sociocultural theories. The social behaviorist's perspective resembles the work of Lev Vygotsky, which places learning in the context of social interaction.

Personality and personal identity
One of the areas of research in social psychology is personality psychology. It is a subfield that engages in the study of people and the meanings they associate with themselves. Of interest to this area are questions like, "What is my personal identity?" and "What are the factors and influences that make me who I am?". In this article, and by the standards of current research, one's personality is their personal identity, both self-perceived and perceived by others (Cote and Levine). It is a kind of meaning.

 * Meaning and self-concept. Some researchers use tools borrowed from the symbolic interactionist tradition, such as the notions of self-concept, the looking-glass self and the ideal self. The "self-concept" is the idea that people actually have of a person, while the looking-glass self is the ideas and judgments that the actor thinks others have of them. The ideal self is the standard to which people aspire to be like, often influenced by role models.

 * Big five personality traits.

 * Applications. One topic of concern is the manner in which people are susceptible towards becoming dominators or victims because of aspects of their personalities. In order to help explain the effects that personality might have in acts of coercion and violence, social psychologists created the notions of Social Dominance Orientation. This concept has also been used to facilitate critical-political tools, such as that of Right Wing Authoritarianism.

 * Implicit personality judgments. Another question of earnest importance is, "Why do other people see me the ways that they do?". One answer comes from 'Implicit personality theories. This set of theories postulates that people have abstract ideas about personality traits that they cluster into positive and negative sets, and which are used implicitly to evaluate others. For instance, a person (Bob) may receive some cues from another person (Joe) which reflect a positive or negative trait about them (Joe). If the judger, Bob, makes a judgment about the other (Joe) without reflecting upon their reasons for the judgment, it will often lead to assumptions and true inferences about other unseen personality traits. For example, a person who is wasteful might also be seen as clumsy, unintelligent, or irresponsible; while a person who is skillful might be assumed to be determined, industrious, and intelligent. In effect, then, this model predicts that Bob will implicitly assume that any person who has one negative trait, also has a number of other negative traits.

Identity and identity formation

 * The sense of community. Involves the subjectively perceived sense of the traits of members of a social group. Is the conceptual center of Community psychology.

 * Social identity. A person's social identity is their position within a particular social structure. One explanatory attempt in this field has been Social identity theory, which argues that people will cluster themselves and others into meaningful groups. Related notions include roles, which denotes a person's concrete place in a particular organization, and stereotypes, which are a collection of traits that is attributed to members of a certain social set.

 * Place attachment. An actor feels a bond to a certain place, usually through extensive interaction with it. Through enough exposure to a certain environment, the actor may begin to associate their social and personal identity with that place.

 * Identity formation strategies. How do people develop their identities? What kinds of identities are there? When will an identity be more resilient across a life-span? These are all questions worth considering.

 * Writing in a quantitative branch of the psychodynamic tradition is James Marcia, author of the identity status paradigm. He argued that identity across the lifespan of a person could be attributed to two elements: their commitment to an identity, and their conscious choice (involving exploration of alternatives). From these two variables, four identity statuses can be established, which describe actors in varying states of identity consolidation:
 * Identity Diffusion, when a person has neither chosen nor committed to any identity;
 * Identity Foreclosures, when a person has committed to an identity to which they never chose;
 * Identity Moratorium, when a person entertains a number of identity choices, but expresses no commitment; and
 * Identity Achievement, when a person has committed to an identity of their own choosing.

 * The formation and development of personal and social identity depends both on biological and environmental conditions. Sometimes, these conditions are not ideal; people grow up with certain functional handicaps and dispositions, or they grow up in poor social environments. In these cases, what results is a malformation of identity. There are three kinds of persons who hold malformed identity strategies:
 * Refusers, who outright refuse to enter adulthood, and shun any behavior that would place them within a social system;
 * Drifters, who similarly fail to integrate into a social system, and do not place emphasis upon particular identity traits, but seem to pick up and harness their skills in a discontinuous way; and
 * Searchers, who are willing to integrate into social systems, but either cannot find an appropriate community, or suffer from low self-esteem which blinds them to the available communities.
 * There are also two other identity-formation strategies which seem at least overtly functional:
 * Guardians, who have succeeded at integrating into a social system, but without their personal reflection or consent;
 * Resolvers, who have both succeeded at integration into a social system and have done so of their own will and cognition. (Cote and Levine)

 * A different set of identity strategies have been postulated by postmodernist Kenneth Gergen. He identifies:
 * The strategic manipulator, who feels alienated from previous sources of their identity, and who suffers a burden of having to maintain inauthentic, false impressions with others;
 * The pastiche personality, who disregards identity altogether, sees identity as a mere tool, and lives instead upon continuous experience in the world; and
 * The relational self, where the actor is seen as merely a part of a greater social whole.

 * Topics. Related issues which require explanation are those of race, religion, gender, and sexual orientation.

title: Social Psychology/Identity


text:
Social Psychology/Types of social action

Rage and succor
The subject of "human nature" often comes up in social philosophy and political discussion. One of the key questions that the topic raises is, "Is humanity inherantly good or bad?". In other terms, "Is humanity prone to violence, or to peace?" To the extent that an answer can be provided, it will be in shades of grey.

 * Helping (or Pro-social behavior) and Indifference- Why do people sometimes help those in need, and sometimes do nothing? A number of explanations have been created.

 * The arousal/cost reward model claims that the decision to aid is based on a weighting of the costs and rewards involved, both for oneself and others. If the costs outweigh the benefits, then this model predicts that the actor will fail to act. A related model is the evolutionary theory of pro-social behavior, which postulates that helping behavior may have found an instinctual place within human nature in order for parents to aid their children and thus preserve the genetic line.

 * However, the cost-reward and evolutionary theories might at first blush seem to have trouble in showing how and why some people go out of their way to help total strangers, regardless of cost. A contrasting explanation is that of the empathy-altruism model, which explains helping behavior through empathy with the victim and subsequent empathic distress.

 * Both cost and empathy models seem to fall short in explaining the bystander effect. This effect is the social fact that people in crowds are less likely to help someone in need than they would be were they alone with the victim. Despite feeling empathic distress, and despite  condrelatively low cost in helping, people in crowds seem to suffer from a diffusion of responsibility.

 * But what is happening at the cognitive level when people engage in helping behavior? There are two big perspectives on this matter: theory-theory and simulation-theory. Theory-theory states that empathy is a product of using a rule-oriented "theory of mind". On the other hand, there is simulation-theory, which argues that empathy occurs when a person imagines the experience of putting themselves in the victim's position.

 * Empirical study has shown that there are certain characteristics of a target, context, and situation which make helping more likely. A target is more likely to be helped if the actor has a positive acquaintanceship or liking to them, the actor sees themselves as similar to target, and the target seems to deserve aid. Helping is most likely to occur when the normative environment smiles upon helping behavior by beneficient rules and expectations in common currency, and if the actor sees helping as a strong part of their identity or role. Also important are the effects of modelling, whereby an actor sees a third party helping the target, and is inspired to copy the act; personal mood; and sense of guilt.

 * The consequences of receiving aid depend upon the sort of aid that is given. In many instances, the result is a feeling of gratitude. However, if the aid is excessive, it may create a sense of indebtedness, low self-esteem, and possible resentment in the target.

 * Aggression- Just as we may study the causes of helping behavior, we may also study the reasons and motives behind acts of hostility initiated by one person on another. Suitably, the theories in this field are highly controversial.

 * Thinkers in the psychoanalytic tradition have suggested that humanity does have an innate drive towards destruction called Thanatos, or the death instinct hypothesis. These outlooks tend to see some violence as catharsis.

 * Another outlook is the frustration-aggression hypothesis, which is a highly controversial hypothesis that states that all aggression stems from frustration and vice-versa.

 * More recent approaches include the Aversive emotional arousal model and the social learning theory of aggression.

 * Research into the causes of anti-social personality disorder (frequently known as psychopathy) may yield insight into this subject.

 * Suicide- The classic sociological work of Emile Durkheim on suicide has produced items of worthwhile study for social psychology. According to his theory, suicide may be motivated by the level of integration that the actor has in their social setting. He categorized suicide into four categories, which reflect four degrees of integration into a social group: anomic, fatalistic, egoistic, and altruistic.

Communicative action
A number of disciplines and subdisciplines examine various facets of communication. Some of these disciplines include: Communications studies, Pragmatics, Semantics, Semiotics, Linguistics, Rhetoric, Sociolinguistics, Sociology of language, and so on. Social psychology may borrow the tools needed to explain social behavior from the work of these other disciplines.

 * Communication-persuasion paradigm- In attempting to understand the objective factors that are in play when people communicate with one another, the communication-persuasion paradigm begins with this model of what goes on in human communication:
 * The source is the person who is trying to influence another person. What makes a good persuader are how credible, trustworthy, attractive, and competent they are. (In linguistics and pragmatics, the intentions of the speaker to make something understood is referred to as the utterance's illocutionary force);
 * The message is what the source is trying to convince the target of. Relevant factors include how far the message departs from the target's ideas, whether or not there is an appeal to emotion, and whether or not there is a balance of perspectives;
 * The target is the person who the source is trying to convince of something. Important to them are the relevance of message to person, their personal desire for cognition, and amount of distractions present;
 * The channel is the venu that the message is delivered;
 * The impact is the reaction from the target. This may include an attitude change, a rejection of the message, a counterargument, a suspense of judgment, and/or an attack on the source. (In linguistic and social philosophy, this is often referred to as an utterance's perlocutionary force.)

 * In all cases, the plight of those suffering from aphasia is of research interest to those who study communication.

One topic of great concern within the scope of communication is the issue of persuasion, which can be understood as whenever an actor attempts to change another's thoughts or behaviors based on the charismatic and/or reasoned input.

 * Elaboration likelihood model- This model is one attempt to explain how the process of persuasion works. It states that there are two methods by which a person may be persuaded of some message: through the central route, when the listener logically processes and considers the message and all its implications, or through the peripheral route, when the listener is persuaded for non-rational peripheral cues (such deference to authority, succinctness of message, or if others accept message as well). The model predicts that whether or not a message will provoke an attitude change in the listener depends on whether or not it is interpreted via the central or the peripheral route. If a message provokes an attitude change on the basis of superficial information, it may be temporarily adopted, but is less likely to be resilient or defended in the face of criticism. On the other hand, if a message goes through the central route, and passes the subject's reasonings, it will be more resiliently held in the future.

 * Social impact theory- Trying to explain the objective conditions where any particular message will have social influence, Latane, Jackson, and Sedikides emphasized the importance of three characteristics of the sources in their social impact theory.
 * Social Strength of the actors involved, for example power and social status
 * Immediacy, or the physical / psychological distance between actors
 * Number of Sources Present

 * Functionalism (sociology)- For functionalism, the achievement of goals relative to the normative background is important. To the extent that a) an action is beneficial towards the achievement of a goal, and b) the goal and/or means are compatible with the normative goals and means of some group or society, the act is considered functional in that respect / relative to that goal. Conversely, to the extent that a) the act is an obstacle to achieving a desired goal, and b) the goal fits the normative background of some group or society, the act is considered dysfunctional in that respect.

 * Subjective factors in persuasion- Symbolic interactionism stresses the importance of the way the actor subjectively perceives persons in the world in order to explain how persuasion occurs. Following their models, a person may be more likely to be persuaded when the persuader is more in line with the thoughts and opinions of:
 * the generalized other - the actor's notion of the normal expectations of others;
 * the opinions of significant others - the actor's idea of the expectations of special persons; ie, parents, children, spouse, friends.
 * Erving Goffman wrote in the same tradition, making sense of human interaction using insights gained from the theories and methods of dramaturgy. For Goffman, two crucial concepts are those of the front region and back region, which are the "on-stage" and "off-stage" personae which a person has -- those roles which are played for the benefit of others, and those played without others as much in mind.


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Social Psychology/Relationships

For the purposes of this article, a relationship is any association between persons, amounting to mutual familiarity, mutual awareness of one another's identities, and meaningful understanding of their relations to one another. In some literature, the word "relationship" is meant to be synonymous with "romantic relationships", but this category will use the word in a variety of senses. There are a variety of sub-areas within this field of social psychology. The two primary area are interpersonal attraction and close relationship theories.

 * 'Interpersonal attraction

How do people become friends? Lovers? What makes an individual like one person, but not another? How could two people who live on the 3rd floor of a dorm and not be friends, but both are friends with the people who live by the mailboxes on the first floor? Studies on interpersonal attraction have explored both how people become friends and romantic partners. In general, the factors involved with interpersonal attraction are the same regardless of the type of relationship. In this section, we explore the various factors that impact interpersonal attraction.

 * Physical attractiveness (under construction)

 * Evolutionary theory (Buss, 198X)

 * Sociocultural theory

 * Integrated theory (Eagly & Wood, 1999; 2013; Wood & Eagly, 2002; 2013) - 2013 dates may be inaccurate, should reflect articles in American Psychologist and Current Directions in Psychologcal Science

In the late 1990s, Eagly and Wood attempted to find common ground between the evolutionary and sociocultural extremes that had been argued throughout the 1980s and early 1990s. They argued that both perspectives admit some limitations, but both perspectives have been slow at accepting this new theoretical perspective - the biosocial theory. Despite the promise of this approach, this theoretical perspective is often often misinterpreted and labeled as sociocultural (see later Eagly and Wood papers mentioned above).

 * Propinquity (under construction)

How could two people who live on the 3rd floor of a dorm and not be friends, but both are friends with the people who live by the mailboxes on the first floor? The concept of propinquity explains this phenomena. Specifically, people become attracted to others who are functionally closer to them. By functionally closer, it is meant that the situation forces two persons paths to cross regularly. Using the initial example, two people who live at opposite ends of the hall in a dorm may rarely, if ever, cross paths if they are able to use opposite staircases to leave the building. However, both may be friends with the people by the mailboxes because having to check the mail regularly forces each of the 3rd floor residents to regularly cross paths with the individuals living near the mailboxes.

This form of attractiveness relies on the mere exposure effect(citation needed). Research on the mere exposure effect found that people who were regularly exposed to another individual, regardless of if they ever spoke, would find the person they were exposed to as more attractive. The commonly cited study (citation need) found that students in an introductory psychology course rated a picture of a confederate as more attractive at the end of the semester if that semester sat in on the course for half of the course meetings, or even a quarter of the meetings, than those who never had any exposure to the confederate. This was the case despite the fact that the confederate never had any interaction with any of the students in the courses she sat in on. (this needs to be edited for detail accuracy, but the general study is properly described)

 * Similarity (under construction)

People with similar opinions, political or otherwise, tend to be more attracted to each other.

 * Maintaining Relationships

 * Attachment Theory (under construction) (Bowlby, 195X; Ainsworth, 197X; adult - Shaver, 198X-200X; Mikulincear, 200X; Feeney, 199X-201X)

 * 'Anxious Attachment'

 * Avoidant Attachment'

 * Interdependence Theory (under construction)

 * 'Investment Model of Commitment' (Rusbult et al., 1970s to 2014)

One form of relationship is the romantic relationship. Studies into human dating and attraction investigate the way that norms, propinquity, threat, familiarity, availability, similarity, attractiveness, trust, and dependence have on creating friendly relationships. One theory in this field is the matching hypothesis, which postulates that an actor will attempt to find a mate who matches their level of social desirability.

 * Power. Power is the ability to cause an actor to behave or think in a way despite their internal desire to do otherwise. This subject involves an investigation into the nature and causes of authority, which may involve investigation into the authoritarian personality. There are, in general, six techniques in the use and maintenance of power: the viable promise to provide rewards, the ability to provide viable threats, referent power, an appeal to roles within a social structure, the power of information, and a viable appeal to expertise.

 * Power is also established by dependency of some actor(s) upon other(s) for the provision of their wants and/or needs.

 * Trust (sociology). Trust is the actor's belief in the competence and/or benevolence of another actor. In social cognition, it is important to understand how trust impacts how actors behave and think based on the behaviors and words of others.

title: Social Psychology/Relationships


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Social Psychology/Psychology of collective

In the theory of collective behavior, it is important to separate the organized action of a group from the diffuse, aggregated actions of individuals. Both are of interest to social psychologists, since they have to do with a mass of people. However, groups have common interactions and relationships within it, while the interactions and relationships within an aggregate are diffused.

For the purposes of social psychology at the wider level, there are two fundamental worries. First, what acts as the catalyst for emergence of groups and norms, and what maintains those social forms? Second, how do social perceptions occur, especially with respect to primary socialization?


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Social Psychology/Crowd behaviors

 * Collective behavior is any instance of a large collective (either group or aggregate) engaging in some action. Of special attention are the behaviors of Social movements and Aggregate behaviors, which shed some light into the fundamental questions of what causes, maintains, and structures a society. One sort of such behavior is herd behavior. J-curve theory predicts social revolutionary change to occur when an intolerable gap develops between people's expected satisfaction of needs and their actual satisfaction of needs.

 * Self in social context (social structure, population density). Examines the influence of personal factors (personality, health, alienation, status, and values) on one's position in various kinds of group structures.

 * Dissent, Deviance and reactions to deviance. Examines the role of habitual mindsets and social functions on the existence of norms, as well as the impact of labeling and social controls on deviance. Deviance is always relative to norms, which are revealed via breaching experiments.

 * This field has aroused many explanations. Anomie theory considers some deviance to be a result of persons trying to achieve a cultural goal but lacking the appropriate resources or means to do so. Strain theory (sociology) explains deviance in terms of social strain. Differential association theory understands deviance to occur when the definitions and meanings that support deviant acts are learned. Control theory (sociology) explains deviant behavior as a product of being influenced by other persons. Labeling theory believes that the reaction that people have to rule violations can have a compelling effect on deviants, either in reinforcing or discouraging it. Finally, the routine activities perspective considers how deviance occurs out of the routines of everyday life.

title: Social Psychology/Crowd behaviors


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Social Psychology/Intergroup behavior

Intergroup conflict

This field examines the reasons and motives behind hostility between groups. The realistic group conflict theory sees group conflict as a conflict of goals. The Intergroup contact hypothesis stresses the notion that group conflict could be defused if both groups had more contact with one another, such as through the Robber's Cave experiment.

Intergroup behavior
The general study of behavior between groups. One theory is the Social identity theory of intergroup behavior.

title: Social Psychology/Intergroup behavior


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Adventist Youth Honors Answer Book/Household Arts/Baking

1. Explain the difference in food value between whole wheat flour and white flour.
Whole wheat retains the bran and germ as well as the endosperm, in contrast to white flour which retains only the endosperm.

Whole wheat foods are nutritionally superior to refined grains, richer in dietary fiber, antioxidants, protein (and in particular the amino acid lysine), dietary minerals (including magnesium, manganese, phosphorus, and selenium), and vitamins (including niacin, vitamin B6, and vitamin E).

The greater amount of dietary fiber, as much as four times than found in refined grains, is likely the most important benefit, as it has been shown to reduce the incidence of some forms of cancer, digestive system diseases, coronary heart disease, diabetes, and obesity. Some of these protective effects occur because carbohydrates from whole grains are digested and enter the bloodstream more slowly, avoiding the "sugar rush."

2. Describe the effects of yeast in bread making.
Yeast interacts chemically with sugar in warm water to provide leavening. This allows the bread to "rise".

In more detail, yeasts make up a group of single-celled fungi, a few species of which are commonly used to leaven bread. In the absence of oxygen, yeasts produce their energy by converting sugars into carbon dioxide and ethanol. In baking, the carbon dioxide raises the bread and the ethanol evaporates.

3. Give one Old Testament and one New Testament incident where leavening is mentioned.
Old Testament: Exodus 12:34 & 39—The Israelites prepared unleavened bread for the first Passover

New Testament: Jesus mentioned leavening several times including: Matthew 13:33; Luke 13:20, 21

Jesus compares the Pharisees to leaven in Matthew 16:6-12; Mark 8:15; Luke 12:1

d. Bagels
With thanks to http://www.bagelrecipes.net/simple-bagels.html - a completely free source for recipes for bagels.

6. Explain why the use of baking powder and baking soda should be avoided and why the mixture of milk, sugar, and eggs is harmful to health.

 * Baking soda and baking powder: In The Ministry of Healing, Ellen White wrote that baking soda and baking powder should not be used for making bread.  She wrote, "Soda causes inflammation of the stomach and often poisons the entire system."

 * Milk, sugar, and eggs: When these ingredients are mixed and eaten, they ferment in the abdomen, giving the same effect as alcohol products.

7. How do you test a cake for being done? How do you keep a cake from "falling"?
You can test to see if a cake is done by inserting a toothpick or butter knife carefully into the center of the cake. If it comes out clean without any "cake goo" attached, then the cake is done.

You can keep a cake from falling by not introducing a cake to temperatures drastically different from the oven too quickly and by not slamming the door on the oven before the cake is done.

a. Cake from basic ingredients (any flavor)
See the Wikibook Cookbook recipes for Cakes and Cupcakes. Remember that you can use soymilk instead of cow's milk. In cake recipes calling for eggs, you can substitute a half banana and a quarter cup of apple sauce.

b. Cake from a mix (any flavor)
The best advice we can give here is to buy a mix and follow the directions on the package. Cake mixes were introduced to the market in the 1950s, though they were not initially well received. At that time, the only thing the homemaker needed to do was add water, blend, pour it in a pan, and bake. Marketeers determined that homemakers did not like this because it did not feel enough like "homemade" so they omitted powdered eggs from the mix and had the homemaker add fresh eggs along with the water. As soon as this change was made to the formulation, sales skyrocketed.

It should be noted however, that it is perhaps impossible to find a cake mix that does not use either baking powder or baking soda, or the combination of eggs, milk, and sugar (see requirement 6). However, 3 tablespoons of water plus 1 tablespoon of either cornstarch or ground flax seed makes a good egg-substitute.

a. Baked, any fruit, including lemon
See the Pie Section in the Wikibooks Cookbook for more recipes.

b. Unbaked (baked pie shell only), fresh fruit, gelatin, etc.
See the Banana Cream Pie recipe in the Wikibooks Cookbook.

10. Make and bake one recipe of cookies. Make one recipe of refrigerator cookies. It is preferable to use wholesome ingredients such as fruit, oatmeal, nuts, etc.
By definition, refrigerator cookies are made from a stiff dough that is refrigerated to become even stiffer. The dough is typically shaped into cylinders which are sliced into round cookies before baking. Refrigerator cookies are any type of cookie where the dough needs chilled before baking the cookies.

Examples of refrigerator cookies include:
 * Gingerbread cookies
 * Most "cookie cutter" cookies
 * Some types of chocolate chip cookies.

11. Prepare recipe file for all of the items required above and any others desired. See how many recipes you can find using fruit without large amounts of sugar.
Try one of many recipe sites online such as recipesource.com. Or, even better, use this as an opportunity to learn recipes that your parents and grandparents have made over the years! Be sure that you include your favorite recipes!


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Talk:Fortran/Program flow control

I think this should be more compacted and less verbose.
 * Yes, it definitly needs some more work. Please feel free hack out and change as much as you want. If you don't want to edit it don't worry, I'll get around to it at some point :) --H2g2bob 00:48, 8 February 2006 (UTC)

wrong powers
Loops can be nested. The following code prints powers 2 through 4 of the integers from 1 to 10 do i=1,10 do ipower=1,3 print*,i,ipower,i**ipower end do end do

Don't you mean powers 1 through 3? 71.202.251.230 (discuss) 05:05, 30 March 2013 (UTC)

missing logical statement
there's a .NE. (not equal), I would put it in myself, but don't remember off-hand what the symbolic representation is (might be /=). 82.13.83.244 11:40, 26 March 2007 (UTC)

Good code practice
This is part of the article:

Arguments to the do loop don't have to be numbers, they can be any integer that is defined elsewhere in the program. start, end, and increment can be any variable name.

I don't know whether this will even compile or not, but using end as a variable name is not the greatest idea. Consider changing this in the article.

Richard n (discuss • contribs) 16:06, 9 December 2013 (UTC)

title: Talk:Fortran/Program flow control


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Fortran/Fortran structure and style

Style
Older versions of Fortran had strict guidelines on how a program was formatted. Fortran 90 lifted this restriction and would accept free format code as well as historical fixed format code.

Fixed format
Prior to Fortran 90, source code followed a well-defined fixed format. Comments are indicated with a 'C' in the first column, columns 2-5 were reserved for an optional numerical statement label, a non-blank character in column 6 indicated the current line was a continuation from the previous one, and columns 7 through 72 were available for program statements. Columns 73 through 80 were ignored and often contained line sequence numbers. Blank lines were not allowed. This rigid formatting was the result of Fortran being developed in the era of batch computing and punched card input. The sequence number was used in the case a program 'deck' was dropped; program order could be recovered if the punch cards were placed in a card reader and sorted on columns 73-80. Compiler vendors offered extensions to this formatting, but it was rarely portable (for example, interpreting tab characters as 6 spaces.)

Note that while column position was significant, white space was not. The following program illustrates legal use of white space in fixed-format Fortran:

While this code is technically legal, it is strongly encouraged to use white space to separate keywords, labels, and data to maintain readability.

Fortran was developed before the standardization of the ASCII character set and traditionally Fortran code has been written in all-caps. Variable names were limited to six characters, but this was often extended by compiler vendors.

Free format
As of Fortran 90 and onward, source code does not require fixed column formatting. In this case, commands can freely start on any column. The 72 column limit has also been released. This allows for much more space for indentation.

Case sensitivity
Fortran is not case sensitive. Fortran was typically used on systems that only supported capital letters. In fact, the language itself was called FORTRAN (in capitals). It remains customary, though completely unnecessary, to type Fortran commands in all capitals. This is useful to distinguish keywords in source code that is displayed on monocrome displays and print. These days, syntax highlighting is available to replace this. However it may be useful to visually distinguish older Fortran code from modern source code.

Whitespace
Whitespace and empty lines usually won't matter in Fortran 90 or above. Some statements require whitespace, for example,,   and   require whitespace between the statement keyword and the program unit identifier.

However, unlike many other languages such as C, C++, and Java, the line delimiter ';' is optional, so each line of code may stay on its own line. However, the use of the command separator character ';' is discouraged.

Program units
Fortran programs are made up of program units. A single source code file can contain several program units but it is conventional to place each program unit in its own separate source code file. At their most basic they consist of a series of Fortran statements and conclude with the  statement.

Main program
Every executable program must have a main program unit. For example, the following is a complete compilable and executable program. However, it is much clearer to use the  statement to indicate that it is the main program unit. The main program is separated into sections. The first section should consist of module  statements. This is followed by  /   statements that control whether undeclared variables are implicitly typed. This is followed by the declaration section where variables, types, interfaces and procedures are declared. Then comes the executable statements of the main program. The last section is the internal subprograms initiated by the  statement.

Subprograms
Program units may also be subprograms: these can be procedures (functions and subroutines), block data, modules or submodules.

External subprograms
The following code shows a main program and a function. The increment function is external to the main program, and therefore needs a declaration in the main program on line 4. However, the interface of the function is still implicit. To explicitly declare an external procedure, one can use an interface that declares all the inputs and outputs of external procedures. In which case, the main program would be as follows.

Internal subprograms
Internal subprograms do not need an explicit interface or a declaration, because they are part of the parent program unit. A subprogram is internal if it is contained within the  section of a program unit.

title: Fortran/Fortran structure and style


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User:Shivaallahgod

Existence of God

In this world, many beliefs exist about God. As a result, people understand God in their own way and often in their own imagination. But what is required is the understanding God as He is, what He is and how He is. The correct understanding about God has to be given by God Himself!

There are some who don't believe in the existence of God, often the reason being His existence cannot be proved like that of human beings. But because we cannot see God with the gross eyes, it doesn't mean that God doesn't exist. Just like wind, which cannot be seen but can be very much felt, it is possible to experience God's presence through Godly knowledge and meditation.

Who is God and what is His form and name? We shall now try to understand who God or the Supreme Soul is. The term 'Supreme Soul' means He is supreme among all souls. It implies that, He is also 'a soul', though He is the Highest of all. He is above birth and death. God is the Supreme Father-Mother, Supreme teacher and Supreme Preceptor to all the human beings and He himself has no father-mother, teacher and preceptor.

God is a subtle, infinitesimal point of Light. He is not visible to the naked eye but it is very much possible to experience His presence and proximity in meditation. He is incorporeal in the sense that he does not have a body of his own. He is not a human being nor does He have a human form. He is immune to pleasure and pain unlike human beings.

Names are a means of identification of human beings after they are born. They do not speak of qualities and actions of the person; they are simply proper nouns and are not attributive names. But the name of the supreme soul or God is based on His qualities and actions. His self-revealed name is 'Shiva'. 'Shiva' means doer of good or benefactor. God does good to all and therefore He is called Shiva. All souls ask for salvation and beatitude i.e. peace and happiness from Him. People remember Him by many other expressive names.

His Virtues God is the Supreme Father of all. He is called the creator. He is oceanic in his virtues - the ocean of peace, the ocean of love, the ocean of bliss, the ocean of knowledge, the ocean of happiness, the ocean of mercy, etc. He is the truth. He is the Almighty and Authority. He is reputed to be the preserver or sustainer of virtues and the destroyer of all evils. He is also the liberator, the guide, and the bestower of salvation, therefore the sadguru. He dispels sorrow, bestows joy. God is perfect in all ways and absolutely detached and loving. He is very benevolent and helpful and so souls ask all things of him. When in sorrow and losing all hope, souls turn to him intuitively and inevitably.

Many are the religions and paths that souls take in their quest for reaching God. Many wars have been waged in his name. However, he does not exclusively belong to anyone. He belongs to everyone equally.

The Supreme Father of all Souls God is the father of all souls in this world. It is observed that all religions have images, idols or memorials bearing one name or another to represent the form of Light that God is. All over India, the images of the form that Shiva has is found installed; these images are without any human form, in the form of linga, which is the symbol of an incorporeal Being. At Mecca, in the holy place of Kaaba, a stone image with oval form is called "Sang-e-Aswad". The devotes who go for Haj kiss this holy stone. Jesus Christ said, "God is Light". Guru Nanak, the founder of Sikhism also sang the praise of Him who is 'All-Light' ( ek Omkar) and is incorporeal. In olden days, the Jews held a stone of this shape in their hands while taking a solemn oath and it is believed that Moses had vision of this form of God when he saw a flame behind the bush. The Zoroastrians worship God as fire. The ancient Egyptians worshipped the sun as god. A Buddhist sect in Japan focuses the mind on a small oval shape. They call it Karni, the peace giver.

It seems therefore that human beings, without realizing, have all been worshipping and trying to discover the same God. There is only one God and His form is a point of light. He is called by different names in different religions.

The Divine Abode of God Where does God live? Is there somewhere one can go to see Him, to be with Him? God is a subtle point of light, and He does not pervade the physical universe. Nor does he live in the heart of any human being or in any matter. Neither is He omnipresent; nor is He having a human form. His home is the incorporeal world, an infinite expanse of golden-red light, which is beyond this physical world we live. It is the original abode of all souls as well. The incorporeal world is known as Paramdham or Brahmlok. Knowing where the Supreme Father is, we can establish connection with Him through thoughts during meditation.

The Divine Descent of God God descends into this world when it is under the spell of extreme darkness of ignorance, unrighteousness, moral turpitude, spiritual lassitude and religious decrepitude. This is described in scriptures as "Dharma Glani". Looking at the state of affairs today, it should not be difficult for us to conclude that the time the world is undergoing at present is indeed the Dharma Glani. This is the period of darkness when sins and crimes of all kinds usually take place; when man gropes around for want of clear vision. It is at this time that God intervenes in the affairs of mankind. The divine intervention takes place at the darkest hour of human history when the human soul is groping in the darkness of ignorance about the self, the creator and the creation; when the souls are blinded by the vices of lust, arrogance, anger, greed and attachment.

It is in this time that God descends in the body of an ordinary man to reveal the Godly Knowledge, which paves way to victory over vices and cultivate divine qualities in life. This enables human beings to transform into divine beings again.

title: User:Shivaallahgod


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Formal Logic/Predicate Logic/Informal Conventions

= Informal Conventions =

Our predicate language, $$\mathcal{L_P}\,\!$$, like $$\mathcal{L_S}\,\!$$, is cumbersome and difficult to read. The superscripts and subscripts are distracting, and there are more parentheses than are needed. As with sentential logic, we will informally use simplified variants. The official language, however, is still used for definitions and other formalities. Most of the rules for generating informal variants will be familiar from sentential logic.

Transformation rules
We create informal variants of official $$\mathcal{L_P}\,\!$$ formulae as follows. The examples are cumulative.

 * We drop a subscript if it is '0'. Thus we write $$a^2\,\!$$ instead of $$a^2_0\,\!$$ and write $$\mathrm{F^3}\,\!$$ instead of $$\mathrm{F^3_0}\,\!$$.  We cannot drop the subscript from $$\mathrm{F^0_1}\,\!$$, however.

 * The official grammar requires operation letters and predicate letters to have the superscript indicating the number of places. For example, $$a^2_0\,\!$$ is a two-place operation letter and $$\mathrm{F^3_0}\,\!$$ is a three place predicate letter.  In most cases, we can drop the superscript and let the context show the number of places.  For example, we can write

 * $$a(x, y)\,\!$$

 * Here we observe from the context that the operation letter has two places, thus leaving it understood that $$a\,\!$$ is an informal variant of $$a^2_0\,\!$$. Similarly, we observe from the context that the predicate letter in

 * $$\mathrm{F}(x, y, z)\ .\,\!$$

 * has three places. This makes $$\mathrm{F}\,\!$$, as used in this context, an informal variant of $$\mathrm{F^3_0}\,\!$$.  This convention assumes our $$\mathcal{L_P}\,\!$$ to be grammatically correct.  In general, we will avoid grammatically incorrect expressions.  We will also try to avoid, for example, using $$\mathrm{F^1_0}\,\!$$ and $$\mathrm{F^3_0}\,\!$$ in close proximity.  Otherwise, their informal variant could cause confusion.

 * We will omit outermost parentheses. For example, we will write

 * $$\mathrm{F}(x) \rightarrow \mathrm{G}(y)\,\!$$

 * instead of

 * $$(\mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(y_0))\ .\,\!$$

 * We will let a series of the same binary connective associate on the right. For example, we can transform the official

 * $$(\mathrm{F^1_0}(x_0) \land (\mathrm{G^1_0}(x_0) \land \mathrm{H^1_0}(x_0)))\,\!$$

 * into the informal

 * $$\mathrm{F}(x) \land \mathrm{G}(x) \land \mathrm{H}(x)\ .\,\!$$

 * However, the best we can do with

 * $$((\mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0)) \land \mathrm{H^1_0}(x_0))\,\!$$

 * is

 * $$(\mathrm{F}(x) \land \mathrm{G}(x)) \land \mathrm{H}(x)\ .\,\!$$

 * We will use precedence rankings to omit internal parentheses when possible. For example, we will regard $$\rightarrow\,\!$$ as having lower precedence (wider scope) than $$\lor\,\!$$. This allows us to write

 * $$\mathrm{F}(x) \rightarrow \mathrm{G}(x) \lor \mathrm{H}(x)\,\!$$

 * instead of

 * $$(\mathrm{F^1_0}(x_0) \rightarrow (\mathrm{G^1_0}(x_0) \lor \mathrm{H^1_0}(x_0)))\ .\,\!$$

 * However, we cannot remove the internal parentheses from

 * $$((\mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0)) \lor \mathrm{H^1_0}(x_0))\ .\,\!$$

 * Our informal variant of this latter formula is

 * $$(\mathrm{F}(x) \rightarrow \mathrm{G}(x)) \lor \mathrm{H}(x)\ .\,\!$$

Precedence and scope
Precedence rankings indicate the order that we evaluate the sentential connectives and quantifier phrases. $$\lor\,\!$$ has a higher precedence than $$\rightarrow\,\!$$. Thus, in evaluating

 * $$(1) \quad \mathrm{F}(x) \rightarrow \mathrm{G}(x) \lor \mathrm{H}(x)\ ,\,\!$$

we start by evaluating

 * $$(2) \quad \mathrm{G}(x) \lor \mathrm{H}(x)\,\!$$

first. Scope is the length of expression that is governed by the connective. The occurrence of $$\rightarrow\,\!$$ in (1) has a wider scope than the occurrence of $$\lor\,\!$$. Thus the occurrence of $$\rightarrow\,\!$$ in (1) governs the whole sentence while the occurrence of $$\lor\,\!$$ in (1) governs only the occurrence of (2) in (1).

The full ranking from highest precedence (narrowest scope) to lowest precedence (widest scope) is:

Quantifier phrases have the same precedence as negation signs.

Examples
The following examples are predicate logic variants of the examples at the sentential logic Informal Conventions page. First,

 * $$((\mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0)) \leftrightarrow ((\mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0)) \lor ((\lnot \mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0)) \lor (\lnot \mathrm{F^1_0}(x_0) \land \lnot \mathrm{G^1_0}(x_0))))\,\!$$

can be written informally as

 * $$\mathrm{F}(x) \rightarrow \mathrm{G}(x) \leftrightarrow \mathrm{F}(x) \land \mathrm{G}(x) \lor \lnot \mathrm{F}(x) \land \mathrm{G}(x) \lor \lnot \mathrm{F}(x) \land \lnot \mathrm{G}(x)\ .\,\!$$

Second,

 * $$((\mathrm{F^1_0}(x_0) \leftrightarrow \mathrm{G^1_0}(x_0)) \leftrightarrow ((\mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0)) \lor (\lnot \mathrm{F^1_0}(x_0) \land \lnot \mathrm{G^1_0}(x_0))))\,\!$$

can be written informally as

 * $$(\mathrm{F}(x) \leftrightarrow \mathrm{G}(x)) \leftrightarrow \mathrm{F}(x) \land \mathrm{G}(x) \lor \lnot \mathrm{F}(x) \land \lnot \mathrm{G}(x)\ .\,\!$$

Some unnecessary parentheses may prove helpful. In the two examples above, the informal variants may be easier to read as

 * $$(\mathrm{F}(x) \rightarrow \mathrm{G}(x)) \leftrightarrow (\mathrm{F}(x) \land \mathrm{G}(x)) \lor (\lnot \mathrm{F}(x) \land \mathrm{G}(x)) \lor (\lnot \mathrm{F}(x) \land \lnot \mathrm{G}(x))\,\!$$

and

 * $$(\mathrm{F}(x) \leftrightarrow \mathrm{G}(x)) \leftrightarrow (\mathrm{F}(x) \land \mathrm{G}(x)) \lor (\lnot \mathrm{F}(x) \land \lnot \mathrm{G}(x))\ .\,\!$$

Note that the informal formulae

 * $$\lnot \mathrm{F}(x) \rightarrow \mathrm{G}(x)\,\!$$
 * $$\forall x \mathrm{F}(x) \rightarrow \mathrm{G}(x)\,\!$$
 * $$\exists x \mathrm{F}(x) \land \mathrm{G}(x)\,\!$$

are restored to its official form as

 * $$(\lnot \mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0))\ .\,\!$$
 * $$(\forall x_0 \mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0))\ .\,\!$$
 * $$(\exists x_0 \mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0))\ .\,\!$$

By contrast, the informal formula

 * $$\lnot (\mathrm{F}(x) \rightarrow \mathrm{G}(x))\,\!$$
 * $$\forall x (\mathrm{F}(x) \rightarrow \mathrm{G}(x))\,\!$$
 * $$\exists x (\mathrm{F}(x) \land \mathrm{G}(x))\,\!$$

is restored to its official form as

 * $$\lnot (\mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0))\ .\,\!$$
 * $$\forall x_0 (\mathrm{F^1_0}(x_0) \rightarrow \mathrm{G^1_0}(x_0))\ .\,\!$$
 * $$\exists x_0 (\mathrm{F^1_0}(x_0) \land \mathrm{G^1_0}(x_0))\ .\,\!$$


text: User talk:194.228.245.3

title: User talk:194.228.245.3


text:
Talk:Adventist Youth Honors Answer Book/Household Arts/Baking

I think all the chemical reactions, genus names, etc are little over the top in the answer for requirement 2. Remember that these answer books are for teaching kids aged 10-15 AY honors, not college students majoring in biology.

Jim Thomas 15:46, 7 February 2006 (UTC)


text:
Applied Ecology/Nature Tourism

In industrial countries, mass tourism and recreation are now fast overtaking the extractive industries as the largest threat to indigenous communities, and 'pristine' environments. These are destinations that tourists now want to visit. Attractive landscape sites, such as sandy beaches, lakes, riversides, and mountaintops and slopes, are often transitional zones, characterized by species-rich ecosystems. Typical physical impacts include the degradation of such ecosystems. The ecosystems most threatened with degradation are ecologically fragile areas such as alpine regions, rain forests, wetlands, mangroves, coral reefs and sea grass beds. The threats to, and pressures on, these ecosystems are often severe because such places are very attractive to both tourists and developers. Since 1945, visits to the 10 most popular mountainous national parks in the United States have increased twelvefold. In the European Alps, tourism now exceeds 100 million visitor-days. Every year in the Indian Himalaya, more than 250,000 Hindu pilgrims, 25,000 trekkers, and 75 mountaineering expeditions climb to the sacred source of the Ganges River, the Gangotri Glacier. They deplete local forests for firewood, trample riparian vegetation, and strew litter. Even worse, this tourism frequently induces poorly planned, land-intensive development.

Negative impacts from tourism occur when the level of visitor use is greater than the environment's ability to cope with this use within the acceptable limits of change. Uncontrolled conventional tourism poses potential threats to many natural areas around the world. It can put enormous pressure on an area and lead to impacts such as soil erosion, increased pollution, discharges into the sea, natural habitat loss, increased pressure on endangered species and heightened vulnerability to forest fires. It often forces local populations to compete for the use of other critical resources. Tourism development can put pressure on natural resources when it increases consumption in areas where resources are already scarce. Water, and especially fresh water, is one of the most critical natural resources. Tourism can also create great pressure on other local resources like energy, food, and other raw materials that may already be in short supply. Greater extraction and transport of these resources exacerbates the physical impacts associated with their exploitation. Because of the seasonal character of the industry, many destinations have ten times more inhabitants in the high season as in the low season. A high demand is placed upon these resources to meet the high expectations tourists often have (proper heating, hot water, etc.). Important land resources include minerals, fossil fuels, fertile soil, forests, wetland and wildlife. Increased construction of facilities for tourism and recreational has increased the pressure on these resources and on scenic landscapes. Direct impact on natural resources, both renewable and non-renewable, in the provision of tourist facilities can be caused by the use of land for accommodation and other infrastructure provision, and the use of building materials.

Tourism can cause the same forms of pollution as any other industry: air emissions, noise, solid waste and littering, releases of sewage, oil and chemicals, even architectural/visual pollution. Transport by air, road, and rail is continuously increasing in response to the rising number of tourists and their greater mobility. To give an indication, the number of international air passengers worldwide rose from 88 million in 1972 to 344 million in 1994. One consequence of this continuing increase in air transport is that tourism now accounts for more than 60% of air travel and is therefore responsible for an important share of air emissions. One study estimated that a single transatlantic return flight emits almost half the CO2 emissions produced by all other sources (lighting, heating, car use, etc.) consumed by an average person yearly. Transport emissions and emissions from energy production and use are linked to acid rain, global warming and photochemical pollution. Air pollution from tourist transportation has impacts on the global level, especially from carbon dioxide emissions related to transportation energy use. And it can contribute to severe local air pollution. Some of these impacts are quite specific to tourist activities. For example, especially in very hot or cold countries, tour buses often leave their motors running for hours while the tourists go out for an excursion because they want to return to a comfortably air-conditioned bus.

In areas with high concentrations of tourist activities and appealing natural attractions, waste disposal is a serious problem and improper disposal can be a major despoiler of the natural environment - rivers, scenic areas, and roadsides. For example, cruise ships in the Caribbean are estimated to produce more than 70,000 tons of waste each year. Today some cruise lines are actively working to reduce waste-related impacts. Solid waste and littering can degrade the physical appearance of the water and shoreline and cause the death of marine animals.

Construction of hotels, recreation and other facilities often leads to increased sewage pollution. Wastewater has polluted seas and lakes surrounding tourist attractions, damaging the flora and fauna. Sewage runoff causes serious damage to coral reefs because it stimulates the growth of algae, which cover the filter-feeding corals, hindering their ability to survive. Changes in salinity and siltation can have wide-ranging impacts on coastal environments. And sewage pollution can threaten the health of humans and animals.

Often tourism fails to integrate its structures with the natural features and indigenous architectural of the destination. Large, dominating resorts of disparate design can look out of place in any natural environment and may clash with the indigenous structural design. A lack of land-use planning and building regulations in many destinations has facilitated sprawling developments along coastlines, valleys and scenic routes. The sprawl includes tourism facilities themselves and supporting infrastructure such as roads, employee housing, parking, service areas, and waste disposal.

Tourists using the same off-road trail over and over again trample the vegetation and soil, eventually causing damage that can lead to loss of biodiversity. Such damage can be even more extensive when visitors frequently stray off established trails. Wildlife viewing can bring about stress for the animals and alter their natural behavior when tourists come too close. Safaris and wildlife watching activities have a degrading effect on habitat as they often are accompanied by the noise and commotion created by tourists as they chase wild animals in their trucks and aircraft. This puts high pressure on animal habits and behaviors and tends to bring about behavioral changes. In some cases, as in Kenya, it has led to animals becoming so disturbed that at times they neglect their young or fail to mate.

After decades of sustained growth in volume and visibility, tourism is now one of the leading global industries (11% of global GDP) and one of the major migratory movements in modern society (about 700 million international travelers in 2001), producing significant impacts on resource consumption, pollution, and social systems. It can be compared in its deleterious impacts and environmental risks to any other major industry. On the other hand, tourism is a unique tool for awareness building and learning for guests and hosts alike. Sound natural and cultural environments are its basic assets, while peace is one of its basic requirements.

Fortunately there is an encouraging 'greening' of mainstream tourism. Greater sustainability in the industry as a whole will have the largest impact on overall wildlife protection, and on communities and individuals. But 'nature-based tourism' will play a crucial role in the communities and natural environments under the greatest pressure from the development of tourism.

Nature Tourism, often referred to as Ecotourism, was introduced to the tourist industry in the early 1980s. Nature tourism attracts tourists with an interest in temporarily living in, and coming to better understand a specific, novel, relatively natural ecosystem. Its primary focus is on experiencing natural areas that fosters environmental and cultural understanding, appreciation and conservation. Nature tourism was initially connected with outdoor travel to remote, unique, and/or scenic areas. Although in its early stages there was a strong educational aspect, this was not a crucial or required element to the industry or the consumer. However, as the demand has increased, the inclusion of ecology as an integral educational element has become increasingly important. This is why nature tourism is an important topic in applied ecology.

Since its conception, nature tourism has grown to include an entire methodology of planning, conservation management, and economics. It is becoming a robust and encompassing process that not only includes site information, but also considers the sustainability of the ecosystem, conservation management, education, equitable social benefits, and community responsibility. Nature Tourism now includes several major principles:

 * Education about the area
 * Sustainable use of resources, and avoidance of degradation
 * Enhancement of local community and assistance in development
 * Respect for cultural/social/political aspects of local people
 * Profit from the tourism industry providing a boost to the local economy

Nature-based tourism attracts people interested in visiting natural areas for the purpose of enjoying the scenery, including plant and animal wildlife. Examples of on-site activities include hunting, fishing, photography, bird watching, and visiting parks and studying information about the ecosystem. An example is visiting, photographing, and learning about organgatuangs in Borneo. The returns to an individual from the experience have been described as potentially life-changing or at least memorable, and the development of new skills and knowledge. Since the mid-1990's nature tourism has emerged as a human activity distinct from adventure travel. Packages tend to be marketed as a more politically correct, environmentally and culturally aware" form of tourism, e.g., responsible travel to natural areas that conserve the environment and improve the well-being of local people. In this sense nature tourism is being increasingly recognized as a tool for sustainable development. Achieving this aim is a challenge, because high standards have to be met. But when it is achieved, communities and natural environments are the immediate beneficiaries.

However, despite their "green image", few nature tourism packages contribute a positive benefit to the global environment. A major contradiction comes from considering the environmental impact of the energy consumed in transportation to the exotic location. One study estimated that a single transatlantic return flight emits almost half the CO2 emissions produced by all other sources (lighting, heating, car use, etc.) consumed by an average person yearly. Arrival also introduces its own set of problems. As in any tourist activity, adverse impacts are ever present, such as cultural erosion and atmospheric pollution, and the drain on local natural resources to provide Western living standards as enclaves in Third World countries. Problems of sustainability are also evident in the developed countries. For example, in winter 2000, 76,271 people entered Yellowstone National Park on snowmobiles, outnumbering the 40,727 visitors who came in cars, 10,779 in snowcoaches and 512 on skis. A survey of snowmobile impacts on natural sounds at Yellowstone found that snowmobile noise could be heard 70% of the time at 11 of 13 sample sites, and 90% of the time at 8 sites. At the Old Faithful geyser, snowmobiles could be heard 100% of the time during the daytime period studied. Snowmobile noise drowned out even the sound of the geyser erupting. In Yosemite National Park, the number of roads and facilities have been increased to keep pace with the growing visitor numbers and to supply amenities, infrastructure and parking lots for tourists. These actions have caused habitat loss in the park and are accompanied by various forms of pollution including air pollution from automobile emissions; the Sierra Club has reported "smog so thick that Yosemite Valley could not be seen from airplanes". This occasional smog is harmful to all species and vegetation inside the Park. Such issues are being addressed by planning and managing destinations, setting up institutional partnerships and the continued development of environmentally friendly technology.

The concept of ecotourism has come into common use in the last decade. It describes a goal towards which tourism entrepreneurs, government agencies, non-governmental organizations (NGOs) and communities have been aiming at for much longer. A definition put forward by The Ecotourism Society in 1991 describes it as 'responsible travel to natural areas that conserves the environment and sustains the well-being of local people.' Professionals working within the field of ecotourism generally agree that 'ecotourism' stands out within the area of nature tourism by:

 * Travel to a natural area.
 * Travel that supports the conservation of biodiversity.
 * Travel that brings benefits to local host communities.
 * Travel that leads to greater understanding of the natural or cultural environment visited.

Including these four components in a travel package significantly restricts the number of tourism products that can genuinely be labelled ecotourism. To some people, ecotourism is regarded as one niche market within the larger, and rapidly expanding market of nature tourism. Here it has been estimated that nature-based tourism now comprises 20 per cent of the world travel market, and ecotourism 7 per cent. A package labelled ecotourism has some inbuilt constraints; the main one being that participants are responsible and benefit conservation efforts and local communities, and the visitor has participated in some learning experience. One example might be camping at a national park, paying an entry fee, following park rules of conduct, buying supplies at a gateway community outside the park, and participating in a natural history lesson. However, these kinds of constraints are what all kinds of nature tourism are aiming for. In this respect, it is perhaps better to retain the term nature tourism as an umbrella for all packages that involve the softer interaction of people with habitats and species as a primary objective of the holiday.

Nature tourism requires interactions and partnerships with conservation NGOs, government tourism and resource management agencies, community groups and the private sector. Above all it requires the management of the many impacts of massed humans introduced into species rich ecosystems. Even better would be the integration of nature tourism into international strategies for sustainable development. In this context, the United Nations Environment Programme (UNEP) has been appointed by the Commission on Sustainable Development (CSD) as the Interagency Coordinator or lead agency responsible for implementation of Agenda 21 issues on tourism. Together with the World Tourism Organization (WTO/OMT), UNEP is the main focal point on sustainable tourism for CSD and the Convention on Biological Diversity for devising global strategies for tourism can contribute to environmental conservation

title: Applied Ecology/Nature Tourism


text:
User talk:209.79.65.238

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks.

title: User talk:209.79.65.238


text: User talk:194.82.143.250

title: User talk:194.82.143.250


text:
User talk:Astaire510

--George D. Bozovic talk 16:59, 7 February 2006 (UTC)

authors: Ђорђе Д. Божовић~enwikibooks

title: User talk:Astaire510